1. art and entertainment
2. movies and tv
3. bollywood

AUSTRALIAN CURRICULUM: LANGUAGES – HINDI
Context statement
The place of the Hindi language and associated cultures in Australia and the world
Hindi is an official language of India and Fiji. It is the most widely spoken language of the Indian subcontinent and
is also widely spoken throughout the world in countries that include the United States, United Kingdom, Canada,
the Gulf countries, Fiji and Australia. The language and associated cultures have evolved over time due to
processes such as colonialism, globalisation and technological change, and to India’s geopolitical and historical
position in the world.
The languages of India belong to several language families. Modern Standard Hindi grammar is based on the Khari
Boli dialect of Hindi spoken in the Delhi area and is written in Devanagari script. The grammar systems of Hindi
derive from the same roots as classical Sanskrit and its vocabulary includes elements not only from Sanskrit but
also from Persian, Arabic, Dravidian and other Indian languages and from other world languages such as Turkish,
Portuguese and English. Modern Hindi evolved into a distinct language in the New Indo-Aryan Period (from the
11th/12th century). Following independence in 1947, the Indian government instituted a standardisation of
grammar, using the Devanagari script to standardise orthography and to bring about uniformity in writing. The
Constituent Assembly adopted Hindi as the Official Language of the Union on 14 September 1949, now celebrated
each year as Hindi Day.
Hindi is the first language of a large proportion of the population of India and is spoken by more than half the
overall population. It is an official language in Delhi, Uttar Pradesh, Uttarakhand, Chhattisgarh, Himachal Pradesh,
Chandigarh, Bihar, Jharkhand, Madhya Pradesh, Haryana and Rajasthan. By virtue of its role as a lingua franca,
Hindi has also developed regional dialects such as Bambaiya Hindi in Mumbai, Dakhini in parts of Telangana and
Bangalori Urdu in Bangalore, Karnataka. Hindi’s role as a lingua franca is evidenced in many forms of popular
culture, such as music and film.
Hindi has been an important element of Indian educational systems, both as a first and second language and as a
language of instruction. In non-Hindi states, Hindi may be learned as the third language.
Significant Indian migration to Australia began in the 1980s and continued through the 1990s. The majority of
migrants come to Australia through family connections and numbers of skilled migrants continue to grow. Most
Indians are multilingual and Hindi is one of the most widely spoken languages in the Australian Indian community,
followed by Punjabi and Tamil.
The place of the Hindi language in Australian education
The community’s commitment to maintain and to express Hindi identity through language, culture and religion is
reflected in the strength of Hindi language use in home and community contexts and in well-established after-hours
Hindi school programs. Since 2007, there has been an increase in numbers of students learning Hindi, primarily in
community language schools and weekend language schools in New South Wales, Victoria and South Australia.
Some programs are now offered in mainstream schools, including programs that cater for second language
learners. Total student numbers are relatively low, but increasing enrolments reflect the growing Indian community
in Australia and the Australian Government’s commitment to support linguistic diversity in the community and to
develop capabilities in the languages of the region, including Hindi (Australia in the Asian Century white paper
2012).
The nature of Hindi language learning
Hindi language learning in the context of this curriculum reflects the profile of the cohort of learners for whom it is
designed. They are background language learners, with different levels of familiarity with the language and
associated cultures. For many, this existing capability is more oral than literacy-based, and initial challenges
associated with learning relate more to literacy development. Modern Standard Hindi is written in the Devanagari
script, which is also used for Sanskrit, Marathi and Nepali. It is a phonetic script which accurately represents the
sounds and syllabic structure of Hindi. Study of the script involves learning the 13 sounds classified as vowels in
their long and short forms and the 33 consonant sounds, distinguished between unaspirated and aspirated
consonants and of retroflex and dental ‘ta’ and ‘da’ sounds. There are five Persian and Arabic consonant sounds
used in Hindi and represented in script, as well as two ‘flapped’ forms of retroflex ‘r’ sounds. The syllabic structure
of Hindi is represented in Devanagari by a system where vowels following consonants are represented by symbols
called matra, and two or more consonants can be combined in a syllable without intervening vowels by conjunct
forms of consonants.
Learning the Hindi grammatical system is supported by the regularity of key elements. These include a normative
subject-object-verb sentence structure, and the use of postpositions which impact on agreements with nouns,
pronouns and adjectives. Sociolinguistic aspects of Hindi-speaking communities are reflected in aspects of the
grammar, such as the system of three levels of pronouns for ‘you’ and linguistic variations that indicate levels of
respect. Hindi is a highly inflected language. All nouns are grammatically masculine or feminine, so adjectives
agree with nouns and verbs show agreement for both number and gender. Actions are distinguished not only by
time and manner of performance but also through a distinction between habitual actions and actions completed at
a particular time. Learning Hindi involves some complexities at higher levels of study, as learners need to
understand complex combinations of verbs and the use of causative verb forms, and to recognise ways in which
Hindi draws on Sanskrit, Persian and Arabic in the formation of complex compound words in higher registers of
speech.
The diversity of learners of Hindi
The Australian Curriculum: Languages – Hindi is pitched to background language learners, the dominant cohort of
learners in the Australian context. Students vary significantly in terms of language and cultural experience,
variability being defined in part by home language environments, generational language shifts and parental cultural
and linguistic backgrounds. Learners may be first-, second- or third-generation Australians. Some may have
established literacy skills in Hindi; others will use Hindi in the home or community alongside other languages; while
others will extend their use of it to social or friendship groups. Others may have learned the language in large part
from forms of mass media such as Bollywood productions, music and popular fiction. Some have more receptive
than productive language capabilities.
The curriculum has been developed with two entry points for learners: a Foundation to Year 10 sequence and a
Years 7 to 10 (Year 7 entry) sequence. Teachers will use the curriculum to cater for learners of different
backgrounds by making appropriate adjustments to differentiate learning experiences for these students.
The intercultural language learning orientation of the curriculum explores the cultural dimension that shapes and is
shaped by languages. Background learners of Hindi already have lived experience of this relationship, ‘living
between’ Hindi and English in the Australian context. The curriculum provides opportunities for analysis, explicit
focus and reflection on this lived experience and further opportunities for students to participate in intercultural
experiences, to extend their ways of perceiving and being in the world, and to understand themselves and others
as culturally, biculturally and interculturally situated.
AUSTRALIAN CURRICULUM: LANGUAGES
HINDI FOUNDATION TO YEAR 10 SEQUENCE
Foundation to Year 10 Sequence
Foundation to Year 2
The nature of the learners
Children in this pathway enter the early years of schooling with varying degrees of oracy skills in Hindi, English and sometimes other languages or dialects. There will be
variation in terms of proficiency in Hindi, depending on variables such as home language environment, generational language shift and parental cultural and linguistic
background. Children will have varying degrees of literacy capability in Hindi and English, and share the experience of belonging to worlds in which languages play a key
role. Cognitive and social development at this stage is exploratory and egocentric. The curriculum builds on children’s interests, sense of enjoyment and curiosity, with an
emphasis on active learning and confidence building. Hindi is learned in parallel with English language and literacy, which for some children will be being learned as a
second or additional language. Learning in the two areas differs significantly but each supports and enriches the other.
Hindi language learning and use
Rich language input characterises the first stages of learning. Children are familiar with the sounds and patterns of Hindi and their fluency and accuracy is further
developed through activities such as rhymes, songs, clapping and action games. Children identify and use high-frequency words and phrases, and recognise the purpose
and intention of simple texts. They use culturally appropriate non-verbal strategies, and produce statements and expressions in response to prompts and cues. They are
supported to use Hindi for different language functions, such as asking and responding to questions, expressing wishes, responding to directions, and taking turns in
games and simple shared tasks. They notice that the languages that they know behave differently in different situations and that they themselves communicate differently
in some situations when they are using Hindi and when they are using English or other languages. Creative play provides opportunities for exploring these differences and
for using Hindi for purposeful interaction in less familiar contexts.
Contexts of interaction
Children interact with each other and the teacher, with some access to wider school and community members. Information and communication technology (ICT) resources
provide access to additional Hindi language and associated cultural experience, connecting children’s social worlds with those of Hindi-speaking children in communities
other than their own. Hindi is the dominant language used in classroom interactions, routines and activities, supported by the use of English when needed. The early stage
of language and literacy development is supported by use of concrete materials and resources, gestures and body language. Play and imaginative activities, games,
music, movement and familiar routines provide essential scaffolding and context for language development.
Texts and resources
Children engage with a variety of spoken, visual, written and digital texts. They listen and respond to teacher talk, share ideas and join in songs, rhymes, stories and
chants and various forms of play and simple conversational exchanges. Written and digital texts include stories, shared Big Books, wall charts and teacher-generated
materials such as games, labels, captions and flashcards.
Features of Hindi language use
Children’s familiarity with the spoken form of Hindi supports their introduction to the written form of the language. They make connections between speech and writing and
are introduced to the Devanagari script, recognising and reproducing the written forms of the 13 sounds classified as vowels and the 33 consonant sounds. They become
familiar with the syllabic structure of the script and the use of matra and conjunct forms of consonants. They recognise basic elements of grammar such as the subjectobject-verb order of sentences, the placing of adjectives before nouns, सुंदर लड़की, छोटा बच्चा, रुं ग-बबरुं गी तििली, agreements for number and gender, मैं, हम, मेरा, िम्हारा,
variable use of pronouns and postpositions and the use of simple verbs to describe actions, गाना, खाना, खेलना, दौड़ना. Writing skills progress from labelling and copying
familiar words and phrases to co-constructing simple texts using familiar vocabulary, language features and structures. As children learn to adjust language to suit different
purposes and situations, they begin to understand how culture shapes language use. They compare how they feel when they use different languages and how they view
different languages and the people who use them. This introduction to the meta- dimension of intercultural learning develops the ability to ‘decentre’, to consider different
perspectives and ways of being, and to become aware of themselves as communicators and cultural participants.
Level of support
Learning is supported via the provision of experiences which are challenging but achievable with appropriate scaffolding and support. This involves modelling, monitoring
and moderating by the teacher; provision of multiple and varied sources of input; opportunities for revisiting, recycling and reviewing; and continuous cueing, feedback,
response and encouragement.
The role of English
While learners are encouraged to use Hindi whenever possible, English is used when appropriate for discussion, comparison, reflection and explanations. Mixing the two
languages is common at this level and reflects children’s experience in their home communities.
Communicating
Foundation to Year 2 Content Descriptions Elaborations
Socialising
Interact with teacher and peers to exchange greetings,
talk about themselves and their families, to express
thanks, wishes and preferences

