Year 9 SyllabusTest
Year 9 Syllabus
Year Level Description
Year 9 Tamil: Second Language builds on the skills, knowledge and understanding required to communicate in Tamil language developed in Year 8 and focuses on extending students’ oral and written communication skills and their understanding of Tamil language and culture.
In Year 9, students communicate in Tamil, initiating and participating in sustained interactions with others to exchange ideas and compare and justify personal opinions about aspects of childhood, teenage life and relationships. They engage in individual and collaborative tasks that involve planning and managing activities, events or experiences and exchanging resources and information. Students analyse ideas and information from a range of texts, identifying context, purpose and intended audience. They convey information and ideas and offer their own views on texts related to aspects of their personal and social worlds, using appropriate formats and styles of presentation. Students discuss how imaginative texts reflect Tamil cultural values or experiences. They create and present imaginative texts that involve moods and effects designed to engage different audiences.
Students show understanding of the systems of the Tamil language when encountered in simple spoken and written texts. They build on their mastery of Tamil scripts and understand sound variation in the pronunciation of borrowed words. Students generate language for purposeful interaction in spoken and written texts, extending understanding and use of context-related vocabulary and knowledge of grammatical elements, such as noticing how grammatical choices can shade meaning, determine perspectives and establish relationships when encountered in expressions and scaffolded language contexts. They further develop a metalanguage to discuss and explain grammatical forms and functions.
In learning the Tamil language, students explore how language both reflects and shapes cultural distinctions, with reference to community, social class, gender and generational norms.
In Year 9, learning is characterised by consolidation and progression. Students work with increasing independence to analyse, reflect on and monitor their language learning and intercultural experiences; however, they still require guidance through modelling, scaffolding and monitoring.
Communicating
Socialising
Initiate and participate in sustained interactions with others orally and in writing to exchange ideas, and compare and justify personal opinions about aspects of childhood, teenage life and relationships; for example, தற்போது, எதிர்காலத்தில்; எனக்கு பத்து வயது இருக்கும் போது...; இளம்வயதினராக இருப்பதுநல்லது அல்லது கடினமானது காரணம்…; என் கருத்தின் படி...; உங்கள்/உன் கருத்து என்ன?; என்னை க்கேட்டால்...; நான் ஒரு போதும் சம்மதிக்க மாட்டேன்.
Engage in individual and collaborative tasks that involve planning and managing activities, events or experiences, exchanging resources and information; for example, planning a display or performance to illustrate their memories of aspects of their childhood, or organising a forum to raise awareness of issues of interest to teenagers
Informing
Analyse ideas and information from a range of texts related to aspects of their personal and social worlds, identifying context, purpose and intended audience
Convey information and ideas, and offer their own views, on texts related to aspects of their personal and social worlds, using language and different modes of presentation to suit different audiences or to achieve different purposes
Creating
Discuss how imaginative texts, such asபாரதியார் அல்லது பாரதிதாசன் கவிதைகள், reflect Tamil cultural values or experiences through using structure, language and mood to build action, develop character and position the reader/audience
Create and present imaginative texts that involve moods and effects and are designed to engage different audiences
Translating
Translate and interpret a range of texts and discuss how to convey concepts that do not translate easily across different linguistic and cultural contexts
Reflecting
Monitor language choices when using Tamil, considering their own and others’ responses and reactions in intercultural communication, questioning assumptions and values and taking responsibility for modifying language and behaviours in relation to different cultural perspectives
Investigate and share family and cultural traditions and experiences, considering how these have shaped and continue to shape personal and cultural identity
Understanding
Systems of language
Recognise and use sound intonation and comparing pronunciation; for example, எடுத்தேன், எடுத்தன், நினைத்தேன், நெனைச்சன்
Recognise that not all letters can be used as the first letter of a word; for example, ங, ழ, ள
Understand and use some single-letter words in Tamil; for example, கை, மை, பை, கோ, ஈ, பூ, தீ
Generate language for a range of purposes in spoken and written texts by extending understanding and use of context-related vocabulary and elements of the Tamil grammatical system, including:
- describing people and things using compound nouns; for example, நீல வானம், நல்ல மனிதர், பச்சைக்கிளி
- describing the qualities of people and things using noun-adjective phrases; for example, கெட்டிக்காரப் பையன், நல்ல விடுதி, அழகான ஓவியம்
- describing people and things using comparative and superlative adjectives; for example, அதைவிடப் பெரியது, எல்லாவற்றிலும் பெரியது, அதுவே பெரியது
- using qualitative adjectives in sentences; for example, அழகிய, அழகான, அலங்கரிக்கப்பட்ட
- beginning to use reflexive pronouns and verbs in modelled sentences; for example, நானே, என்னையே, எனக்கே, நீங்களே, அவனே, அவர்களே, தாமே, தமக்கே
- using indicators of groups or collective nouns; for example, கும்பல், ஜோடி, மூவேந்தர்
- using terms of address; for example, தாய்மார்களே, அவர்களே, ஐயா
- using classifiers; for example, சீப்பு, கட்டு, பிடி, முழம்
- describing people, things and time using acronyms and abbreviations; for example, டி.நகர் (T. Nagar), கி.மு (B.C), கி.பி (AD)
- using comparative and superlative forms of adverbs and adjectives; for example, ராமு அவனை விட வேகமாக ஓடினான்.
- expressing imagination by using imagery; for example, காற்று கடுமையாக வீசுகிறது.