language, for example, joining both hands and bowing the head a little in greeting while saying नमस्िे
and farewelling using terms such as फिर ममलें गे

[Key concepts: self, family, home, wishes; Key
processes: interacting, greeting, describing]
LIT, PSC, ICU
greeting and farewelling each other and the teacher, using appropriate expressions and body
using appropriate greetings in different contexts, for example, अध्यापिका जी! आि कैसी हैं? नमस्िे पिनोद;
िम कैसे हो?

introducing and describing themselves, their friends and family members, for example, मेरा नाम कपििा
है l ये मेरे पििाजी हैंl ये बहि दयाल व्यक्ति हैंl ये मेरी मािा जी हैं l; ये बहि सन्दर हैंl यह मेरा बड़ा भाई है l; यह बहि
िररश्रमी है l; यह मेरी छोटी बहहन है l; इसका नाम सधा है l; यह िााँच साल की है l

using phrases that characterise everyday social interactions, such as thanking, apologising or offering
congratulations, for example, धन्यिाद; शफिया: माफ़ करना; बधाई हो; बहि अच्छे !; िाह!; तया बाि है l

using simple statements to express likes or dislikes, preferences or feelings, for example, मझे खेलना
िसुंद है l; मझे फकिाबें िढ़ना िसुंद नहीुं है l मैं उदास हाँ l; मैं बहि खश हाँ l

expressing wishes for different kinds of occasions and events, for example, हदिाली की शभ कामनाएुं; ईद
मबारक; जन्महदन की बधाई

asking and answering questions about each other’s daily routines at home and at school, for example,
िम्हेँ अिने खाली समय में तया करना िसुंद है ?; मैं आठ बजे सो जािा हाँ l; िम पिद्यालय कैसे जािे हो?
Participate in guided activities such as songs, games,
simple tasks and transactions, using movement,
gestures, pictures and concrete materials to support
meaning
[Key concepts: play, performance, action learning; Key
processes: participating, playing, describing]
LIT, PSC, ICU

participating in songs, rhymes and chants, imitating and repeating sound patterns and experimenting
with alliteration and rhyme, for example, मछली जल की रानी है ; लकड़ी की काठी; चुंदा मामा दर के; नानी िेरी
मोरनी को; रे मामा रे मामा रे

participating in traditional and contemporary games such as खो खो, पिट्ठ that involve repetitive phrases
and behaviours, for example, भागो; जल्दी करो; गें द िकड़ो; बहि अच्छे ; शाबाश

using appropriate phrases and expressions for taking turns in games such as सााँि और सीढ़ी; कैरम बोर्ड,
for example, िम्हारी बारी; अब मैं िासा िेंकिा हाँ ; गोहटयााँ चलो
Foundation to Year 2 Content Descriptions Elaborations


using physical actions such as forming groups, taking up positions or placing/removing objects in
activities that involve concepts such as space, time and memory
participating in activities that involve competing and guessing, matching or choosing objects, using
modelled questions and responses and phrases such as मैं जीि गया; िम हार गए; बाहर िेंको; अब कौन
ढाँ ढेगा; चलो दौड़ लगािे हैं; बेईमानी मि करो

using affirmative and negative questions and responses when swapping, describing and classifying
objects and attributes such as shapes, colours and numbers, for example, ये फकिने हैं?; तया यह लाल है ?;
िम को कौन सा रुं ग चाहहए?
Recognise and respond to classroom routines and
interactions such as the opening and closing of
lessons, transition activities, following instructions and
taking turns
[Key concepts: routines, directions, interactions; Key
processes: listening, responding, interacting]
LIT, PSC, ICU

using and responding to language that structures routines such as the opening and closing of lessons,
for example, नमस्िे बच्चों, बैठ जाओ; फकिाब खोलो; अिने अिने आई िैड्स तनकालो; िाठ खत्म हआ; अब िम सब
जा सकिे हो; कल ममलें गें

participating in regular interactions such as roll call, naming the months and days of the week and
describing the weather, for example, आज २० जन है ; आज सोमिार है ; आज बहि सदी है

following instructions in learning activities, for example, फकिाब में मलखो; बारी बारी िढ़ो; चार का समह बनाओ;
गोल घेरा बनाओ और बैठ जाओ; बैग जमीन िर रखो; कृिया खड़े हो जाओ

using appropriate language to apologise or to make excuses, for example, माफ़ कीक्जए, मझे दे री हो गई
तयोंफक …; or to ask for help, for example, माफ़ कीक्जए, मझे समझ नहीुं आया; तया आि मेरी मदद कर सकिे हैं?

responding with actions, gestures or verbal responses to directions such as धीरे बोलो; ध्यान से सनो; मेरी
ओर दे खो; बाि मि करो; चिचाि बैठो
Informing
Locate key phrases and specific points of information
in simple texts such as charts, lists, stories and songs,
and use the information to complete guided oral and
written tasks
[Key concepts: information, meaning, context, text; Key
processes: making meaning, predicting, identifying]

listening for specific information in stories, rhymes or songs, using intonation, gestures and facial
expressions to help understanding, for example, एक कौिा प्यासा था; लाला जी ने केला खाया; चहा और शेर

participating in shared readings of Big Book stories about familiar events or contexts, for example,
िुंचिन्र की कहातनयाुं - लोमड़ी और कौिा or शेर और चहहया, using pictures, punctuation, intonation and

contextual clues to predict meaning, and recording words associated with main characters and events
making connections between information in written texts and associated images, for example, labelling
the picture story of चालाक लोमड़ी or charts of िश, िक्षी, िल, सक्जजयााँ
Foundation to Year 2 Content Descriptions Elaborations
LIT, NUM, CCT, PSC, ICU
Use simple statements, gestures and support materials
to convey factual information about self, family, friends
and the immediate environment
[Key concepts: self, interests, environment; Key
processes: naming, labelling, describing, presenting]

identifying key points in simple spoken, written or digital texts by miming, drawing, onscreen pointing,
clicking or dragging

labelling or naming classroom items and resources and personal possessions, for example, मेज़; कसी;
कम्प्यटर; कलम; बस्िा

contributing to a class photo story by composing and reading captions to their own photos, for
example, मैं खश/उदास/नाराज़ हाँ।, or by presenting points of personal information, मझे चॉतलेट िसुंद है । ;मेरे
िास एक काली बबल्ली है ।; मैं एक अच्छी फिकेट खखलार्ी हाँ l
LIT, CCT, PSC, ICU

using simple sentence structures, familiar vocabulary and supporting materials and gestures to talk
about themselves and their immediate environment, for example, मेरे िास एक लाल गाड़ी है । ;मेरी आाँखें भरी
हैं।; मैं िजा करने मुंहदर/ मक्स्जद / गरुद्िारे / गगररजाघर जािा हाँ l

using different modes of expression to represent aspects of their daily routines, such as नाश्िा;
मनोरुं जन; लोकपिय खेल, for example, by writing captions, descriptions or attaching word bubbles such as
गरम गरम िराुंठे और लस्सी। िाह! मज़ा आ गया l

participating in ‘Show and Tell’ by presenting and commenting on items of personal interest, for
example, मेरा िालि जानिर; मेरा मनिसुंद खखलौना; मेरी मनिसुंद िस्िक
Foundation to Year 2 Content Descriptions Elaborations
Creating
Listen to, view and participate in readings of stories,
rhymes, lullabies or action songs, and respond through
singing, dancing, drawing, movement and action
[Key concepts: rhythm, expression, character,
response; Key processes: singing, responding,
drawing, evaluating; Key text types: stories, songs,
poems, rhymes]

participating in songs, rhymes, lullabies and poems, for example, लला लला लोरी, दध की कटोरी, चुंदा है ि
मेरा सरज है ि, responding to rhythmic features and using facial expressions and gestures to convey
meaning

listening to and viewing Hindi versions of familiar English-language stories such as प्यासा कौिा; खट्टे
अुंगर, और लालची बबक्ल्लयााँ, comparing words and expressions in each language at key points of the

story
responding to stories, rhymes and songs through play-acting, drawing or painting, facial expression or
movement, for example, कछआ और खरगोश; चुंदा मामा दर के
LIT, CCT, PSC, ICU

exploring the rhythms, sound patterns and alliteration of Hindi, for example by creating their own
versions of tongue twisters such as कच्चा िािड़ ितका िािड़

making simple evaluative statements about favourite characters or events in stories, rhymes or songs,
comparing their responses, for example, दादी मााँ की कहातनयााँ; मझे 'चालाक बन्दर' कहानी में बन्दर िसुंद है
तयोंफक उसने बबक्ल्लयों को चालाकी से मखड बना हदया

matching texts to pictures, for example by sequencing and captioning pictures

discussing their favourite characters or events in familiar traditional texts such as कृष्ण की बाल-लीलाएाँमाखनचोर; राम-सीिा की कहानी
Play with sound patterns, rhythm and rhyme to
interpret Hindi stories, poems and songs that involve
familiar language and non-verbal forms of expression