- maintaining interactions using rhetorical devices – for example, உண்மையா?, அதுவல்ல – and verbal fillers, such as இல்லையெனில், மூலம், இவ்வாறு, முதன் முறையாக,
- using modal verbs, such as செய்ய வேண்டும், திறமையாக, அவசியமாக, கண்டிப்பாக; அவசியமாக ஆசிரியரைச் சந்திக்க வேண்டும்.
- using synonyms; (ஒரு சொல் பல பொருள்) for example, சூரியன் – ஆதவன், கதிரவன், ஞாயிறு
அரசன்- கோ, மன்னன், வேந்தன் - recognising and using homonyms (பல்பொருள் ஒரு சொல்); for example, திங்கள் -
மாதம், சந்திரன், வாரநாள் - referring to the past, present and future, and relating events in time using adverbs; for example, முன்பு, அடுத்து, வருமுன், பிறகு
- indicating possibility; for example, இருக்கலாம், இருக்கக்கூடும், ஒரு சமயம், ஒரு வேளை; அவன் ஒரு வேளை அங்கு வராமல் இருக்கலாம்.
- well-wishing; for example, நம்புகிறேன், நம்பிக்கையுடன், வாழ்த்துகள், நன்று
- using sequencing words in paragraphs; for example, முதலில், அடுத்து, மேலும், கடைசியாக, மற்றொன்று, சுருக்கமாக
- using cohesive devices; for example, எனினும், ஆனால், உம்
- recognising word order; for example, எனக்கு கூடைப்பந்து விளையாட விருப்பம்.; கூடைப்பந்து எனக்கு விருப்பமான விளையாட்டு.
- using composition, stacking and interactive phrases to express complex ideas in a simple way; for example, ஆடிப்பாடி, பாய்ந்து பாய்ந்து, கலகல, சலசல
- using joining words with change விகாரப்புணர்ச்சி; for example
- disappear (கெடுதல்)
- உயிர்+உயிர்
பட்டு+ஆடை=பட்டாடை - மெய்+உயிர்
வானொலி=வான்+ஒலி and
- உயிர்+உயிர்
- convert (திரிதல்)
- மெய்+மெய்
கண்+நீர்=கண்ணீர்
- மெய்+மெய்
- disappear (கெடுதல்)
- recognising and using கலைச்சொற்கள்; for example,
- இயங்கலை – online
- வலைத்தளம் – website
- வலையொளி – YouTube
Further develop a metalanguage to discuss and explain grammatical forms and functions
Examine the interrelationship between different text types, language choices, audience, context and purpose
Language variation and change
Analyse how and why language is used differently in different contexts and relationships
Explore changes to both Tamil and Australian English and identify reasons for these changes; for example, media and new technologies, popular culture and intercultural exchange
Role of language and culture
Explore how language both reflects and shapes cultural distinctions, with reference to community, social class, gender and generation
Achievement standard
At standard, students use familiar language when initiating, in part, and participating in sustained spoken and written interactions to exchange information on aspects of childhood, teenage life and relationships, and in tasks, activities and transactions. They analyse ideas and most information and, in part, identify context, purpose and intended audience from texts related to aspects of their personal and social worlds, and use some appropriate formats and styles of presentation to convey information and ideas, and offer their views. Students provide examples of how Tamil imaginative texts reflect cultural values or experiences, and create and present simple imaginative texts with moods and effects, in order to engage different audiences. Students translate and interpret texts, with some accuracy, and discuss how to convey concepts that do not translate easily across different linguistic and cultural contexts. They monitor their language choices when using Tamil and consider, at times, their own and others’ responses and reactions in intercultural communication.
Students apply, with a satisfactory level of accuracy, the Tamil sound and writing systems when using familiar vocabulary related to aspects of childhood, teenage life and relationships, and using elements of grammar in spoken and written texts. Students use familiar metalanguage to discuss and to explain some grammatical forms and functions. They describe the interrelationship between different text types, language choices, audience, context and purpose. Students describe how and why language is used differently in different contexts and with different speakers, and how language reflects and shapes cultural distinctions, such as community, social class, gender and generation.
Year Level Description
Year 9 Tamil: Second Language builds on the skills, knowledge and understanding required to communicate in Tamil language developed in Year 8 and focuses on extending students’ oral and written communication skills and their understanding of Tamil language and culture.
In Year 9, students communicate in Tamil, initiating and participating in sustained interactions with others to exchange ideas and compare and justify personal opinions about aspects of childhood, teenage life and relationships. They engage in individual and collaborative tasks that involve planning and managing activities, events or experiences and exchanging resources and information. Students analyse ideas and information from a range of texts, identifying context, purpose and intended audience. They convey information and ideas and offer their own views on texts related to aspects of their personal and social worlds, using appropriate formats and styles of presentation. Students discuss how imaginative texts reflect Tamil cultural values or experiences. They create and present imaginative texts that involve moods and effects designed to engage different audiences.
Students show understanding of the systems of the Tamil language when encountered in simple spoken and written texts. They build on their mastery of Tamil scripts and understand sound variation in the pronunciation of borrowed words. Students generate language for purposeful interaction in spoken and written texts, extending understanding and use of context-related vocabulary and knowledge of grammatical elements, such as noticing how grammatical choices can shade meaning, determine perspectives and establish relationships when encountered in expressions and scaffolded language contexts. They further develop a metalanguage to discuss and explain grammatical forms and functions.
In learning the Tamil language, students explore how language both reflects and shapes cultural distinctions, with reference to community, social class, gender and generational norms.
In Year 9, learning is characterised by consolidation and progression. Students work with increasing independence to analyse, reflect on and monitor their language learning and intercultural experiences; however, they still require guidance through modelling, scaffolding and monitoring.