[Key concepts: performance, rhythm, expression; Key
processes: performing, imagining, creating, presenting;
Key text types: songs, plays, mime, puppet shows,
drawings, poems]

LIT, CCT, PSC, ICU
performing songs, rhymes, and action stories, for example, मछली जल की रानी है ; लालाजी ने केला खाया,
using non-verbal expression such as clapping, head gestures and facial expressions to convey
meaning and express emotion, for example, ‘िानी बरसा छम छम छम, हाथी राजा कहााँ चले’
creating own poems, puppet shows or rhymes by adapting favourite stories to perform at a school or
community event, for example, ‘चन्न - मन्न थे दो भाई; िुंचिुंर की कहातनयााँ


creating and presenting own Big Books, story boards or digital texts based on selected characters or
elements of favourite texts
re-creating stories, rhymes and poems through mime, dance or drawings with written captions
Foundation to Year 2 Content Descriptions Elaborations
Translating
Explain the meaning of simple Hindi words, phrases
and gestures, noticing similarities or differences with
English or other known languages
[Key concepts: language, meaning, translation; Key
processes: noticing, comparing, translating, explaining]
LIT, CCT, PSC, ICU
Create simple spoken, print or digital texts for the
classroom that combine the use of Hindi and English,
such as songs, captions, picture dictionaries, wall
charts or labels
[Key concepts: bilingualism, vocabulary, translation;
Key processes: creating, comparing, matching,
comparing]
LIT, ICT, CCT, PSC, ICU

recognising that every language has its own words, sounds and gestures that it uses to make meaning

translating the greeting नमस्िे which they use when they meet or depart, comparing with greetings

they use when speaking English
explaining the meaning of Hindi words and expressions commonly used by children of their age, for
example, अच्छा!; comparing with expressions they use in similar situations in English







demonstrating body language, gestures or facial expressions that they use with families and friends
when speaking Hindi, such as moving the head in different ways to mean different things
explaining why particular forms of behaviour accompany interactions such as greetings in Hindi, for
example, touching the feet of elders to show respect and receiving blessings
creating and performing bilingual versions of nursery rhymes such as चुंदा मामा; धोबी और गचड़ड़या;
alternating verses in Hindi and English
creating a bilingual picture dictionary for classroom use, labelling items in both languages
creating sets of matching vocabulary cards in Hindi and English and playing Matching Pairs or
Memory
composing captions in Hindi and English for photos or images to create simple bilingual storybooks in
print or digital formats
creating a personal ID card with details in Hindi and English, for example, नाम, कद, आाँखों का रुं ग, जन्म
तिगथ – name, height, eye colour, date of birth
Reflecting

Notice and describe ways in which using Hindi and
English involve different words and behaviours
[Key concepts: meaning, culture, difference; Key
processes: noticing, comparing, reflecting, describing]
LIT, PSC, ICU
noticing differences in ways they communicate when using Hindi or English with friends and family
members, such as using different forms of address in Hindi for relatives on the father’s or mother’s
side of the family, for example, चाचा for a paternal uncle and मामा for a maternal uncle

noticing which language they choose to use in which contexts, and when they mix or switch between
Hindi and English or other languages, for example, when playing with friends or when talking with
grandparents

noticing aspects of their interactions in Hindi that relate to culture, such as the use of terms like दीदी
when speaking to a woman who is older but not yet old enough to be addressed as मािाजी


describing how it feels to use Hindi in the classroom compared to using it in their home or community
developing language for talking about language and culture, for example using terms such as
‘difference’, ‘country’, ‘behaviour’, and considering questions such as ‘Why is … like this?’ and ‘Why
Foundation to Year 2 Content Descriptions Elaborations
do people …?’
Use simple statements, gestures and support materials
to identify themselves as members of different groups,
including their family, community and school
[Key concepts: identity, self, community, culture; Key
processes: describing, representing, comparing,
reflecting]
LIT, PSC, ICU



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

sharing information about their family background, such as country or region of origin, languages and
dialects spoken in the home and location of extended-family members
representing their membership of family, peer or community groups through pictures or captions to
photos
discussing the role of Hindi in their lives, for example, in family relationships, cultural events and
practices, or food preferences
choosing words, expressions or behaviours that make them ‘who they are’, such as using words from
different languages that may not be familiar to some other people
describing how it feels to use Hindi in different contexts, for example when singing or playing games or
when listening to other people using it
considering how ‘Australian’ or how ‘Indian’ they feel themselves to be when interacting with others
Understanding
Foundation to Year 2 Content Descriptions Elaborations
Systems of language
Recognise the relationship between the sounds and
patterns of pronunciation with long and short vowels of
spoken Hindi and elements of the Devanagari script,
including the representation of vowels, consonants and
conjuncts
[Key concepts: pronunciation, characters, writing; Key
processes: listening, distinguishing, reciting, writing]


recognising and reproducing the sounds and characters of spoken and written Hindi
building phonic awareness by recognising and experimenting with sounds and focusing on those that
are new and initially difficult, such as ि, थ, ग, घ, ट, द, ध।

learning how the Hindi sound system is conventionally represented in the Devanagari sound system
by the use of 13 characters classified as vowels (अ-अः) and 33 consonants (क-ह and ड़-ढ़)


LIT

developing pronunciation skills by singing, reciting, repeating and mimicking alphabets in context
understanding that vowels are pronounced without any obstruction of air coming out of the mouth and
consonants are pronounced with obstruction of air by different parts of the mouth, for example, tongue
touching the teeth or upper part of the mouth
recognising that a line on the top joins letters to make words in addition to leaving spaces between
words बस, घर। अब घर चल।

practising the writing of Devangari characters ‘hanging’ from a line, unlike in English where letters are
written above a line a, b, c – क ख ग

recognising the mātrā मारा form of vowels, such as क् , ी and distinguishing long and short vowel
sounds, such as क् , ी
Understand basic elements of Hindi grammar, such as
the subject-object-verb sentence structure, question,
answer and statement forms, agreements for gender
and number, the variable use of pronouns and
postpositions and of verbs in relation to actions and
commands
[Key concepts: grammar, sentences, patterns, rules;
Key processes: noticing, identifying, explaining]
LIT

identifying and practising pronunciation of vowel sounds with consonants क+इ=फक, क+ई=की

understanding the formation of conjunct consonants such as क्ष, र, ज्ञ

identifying people by using pronouns such as िम, ि, आि, मैं, मेरा, िम्हारा।

understanding and responding to imperative verb forms, such as बैठ जाओ, यहााँ आओ, मेरी बाि सनो।

exploring how to use singular and plural forms, such as मैं, हम, मेरा, िम्हारा

referring to objects using cardinal numbers, for example, एक, दो, िााँच, साि

noticing that adjectives are used to describe people, objects or places and are usually placed before
the noun, for example, सुंदर लड़की, छोटा बच्चा, रुं ग-बबरुं गी तििली

understanding the role of different words for asking questions, such as कहााँ? कौन? कब? तया?
Foundation to Year 2 Content Descriptions Elaborations

expressing negation, for example, नहीुं, मि, ना

learning the structure of simple statements and questions, based on models such as िम मेरे साथ चलो।
िम कैसे हो?

greeting and farewelling each other, for example, नमस्िे, फिर ममलें गे

understanding that verb forms change according to gender and number, for example, लड़का गािा है ।
लड़की गािी है । लड़के गािे हें ।
Understand that language is organised as ‘texts’ which
take different forms and use different structures to
achieve their purposes
[Key concepts: text, meaning, language features; Key
processes: recognising, comparing, describing]
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describing actions using simple verbs such as गाना, खाना, खेलना, दौड़ना

understanding texts as different forms of communication that can be spoken, written, digital or visual,
and that they can be very short, for example, रुको, or much longer, for example, िम ज़रा ठहर जाओ।


LIT

recognising that different types of texts have different features, for example, repetition and rhythm in
action songs and rhymes
using metalanguage to talk about texts, for example, by naming familiar types of text such as story,
list, song, rhyme, tongue twister and describing typical features, for example, ‘Stories begin with …’,
‘Songs usually …’, ‘In Hindi, an epic consists of many short stories to make up a big story’
noticing how familiar texts such as poems or stories are sequenced and organised, for example by
identifying titles, connections between pictures and texts, or familiar opening lines, such as मछली जल
की रानी है … एक था राजा ..., एक बार की बाि है …
Foundation to Year 2 Content Descriptions Elaborations
Language variation and change
Recognise that different words, expressions and
gestures are used by Hindi speakers to talk with
different people in different contexts and situations
[Key concepts: language variation, respect, difference;
Key processes: noticing, selecting, adapting]
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
recognising that the language they use at home may vary from the language they use in class, and
that children in their class may speak different dialects and languages
understanding that different forms of language are used to greet different people, for example,
pronouns and levels of address: for elders आि; equal or younger people िम; and some forms of
intimate relations ि; greetings by older relatives to younger relations such as जीिे रहो

LIT, PSC, ICU
noticing that different kinds of language are used in different situations, for example, the language they
use with each other in the playground is different in some ways to the language they use with teachers
or other adults; everyday informal pronunciation of ये/िो versus formal classroom pronunciation as
यह/िह

understanding that language used to greet or welcome people varies depending on perceptions of
religious communities, such as नमस्िे/नमस्कार to a Hindu, अस्सलाम अलैकम to a Muslim and सि मसरी
अकाल to a Sikh
Recognise that all languages change over time and
that different languages, including Hindi, borrow words
and expressions from each other
[Key concepts: language change, word-borrowing; Key
processes: noticing, comparing, identifying]
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
pronounced differently in the two languages, for example, ‘phone’ is pronounced as फ़ोन (fon), ‘dollar’
is pronounced as र्ालर (dalar)
LIT, ICU
Recognise that Australia is a multicultural society with
communities of speakers of many different languages
including Hindi
[Key concepts: culture, multiculturalism, diversity,
family, community; Key processes: observing, noting,
describing, comparing]
LIT, ICU, ATSIHC
recognising that languages borrow words and expressions from each other, and that some languages,
such as Hindi, include many words that originated in other languages (for example, Persian, Arabic
and English)
identifying loan words and expressions from English used in Hindi, understanding that they may be

finding examples of Hindi words that are used in other languages, for example, yoga, sari, khaki,
pyjama

understanding that there are many different languages in the world and that many people around the
world speak more than one language
exploring the range of languages spoken in Australia, including Aboriginal and Torres Strait Islander
languages
exploring the different languages and dialects used by children in their class or friendship groups, for
example by creating a language map with greetings in each language
describing the different languages that they come into contact within their extended family and
communities
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
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Foundation to Year 2 Content Descriptions Elaborations
Role of language and culture
Understand that people use language in ways that
reflect their culture, such as where and how they live
and what is important to them

move their heads when saying अच्छा; fold their hands and bow when saying नमस्िे to an older person;
touch the feet of elders and say िणाम; hold the ear lobe when apologising

[Key concepts: language, culture, meaning; Key
processes: noticing, comparing, reflecting]
ICU, PSC
noticing how gestures and body language differ between cultures, such as the way Hindi speakers
exploring the meaning of ‘culture’, how it involves visible elements, for example, dressing, eating,
dancing; and invisible elements, for example, attitudes and values: for example, the use of the
expression फिर ममलें गे when leaving, to avoid the finality associated with ‘goodbye’

noticing similarities and differences in how they communicate in the classroom and in their homes in
Hindi, for example, बेटा, बेटी; being called मन्ना मन्नी or छोरा, छोरी

learning to talk about language and culture and how they are connected by responding to prompt
questions such as आिके ध्यान में तया आ रहा है … ?/’What do you notice about…?’ आिको तयों लगिा है फक
लोग ……? /’Why do you think that people…?’
Foundation to Year 2 Achievement Standard
By the end of Year 2, students interact with the teacher and peers to exchange information about themselves, their family and friends, for example, ये मेरे पििाजी हैंl ये बहि
दयाल व्यक्ति हैंl, and initiate interactions by asking and responding to questions, for example, िम्हेँ अिने खाली समय में तया करना िसुंद है ?. They use repetitive language when
participating in shared activities and transactions and responding to classroom instructions. W hen speaking, they use the sounds and patterns of the Hindi language, for
example, ि ,थ ,ग ,घ ,ट ,द ,ध।. They locate key information about people, places and objects in simple texts, and share information in different formats, using illustrations
and gestures to support meaning, for example, मझे चॉतलेट िसुंद है । मेरे िास एक काली बबल्ली है । मैं एक अच्छी फिकेट खखलाड़ी हाँ l. They respond to imaginative experiences through
movement and action, and create their own responses to stories, poems and songs, using illustrations, familiar language and non-verbal forms of expression. Students
identify specific parts of speech and the structure of simple statements and questions, for example, िम मेरे साथ चलो।, िम कैसे हो?, nouns and pronouns, and verb forms
relating to actions and commands in spoken and written texts, and use familiar words and phrases, for example, बैठ जाओ ,यहााँ आओ ,मेरी बाि सनो .They use basic rules of
word order, gender and number in simple sentences, for example, लड़का गािा है ।; लड़की गािी है । ;लड़के गािे हें ।. Students translate and interpret frequently used words and
simple phrases, and create word lists, labels and captions in Hindi and English for the classroom environment. They describe their roles as members of particular groups,
and share their feelings and ways of behaving as they use Hindi at home and in the classroom.
Students make connections between spoken Hindi, including vowels, consonants and conjuncts and the use of Devanagari script, and they join characters to form simple
words. They identify features of familiar texts. They distinguish between the language spoken by different Hindi speakers in different situations, such as at home with family
or at school with the teacher. Students name some of the many languages that are spoken in Australia, including Hindi, and give examples of simple words in English that
have been borrowed from Hindi, for example, योग; साड़ी; ख़ाकी.
Years 3 to 4
The nature of the learners
At this stage, children are developing cognitive and social capabilities which allow for increased control of their own learning. They are able to conceptualise and reason,
and have better memory and focus. This is a stage of social experimentation, with children referencing themselves against their peers. They are more independent and
less egocentric, enjoying competitive and cooperative activities. They benefit from varied, activity-based learning which builds on their interests and capabilities and makes
connections with other areas of learning.
Hindi language learning and use
Children interact with peers and the teacher in classroom routines and a variety of learning tasks and activities. They engage in a lot of listening, and build oral proficiency
in a wider range of language domains through the provision of rich language input and opportunities to engage in communicative activities where grammatical forms and
language features are purposefully integrated. The language they use and hear is authentic with some modification, using familiar vocabulary and sentence structures.
Children follow instructions, exchange simple information, and express ideas and feelings related to their personal worlds. They negotiate interactions and activities and
participate in shared tasks, performance and play. They read and create short texts on topics relevant to their interests and enjoyment, such as family, pets, favourite
activities or food. They continue to build vocabulary which relates to a wider range of domains, such as areas of the curriculum that involve some specialised language
use. The language used in routine activities is re-used and reinforced from lesson to lesson in different situations, making connections between what has been learned and
what is to be learned.
Contexts of interaction
The contexts in which students interact in learning and using Hindi are primarily local: the classroom, school, home and community, with some access to wider
communities of Hindi speakers and resources through virtual and digital technology. The development of oral proficiency is similar in many ways to their parallel
development of English language and literacy and continues to rely on rich language input in different modes and from different sources.
Texts and resources
Learners engage primarily with a variety of teacher-generated materials, stories, songs, puppet shows and games, and with materials produced for young Hindi learners
such as computer language games, cards and readers. They may also have access to materials developed for children in India and other Hindi-speaking regions of the
world, such as television programs, advertisements or web pages, as a means of broadening cultural knowledge and awareness of diversity of language experience.
Features of Hindi language use
Children recognise and apply elements of Hindi grammar such as the use of tenses, गया था, जाऊाँगा, जा रहा हाँ , खाया था, खा रहा हाँ, खाऊाँगा, possessive adjectives to express
ownership, मेरी िस्िक, िम्हारा बस्िा, and pronouns for places and objects, यहााँ, िहााँ, यह, िह. They understand the use of constructions related to compulsion, conditional
sentences and compound verbs to indicate capabilities or completion of actions. Children’s development of literacy skills progresses from supported comprehension and
use of familiar and personally significant sight words to more elaborated simple texts which take account of context, purpose and audience. The development of reading
skills and textual knowledge is supported through interaction with a range of spoken, written, visual and multimodal texts. Imaginative and interactive texts, such as picture
books, rhymes, stories, puppet play, songs and games, engage the expressive and cultural dimensions of language. Procedural, informative and descriptive texts, such as
negotiated classroom rules, tuckshop orders or family and class profiles, show how language is used to ‘get things done’. A balance between language knowledge and
language use is established by integrating focused attention to grammar, vocabulary building, pronunciation, and non-verbal and cultural dimensions of language use with
communicative and purposeful task activity.
Children talk about differences and similarities they notice between Hindi, English and other languages they know, and also between cultural behaviours and ways of
communicating.
Learning Hindi in school contributes to the process of making sense of the children’s worlds which characterises this stage of development. Children are increasingly
aware that the Hindi language is used not only in their own communities in Australia and in India, but also in many other places around the world. As they engage
consciously with differences between languages and cultures, they make comparisons and consider differences and possibilities in ways of communicating in different
languages. This leads them to explore concepts of identity and difference, to think about cultural and linguistic diversity, and about what it means to speak more than one
language in the contemporary world.
Level of support
This stage of learning involves continued extensive support. Form-focused activities build children’s grammatical knowledge and develop accuracy and control in spoken
and written Hindi; opportunities to apply this knowledge in meaningful task activity build communicative skills, confidence and fluency. Tasks are carefully scaffolded:
teachers provide models and examples; introduce language, concepts and resources needed to manage and complete the task; make time for experimentation, drafting
and redrafting; and provide support for self-monitoring and reflection.
The role of English
The teacher and learners use Hindi wherever possible in classroom interactions and learning activities. English is used for discussion, reflection and explanation when
appropriate, for example when considering the nature and relationship of language and culture, or in tasks which involve bilingual work that includes comparison and
analysis of Hindi and English. Discussion in Hindi and English supports learning, develops children’s conceptual frames and builds metalanguage for talking about
language and culture systems. The process of moving between languages consolidates their already-established sense of what it means to be bilingual or multilingual, and
provides opportunities for reflection on the experience of living interculturally in intersecting language communities.
Communicating
Years 3 to 4 Content Descriptions
Elaborations
Socialising

Engage in simple social interactions such as issuing
and responding to invitations and exchanging
information about their personal worlds
language such as नए साल की बधाई; राखी की शभ कामनाएाँ; ईद मबारक; शफिया; िम्हें भी; मशक्षक हदिस शभ हो

exchanging information about interests, experiences, leisure activities and community events, building
descriptive vocabulary and using statements such as मझे फिकेट खेलना अच्छा लगिा है तयोंफक …; गह
ृ कायड
करने के बाद मैं टीिी दे खिा हाँ l; नहा कर मैं िजा करिा हाँ, जल्दी जाग कर मैं इलेतरॉतनक खेल खेलिा हाँ l; हर रपििार मैं
[Key concepts: communication, information, leisure,
interests; Key processes: interacting, exchanging,
describing]
LIT, PSC, ICU
exchanging different types of correspondence such as greeting cards or invitations, using modelled
मुंहदर जािा हाँ l; समदाय के सभी लोग बड़े ही उत्साह और जोश के साथ बैसाखी मेले जािे हैं l

formulating different kinds of questions to ask each other about recent events or significant occasions
using language associated with time, location and frequency, for example, िम नतनहाल कब जािे हो? मैं
हर साल गमी की छहट्टयों में नतनहाल जािा हाँ l; आि फिसमस कैसे मनािे हैं?; होली के त्योहार में रुं ग तयों लगाया जािा
है ?

responding to frequently asked questions or comments by using familiar short responses with
appropriate intonation and gestures, such as ठीक है ; जी हााँ; तनक्श्चि रूि से; बबल्कल ठीक

asking and answering questions about themselves, their pets, friends and family members, for
example, आिका जन्म कहाुं हआ था?; तया िम घर िर हहुंदी बोलिे हो? िम्हारे पििाजी तया काम करिे हैं?; आिके
दोस्ि कौनहैं?; तया िम अिनी दादी से प्यार करिे हो?; आि अिने िालि कत्िे की दे खभाल कैसे करिे हैं?
Participate in shared tasks, activities and transactions,
such as science experiments, cooking or craft
activities, creating displays or swapping items

[Key concepts: roles, collaboration, learning
experiences, transactions; Key processes: negotiating,
creating, transacting]

negotiating roles and responsibilities when cooperating in shared learning experiences, using
expressions such as िम नािो मैं मलखिा हाँ l; थोड़ा मैं मलखिा हाँ बाकी िम मलखोl; मैं काटिा हाँ िम गचिकाओl; िाह!
यह अच्छी बाि है l; तया िम कम्प्यटर िर काम करना चाहिे हो?
making shared decisions about content, vocabulary and design when working together to create digital
displays or posters for special events such as गणिुंर हदिस; Republic Day, स्ििुंरिा हदिस; ियाडिरण हदिस;
िापषडक खेल हदिस; स्िच्छिा अमभयान
LIT, PSC, ICU

following procedures and giving instructions for activities such as cooking, craft activities or science
experiments, using language forms such as imperative verbs and measurement terms, for example,
100 ग्राम आटा, सबसे िहले िानी ममलाओ; कढ़ाई में िेल गरम करो; एक चम्मच नमक र्ालो; गोल कागज़ काटो; बीच से
Years 3 to 4 Content Descriptions
Elaborations
मोड़ो; धागे से बााँधो
Respond to questions, directions and requests, and
use simple questions and statements to ask for help or
permission, to attract attention and to check on
understanding
[Key concepts: directions, response, support; Key
processes: interacting, responding]

using tokens that represent Indian and Australian currencies to carry out simulated transactions in
different contexts

using appropriate language to ask for help, information or to attract attention, for example, यह तया है ?;
मझे समझ नहीुं आया।; महोदय, तया आि मेरी मदद करे गें?; पिद्यालय का अमभभािक हदिस कब है ?

interacting with each other to complete tasks and check on understanding, for example, मझे कलम दो;
तया यह सही है ? तया आिने गचर िर अनशीषडक मलख हदये हैं? अिने हहस्से का कायड जल्दी समाप्ि करो l

responding appropriately to directions and instructions when playing games, completing work or
getting ready for class, for example, एक बार फिर मझे हदखाएुं l; जोर से गाओ l िातय मलखो l इसे ध्यान से सनो l
LIT, PSC, ICU
इन गचरों को दे खो l; एक सीधी िुंक्ति में खड़े हो जाइये l

praising and encouraging each other during learning activities, for example, बहि बहढ़या!; बरा नहीुं है ।;
ठीक ठाक है l
Informing
Locate and organise information in different types of
spoken, written and visual texts relating to personal,
social and natural worlds
[Key concepts: information, natural world, physical
world, daily life; Key processes: listening, reading,
identifying, classifying]

using interaction skills such as questioning, responding and interpreting non-verbal clues when
working collaboratively

listening to short spoken texts that contain some unfamiliar language, such as announcements or
directions for a game or task, identifying specific points of information
collecting information from print or digital resources about selected topics such as animal species,
famous places or world geography to create captioned displays with simple descriptive statements

such as सुंकटग्रस्ि जानिर; पिश्ि के सबसे ऊाँचे ििडि

locating information from a range of multimedia materials relating to school routines and activities in
Indian contexts, comparing with school life in Australia, for example, the ‘midday meals’ scheme in
India compared to tuckshops in Australia
Years 3 to 4 Content Descriptions
LIT, CCT, PSC, ICU
Elaborations

finding Hindi language at home or in the community to create language resources for their own use in
different contexts and situations, for example, collecting Hindi words in English-language
advertisements, menus or shop signs, such as भोज, and social texts such as invitations, greeting
cards, recipe books or family photo albums
Present simple information about home, school and
community, using visual support such as photos, maps
or charts

[Key concepts: family, communication, identity; Key
processes: surveying, describing, presenting,
reflecting]

using simple descriptive language and supporting resources to introduce family members and friends,
identifying relationships with them, for example, मौसी; चाचा and providing details such as age, religion,
occupation or regional backgrounds, such as िह ऑस्रे मलयाई है
collecting information about each other’s likes, dislikes or interests to create a class profile, chart or
database, using checklists, surveys or question cues such as आिका मनिसुंद ... तया है ? आि सप्िाहाुंि िर
तया करिे हैं?
LIT, NUM, CCT, PSC, ICU




presenting information via picture stories or multimodal displays on events or topics of potential
interest to Indian children of their own age in other contexts
observing themselves and reporting to each other how they use Hindi and English in different contexts
and for different purposes, identifying favourite expressions or gestures in each language
working together to design posters or web pages to promote an Indian cultural event or regional profile
creating a class book or digital display about topics they have been studying in Hindi and/or other
curriculum areas, for example, इस्िेमाल की जा चकी िस्ि का िनतनडमाडण करना; जीिन चि; पिश्ि सुंगीि
Creating

Engage with imaginative texts such as stories, rhymes,
puppet shows and action songs, identifying favourite
elements and acting out key events or interactions
reading, listening to and viewing stories, TV programs, excerpts from films, identifying and describing
favourite elements, characteristics, ideas and events

viewing excerpts from mythological texts, such as जािक कथाएाँ , रामायण, explaining key words and
[Key concepts: imagination, character, plot; Key
processes: responding, identifying, creating,
evaluating; Key text types: films, stories, myths,
puppetry]
LIT, CCT, PSC, ICU
phrases in English, for example, नमस्िे / नमस्कार; चरण स्िशड, आशीिाडद, िरदान, साध, इच्छा, identifying



messages and morals and comparing with stories from other cultures
adopting and adapting styles, structures and ideas from writers or artists that they enjoy to create their
own imaginative texts, for example, acting out a skit based on a scene from a film they like, observing
how different types of films use languages in different ways
engaging with and evaluating various forms of entertainment designed for young Hindi speakers in
other countries, such as children’s TV programs or digital media games
demonstrating understanding of plot and sequence in imaginative texts such as बालगणेश को हाथी का
Years 3 to 4 Content Descriptions
Elaborations
मसर कैसे ममला? by creating a storyboard or timeline
Create simple imaginative texts such as dialogues,
puppet shows or songs that encourage exploration and
enjoyment of language

[Key concepts: expression, humour, entertainment,
enjoyment; Key processes: creating, performing,
experimenting; Key text types: poems, songs, puppet
shows, animations, stories]

LIT, CCT, PSC, ICU
creating variations on Hindi versions of familiar English-language poems or songs that include
repetitive phrases, established rhythms, rhymes and actions, for example, काली भेड़ काली भेड़ है तया ऊन?
;जानी जानी जी िािा; लुंदन का िल गगरने लगा गगरने लगा ओ मक्ल्लका जी


designing and creating Voki animations that use expressive and entertaining language and
incorporate elements of humour
borrowing styles and structures of songs that they enjoy to create their own versions that explore
different combinations of sounds and rhythms
using traditional expressions and cultural behaviours to act out elements of events such as the Rakhi
festival, for example, भाई की कलाई िर राखी बाुंधना
Translating
Translate simple texts such as captions, story titles or
recurring lines in songs, using cues such as textual
layout or gestures to help make meaning and noticing
words that are difficult to translate
[Key concepts: meaning, translation, interpretation,
culture; Key processes: translating, noticing, reflecting,
explaining]
LIT, CCT, PSC, ICU

experimenting with devices such as alliteration, word play or repetition to add to the enjoyment of
songs, stories and poems

translating popular children’s rhymes into English, for example, चाँ
चाँ च च करिी आई गचड़ड़या; चुंदा मामा;
आल कचाल, noticing words which are difficult to translate or explain and considering how to capture
rhythm and mood in a different language

identifying Hindi words or expressions that do not easily translate into English, for example, आाँखों का
िारा


translating the gist of exchanges between favourite characters in traditional stories into English or
Hindi, identifying words or expressions that have different value in the two languages
discussing the meanings of colloquial and traditional phrases used on special occasions and
comparing how such wishes are expressed in English, for example, आिकी यारा मुंगलमय हो in
comparison to the English ‘Have a good trip’
Years 3 to 4 Content Descriptions
Elaborations

translating lines from cartoon or comic-strip characters such as चाचा चौधरी, noticing how meanings can
get changed or confused when translated into another language
Create simple bilingual texts such as signs, notices or
captions for displays in the classroom and wider school
community
[Key concepts: bilingualism, translating, meaning,
pronunciation; Key processes: composing, discussing,
selecting]
LIT, CCT, PSC, ICU



creating bilingual captions for a photographic or digital display to show parents and other student
groups
designing a flyer for a class event or performance that uses Hindi and English, considering how to
convey information and ideas in each language
creating bilingual texts for the classroom or school community, such as a school map or signs
indicating appropriate behaviour, for example, मसग्रेट िीना मना है ; हॉनड बजाना मना है ; शाुंति बनाए रखें

creating bilingual vocabulary lists, including words that are written the same but pronounced differently
in Hindi and English, for example, ‘bicycle’ as साईकल or साइफकल in Hindi, but बाइक is used for
motorbike; ‘phone’ is pronounced with a different ‘o’ sound in Hindi as in फ़ोन

generating parallel Hindi and English versions of classroom texts such as class rules, timetables,
tuckshop menus or instructions for activities or games
Reflecting

Recognise that ways of communicating in different
languages reflect cultural practices

recognising cultural differences in ways of showing attitudes or expressing feelings when using Hindi
or English, for example, ways of showing respect, being polite, thanking or sympathising with people
identifying non-verbal aspects of communication in Hindi that may be unfamiliar to non-Hindi
speakers, such as the way that older relatives greet children by holding their hand over the top of the
[Key concepts: culture, communication, respect,
values, difference; Key processes: noticing, reflecting
comparing, describing]
child’s head and saying जीिे रहो jīte raho; and shaking the head from side to side or back and forth to

LIT, PSC, ICU
show varying levels of agreement
recognising how Hindi reflects cultural values and traditions, such as social distinctions to do with
caste, age or religion, for example, the way that the honorific particle जी ji can be added after a
surname to show greater respect or after an individual name to show affectionate respect; and साहब
साहहबा or some such title is added to the name when addressing a Muslim

discussing how Australian behaviours and expressions might be understood or misunderstood by
newcomers to the language and culture, for example, ‘bushwalking’, ‘She’ll be right’
Years 3 to 4 Content Descriptions
Talk about their individual and group sense of identity
and how this is expressed through the different
languages they use
[Key concepts: language, culture, identity, community;
Key processes: reflecting, comparing, analysing,
representing]
LIT, PSC, ICU
Elaborations

describing how they communicate differently in Hindi, English or other languages when they are
interacting with different people, for example, elders, friends, parents, small children

talking about how they feel when using English, Hindi or other languages, and whether there are some
things which feel more natural in one language than in the other
demonstrating gestures or behaviours which they feel ‘belong’ in Hindi but not in English or vice versa
sharing opinions about whether they have a different sense of identity when they are using different
languages
creating drawings or photo displays that show their connections with family, friendship groups and
communities, with captions of words or phrases that they associate with each group
considering the importance to their identity of speaking Hindi to older relatives and the wider Hindispeaking community
creating a self-profile, using spoken, written or digital forms of expression to identify roles in and
membership of various groups, showing links between aspects of their identities as speakers of
different languages





Understanding
Years 3 to 4 Content Descriptions
Elaborations
Systems of language

Build phonic awareness and pronunciation skills
through singing, reciting and experimenting with
sounds; develop familiarity with the use of the
underdotted characters representing loan sounds in
Hindi and conventions governing punctuation marks in
written script
कोयल।

imitating discrimination of unaspirated and aspirated sounds, for example, क-ख, द-ध।

understanding that the sound and letter correspondence is the same in written and spoken Hindi, for
example, there is no silent letter or more than one sound for any letter
understanding that Hindi vowels can be pronounced with a nasal quality added to them which is

represented by either a ‘moondot’ (चुंद्रबबुंद) or a small dot (बबुंद) above the headstroke, for example, हााँ,
[Key concepts: pronunciation, sounds, loan words; Key
processes: identifying, distinguishing, recording]
LIT, AAEA
creating an alphabet bank, collecting words beginning with each letter, for example, कमल, कसरि,
मैं

recognising how to distinguish between nasal vowel sounds and nasal consonants and the rules which
govern how to represent nasal consonant combinations in words such as गुंगा, िुंजाब, ठुं र्/ठण्र्, बुंद/बन्द
and िम्हारा

understanding that there are loan words in Hindi from other languages, such as English, Persian,
Arabic, Turkish and Portuguese, and learning how the underdotted characters क़, ख़, ग़, ज़, फ़ are used
to represent loan sounds in Hindi
Recognise and apply elements of grammar such as
constructions related to compulsion, forms for
expressing likes and dislikes, conditional sentences
and the use of compound verbs to indicate capabilities
and to express elements or completions of actions

[Key concepts: grammar, tense, gender, number; Key
processes: recognising, applying, naming]
describing objects using concrete nouns related to home, school and local environments, for example,
forms of transport मोटरकार, रे लगाड़ी, food items चािल, रोटी, दाल and classroom objects कसी, मेज़, िें मसल

describing quantity using cardinal numbers such as िााँच रोहटयााँ, दस गगलास

using appropriate forms of tenses, for example, गया था, जाऊाँगा, जा रहा हाँ , खाया था, खा रहा हाँ, खाऊाँगा

using adjectives to describe characteristics or qualities of a person or object, such as nationality,
shape and colour and noticing that they change with gender and number, for example, छोटा लड़का,
छोटी लड़की, छोटे लड़के
LIT

using possessive adjectives to express ownership, for example, मेरी िस्िक, िम्हारा बस्िा

creating simple sentence structures such as मैं िढ़िा हाँ।

using pronouns for places and objects, for example, यहााँ, िहााँ, यह, िह
Years 3 to 4 Content Descriptions
Elaborations

recognising that punctuation in English is the same as in Hindi, apart from the use of capital letters
and a different symbol for a full stop

using conjunctions to link elements of sentences or phrases, for example, और, या, लेफकन

constructing questions to seek information, for example, तयों? कैसे?


identifying regular forms of gender and number
understanding how actions completed at a particular time in the past are described using perfective
tenses and how ने is used as the agent marker for transitive verb actions in these tenses
Notice differences between simple spoken, written and
multimodal texts in Hindi used in different contexts,
comparing with similar texts in English
[Key concepts: genre, language features; Key
processes: identifying, comparing, distinguishing]



LIT

recognising features of familiar genres of Hindi texts such as digital books or puppet shows, video
clips or children’s songs
recognising differences between the layout and language features of different types of texts and
formats, such as Amar Chitra Katha and Stories from Panchtantra
recognising the role played by different elements in texts to contribute to meaning-making, for
example, the layout, title, illustration and use of punctuation in a picture book or the use of repetition
and rhyme in poems and chants
recognising differences in spoken and written forms of everyday texts such as greetings or wishes,
such as आिको बहि बहि बधाई हो (spoken) and हाहदड क शभकामनाएाँ. (written), comparing with similar texts
in English
Language variation and change
Understand that the way the Hindi language is used
varies according to the age, gender, social position
and regional location of speakers; and that it involves
many different dialects and accents
[Key concepts: standard language, variation, status,
relationship; Key processes: noticing, comparing,
differentiating]
LIT, PSC, ICU

understanding that there is a standard form of Hindi, called मानक हहुंदी, which is used in writing and
spoken by many people, and a range of spoken dialects that differ from region to region, for example,
ब्रज भाषा





reflecting on how they communicate with their family and friends and with people less close to them or
in authority, noticing differences in word choice, gestures and communicative behaviour
comparing language used among family members such as grandparents, parents and siblings,
noticing variations such as regional dialects or code-switching
comparing language use at home and school, for example by identifying differences in interaction
patterns when thanking someone or asking for help; the use of nicknames or terms of affection
making personal connections with different language dialects spoken in regions of India, in Fiji and in
other parts of the world
understanding the importance of using appropriate forms of language when interacting with different
Years 3 to 4 Content Descriptions
Elaborations
people, for example, the use of formal language such as बैहठएगा, an ultra-formal imperative form of ‘sit’
giving a sense of ‘be so kind as to be seated’, when speaking with elders or strangers
Understand that the Hindi language is influenced by
and in turn influences other languages and cultures
[Key concepts: change, influence, contact; Key
processes: identifying, investigating]

understanding the influence on Hindi of languages such as English, Persian and Arabic

identifying how Hindi has influenced other languages

identifying how in different contexts words from Sanskrit, Perso-Arabic and English are used to mean
related concepts such as concern/anxiety: Sanskrit गचुंिा; Arabic फफ़ि; and tension, English टे न्शन
LIT, ICU
Understand that Hindi is an important regional and
international language used by speakers who are often
multilingual in different contexts around the world
[Key concepts: multilingualism, accent, dialect; Key
processes: mapping, grouping, identifying]

understanding that Hindi is used by communities of speakers in many regions of the world beyond
their immediate and extended family

talking to people they know in their families, at school and in the wider community about the
languages they speak and how they use them

understanding that Hindi is one of many languages spoken in India and other communities around the
world, and that most Hindi speakers also speak other languages

recognising that there are many different Indian languages spoken in India and other regions of the
world, involving different dialects, accents and vocabulary

showing awareness that languages carry cultural ideas and values, for example through the use of
LIT, PSC, ICU
Role of language and culture
words such as दे सी as opposed to पिदे शी (‘native’ as opposed to ‘foreign’)identifying occasions where
Make connections between cultural considerations and
Hindi language use, such as specific vocabulary,
gestures, forms of address and expressions
associated with cultural practices
[Key concepts: non-verbal language, politeness,
culture, traditions; Key processes: discussing,
describing, comparing, reflecting]
Hindi will use more indirect forms of language than English, for example by saying कोई बाि नहीुंas a
generic way to deflect a difficult situation

identifying terms, forms of address or expressions associated with cultural events that reflect Indian
values and traditions, for example, हाहदड क शभ कामनाएाँ

LIT, ICU, PSC
noticing how family values, such as familiarity, politeness or respect are conveyed in the Hindi
language and associated behaviours, for example, addressing any cousin or distant female sibling as
दीदी – older sister; the concept of जठा

identifying words and expressions associated with cultural practices and routines, such as the offering
Years 3 to 4 Content Descriptions
Elaborations
of िसाद to God िल, ममठाई, िल; to God or to visitors; िानी िीक्जये, to guests when they visit

noticing that some Australian terms and expressions are only meaningful in the Australian context and
have no equivalent in Hindi, for example, ‘fair go’, ‘she’ll be right’

recognising words and expressions in Hindi that reflect traditions and cultures and are not easily
translated into English, for example, forms of address such as स्िामी जी for a religious leader, गरुजी for
a male teacher, बाबाजी for an older male person and राम राम as a mode of greeting in villages
Years 3 to 4 Achievement Standard
By the end of Year 4, students interact with the teacher and peers to share personal information about aspects of their lives, such as events and experiences, everyday
routines and leisure activities, for example, आि मेरी जन्महदन की दािि िाटी में आमुंबरि हैंl; मैं हर साल गमी की छहट्टयों में नतनहाल जािा हाँ जािाहाँ l; गह
ृ कायड करने के बाद मैं टीिी दे खिा हाँ
l; मझे फिकेट खेलना अच्छा लगिा है तयोंफक. When interacting, they give and follow instructions, ask for help and permission, plan shared activities and complete simple
transactions, for example, एक बार फिर मझे हदखाएुं l; मझे समझ नहीुं आया. महोदय, तया आि मेरी मदद करे गें?; िम नािो मैं मलखिा हाँ l. They use features of Hindi pronunciation and
intonation when speaking and reading aloud. Students locate and classify information relating to their personal, social and natural worlds and present it in simple texts,
using visual support such as photos, maps or charts. They respond to imaginative texts by acting out key events or interactions and identifying favourite elements, and
create short imaginative texts, such as dialogues, puppet shows and songs. They use vocabulary related to school, home and the local environment, for example, चािल;
रोटी; दाल; कसी; मेज़; िें मसल; मोटरकार; रे लगाड़ी. Students use key grammatical forms and structures such as verb tenses, adjectives, gender and number and conjunctions in
simple spοken and written texts, for example, गया था; जाऊाँगा; जा रहा हाँ ; छोटी लड़की; और; या; लेफकन.They translate texts such as captions and songs, and create simple
bilingual texts for the classroom and school community. They describe how language reflects cultural practices and norms, and share their own experiences as speakers of
Hindi and English as they interact with others around them.
Students identify and use Hindi sound and writing patterns, such as underdot characters and punctuation conventions, for example, क़ ,ख़, ग़ ,ज़ ,फ़ .They identify the
structure and features of different types of texts. They identify similarities and differences between various Hindi dialects and explain how age, gender and social position
influence language use. Students provide examples of how the Hindi language has evolved from contact with other languages and has in turn influenced other languages.
They investigate the use of Hindi and the nature of Hindi speakers in the international context.
Years 5 to 6
The nature of the learners
This is a key transitional phase of learning. Learners communicate more confidently, are more self-directed, and self-reference in relation to wider contexts. Response to
experience is more analytical and critical, allowing for a reflective dimension to language learning and to referencing cultural frameworks. Language and literacy
capabilities in Hindi and English are developing in parallel trajectories within the curriculum. For some learners there will be greater discrepancy between proficiency in the
two languages than for others. The curriculum ensures that tasks and activities are flexible enough to cater for learner variables while being appropriate for learners'
cognitive and social levels.
Hindi language learning and use
Learners use Hindi in the classroom for a widening range of purposes: exchanging information, expressing ideas and feelings, competing and cooperating, performing, and
responding to resources and experiences. Their communicative capabilities are stronger and more elaborated. They control and access wider vocabulary resources and
use an increasingly sophisticated range of non-verbal strategies to support communication. Shared tasks develop social, cognitive and language skills and provide a
context for purposeful language experience and experimentation. At this level, focused attention to language structures and systems, literacy skills development and
exploration of cultural elements of communication are conducted primarily in Hindi. Learners use ICT to support their learning in increasingly independent and intentional
ways, exchanging resources and information with each other and with young people of the same age in other Hindi-speaking communities, accessing music and media
resources, maintaining blogs and other web pages, and participating in social networks.
Oracy development at this level includes listening to a range of varied input from different sources and building more elaborated conversational and interactional skills. This
includes initiating and sustaining conversations, using turn-taking protocols, ‘reading’ language for cultural and contextual meaning, building on others’ contributions,
making appropriate responses and adjustments, and engaging in debate and discussion. Individual and group oral presentation and performance skills are developed
through researching and organising information; structuring, rehearsing and resourcing the content of the presentation and selecting appropriate language to engage a
particular audience.
Contexts of interaction
Learners interact in Hindi with each other and the teacher and with members of their families and communities. They have some access to Hindi speakers and cultural
resources in wider contexts and communities through the use of ICT and through the media. Language development and use are incorporated into collaborative and
interactive tasks, games and activities.
Texts and resources
Learners engage with a growing range of published texts in print and digital forms, such as stories, videos, readers, songs and computer-generated learning materials.
They also engage with resources prepared by their teacher, including games, performances, presentations and language exercises. They may have access to additional
Hindi language and cultural resources created for Hindi-speaking communities, such as children’s television programs, websites, music or video clips.
Features of Hindi language use
Learners expand their understanding of Hindi grammatical forms and features, including the function of tenses to express actions or events in the past, present or future,
जािा था, जािा हाँ, जाऊाँगा, and of the passive voice to convey the distinction between actions happening and being caused to happen, बनना बनाना बनिाना. They use nouns
and pronouns in singular and plural forms ,मैं ,हम ,यह ,ये and conjunctions to connect elements, phrases or sentences, राम ने खाना खाया और सो गया।. Literacy development
involves increasingly independent interaction with a wider range of texts. Learners draw on more established grammatical and lexical resources to compose and
comprehend more complex language. They use a range of cues and decoding strategies to help comprehension and to make connections between ideas, contexts and
language within and between texts. They write more accurately and fluently for a wider range of purposes and audiences. With support, they build increasing cohesion and
complexity into their written language production in terms of content and expression. While learners work more independently at this level, ongoing support is incorporated
into task activity, and systematic feedback and review support the interactive process of learning. The use of Hindi and English for discussion, reflection and explanation
ensures the continued development of learners’ knowledge base and metalinguistic and intercultural capabilities.
Understanding of the relationship between language, culture and identity is developed through guided investigation of how language features and expressions carry
specific cultural meaning; through critical analysis of cultural stereotypes, attitudes and perspectives; and through exploration of issues related to personal and community
identities. Learners take account of the variability of language use and textual practice in relation to factors such as gender, generation, and status; and geographical,
cultural and ethnic diversity. They reference themselves in relation to similar variables, and reflect on the relationship between language, culture and identity and how
these affect communication and intercultural experience through the lens of their own bicultural experiences.
Level of support
While learners are becoming more autonomous and independent, ongoing support is still needed, including explicit instruction, structured modelling and scaffolding,
provision of appropriate stimulus materials and timely feedback. Task activities incorporate implicit form-focused language learning activities and examples of texts and
tasks. Learners are supported to use electronic and print reference resources, such as word banks, dictionaries and translating tools, and are encouraged to adopt a
critical approach to resource selection.
The role of English
Hindi is the primary language for classroom routines, interactions and language learning tasks, with English in a supporting role. While the use of Hindi for discussion,
reflection and explanation of content drawn from other learning areas is encouraged as much as possible, the use of some English for these aspects of learning activities
at times ensures the continued development of learners’ knowledge base, metalanguage and intercultural capability. The language of response varies according to task
demands, with Hindi used primarily for communicating in structured and supported tasks and familiar interactions and English for more open-ended and comparative
discussions that develop understanding of language and culture.
Communicating
Years 5 to 6 Content Descriptions
Elaborations
Socialising

Interact using descriptive and expressive language to
discuss ideas, give opinions and show interest in and
respect for others
example, रमा मझे माफ़ करना लेफकन मझे लगिा है फक ...; िास्िि में , सच िछो िो, सरासर गलि, मैं इस बाि से
सहमि हाँ फक ...; मेरे पिचार से

using communication strategies such as active listening skills, turn-taking cues or requests for more
detail to show interest in each other’s opinions and to support continued interaction, for example, तया
[Key concepts: communication, feelings, experiences;
Key processes: interacting, responding, describing,
comparing]
LIT, PSC, ICU
comparing personal experiences and opinions and expressing agreement or disagreement, for
यह सच है ?; हदलचस्ि है ....; मझे बिाओ; अच्छा!; आि इस पिषय में तया सोचिे हैं?

using descriptive and expressive language, including colloquial expressions or proverbs, to describe
people, places or to express feelings, for example, मेरी चाची मझसे बहि प्यार करिी है ; मैं उनकी आाँखों का
िारा हाँ ; हरे भरे खेि हिा के झोंकों के सुंग लहलहा रहे थे; िेड़ों के ित्िों में से सरज की फकरणें छन छन कर आ रही थीुंl;
अिने घर में कत्िा भी शेर होिा है

using idioms in appropriate contexts, for example, अुंगली िर नचाना; नाक में दम करना

identifying and using words, phrases or interjections which are used as ‘hooks’ or fillers in
conversation to show interest and maintain the flow of conversation, for example, आह: ‘aha’ ... यह
अच्छी बाि है ; िो ठीक है ...; अच्छा; ओहो!; अरे िाह!


Use action-oriented language to plan and conduct
shared events and activities, such as performances at
school assembly, activities with a buddy class or real
or simulated shopping transactions
[Key concepts: performance, demonstration,
exchange, transaction; Key processes: planning,
collaborating, presenting, transacting]
LIT, NUM, PSC, ICU

engaging in conversations and discussions with guest speakers, using appropriate interaction
protocols, active listening behaviours and contributing ideas, questions and opinions
participating in online exchanges such as video blogs with sister-schools in India or other Hindispeaking contexts to describe and compare routines, interests and activities
planning presentations or performances for school assemblies or community events, such as Holi
festival or Gandhi Jayanti, using expressions such as आज हम आि के सामने िस्िि करने जा रहे हैं …

working collaboratively to create instructional or procedural texts to demonstrate and explain activities
such as रोटी बनाना; दीया बनाना; राखी बनाना

introducing a buddy class to aspects of Indian language and culture, for example, presenting a
workshop on भाुंगड़ा or र्ाुंड़र्या, or demonstrating protocols associated with giving or receiving gifts on
occasions such as फिसमस/बड़ा हदन; ईद; or भाईदज
Years 5 to 6 Content Descriptions
Elaborations

participating in authentic or simulated exchanges and negotiations such as visiting Indian shops or
restaurants, buying items from mobile street vendors, using appropriate gestures, expressions and
exchanges, for example, हााँ भैया, ये आम फकिने के हैं?; आि के भोजनालय में सबसे स्िाहदष्ट व्युंजन कौन सा है ?;
मझे दो रोटी के साथ एक दाल मतखनी दे दीक्जएl
Participate in familiar classroom interactions by asking
and responding to questions, seeking clarification,
reflecting on learning experiences and expressing
preferences

carrying out real or simulated transactions and exchanges that involve Indian and Australian
currencies, comparing values and behaviours associated with transactions in each one

indicating understanding using comments such as हााँ,मैं समझ गयाl I; यह िो बहि आसान है l; इसे िो मैं चटकी
में सलझा लुंगाl; ठीक है l

negotiation of differences in perspectives, for example, मैं आि की बाि से सहमि नहीुं हाँ l; मेरे पिचार में …;
[Key concepts: respect, negotiation, reflection; Key
processes: initiating, responding, reflecting]
LIT, PSC, ICU
using interaction skills such as topic initiation or change, respectful expression of disagreement and
हम इस बाि िर चचाड कर सकिे हैंl

checking on their own and each other’s progress during tasks or activities, using comments and
questions such as सब खत्म हो गया?; अभी नहीुं; जल्द ही …; आि समझिे हैं, है न?; आि फकिनी िेजी से कर
सकिे हैं?

requesting help or clarification, for example, नहीुं, मझे समझ नहीुं आया; कृिया फिर से दोहराइए l; यह बहि
कहठन है l; इस में मझे तया करना है ?; इस िश्न का उत्िर तया है ?; कृिया, यह फिर से समझाइए

reflecting on the process of learning and using Hindi in the classroom context, for example, मझे हहुंदी
िढ़ने में बहि मज़ा आिा है l

reflecting on some differences between forms of Hindi spoken at home and in the classroom, such as
the use of more words influenced by English in the more informal home context, for example, स्कल
compared to पिद्यालय
Years 5 to 6 Content Descriptions
Elaborations
Informing

facts and associated vocabulary for shared use in their own projects, for example, िदषण एिुं ियाडिरण;
Collect, classify and compare information from a range
of sources relating to social and cultural worlds
[Key concepts: environment, social worlds, community,
values; Key processes: classifying, reviewing,
comparing, analysing]
LIT, CCT, PSC, ICU, SUST, AAEA
collecting information from print and digital resources on social or environmental issues, recording key
स्िच्छ भारि: गुंगा नदी की सफ़ाई; स्िच्छ ऑस्रे मलया हदिस

collecting information from peers and family members to create an overview of a selected cultural
trend or social behaviour, such as preferred modes of communication, for example, दरभाष; ईमेल; आमने
सामने बािचीि; टे क्तस्टुं ग; or family attitudes and conventions

gathering information from older members of their families or communities about particular cultural
traditions, comparing commentaries with their own observations and preferences today, for example
दादाजी तया आिके ज़माने में शाहदयों में नाच-गाना होिा था?; आजकल दल्हा दल्हन अिनी ही शादी में नाचिे हैं ,इसके
बारे में आिके तया पिचार हैं?; or family attitudes and expectations, for example, तया आिके मािा-पििा मािापििा पििा आिको िेम-पििाह करने की अनमति दें गे?

comparing information accessed from videos, books and websites produced in different cultural
contexts on topics such as family life, community living, housing or schooling, for example, गााँि; शहर;
बहमुंक्जला इमारि



viewing documentaries that reflect features of Indian communities in different regions of the world, for
example, Fiji, Mauritius, Trinidad, recording key facts and noting unfamiliar vocabulary or expressions
profiling important Hindi community or family occasions, such as weddings or Raksha Bandhan,
identifying language associated with key elements that reflects cultural values
researching media texts produced for teen markets in Hindi- and English-speaking communities, for
example, magazines such as Suman Saurabh or Girlfriend, to compare representations of young
people’s values and lifestyles in different contexts
Years 5 to 6 Content Descriptions
Elaborations
Convey information about aspects of language and
culture in formats to suit different audiences and
contexts


information on their personal interests and experiences, for example, छहट्टयाुं; लोकपिय खेल; (दरदशडन के
[Key concepts: content, cultural experience, audience;
Key processes: planning, selecting, presenting]
LIT, CCT, PSC, ICU
कायडिम), ‘बीच’ सुंस्कृति



Creating
Respond to imaginative texts such as traditional
folktales or contemporary cartoons, sharing responses
to elements such as storyline, characters and themes
[Key concepts: characterisation, response,
identification; Key processes: comparing, evaluating,
identifying; Key text types: fables, comic books, songs,
stories]
LIT, CCT, PSC, ICU
planning and delivering presentations that showcase their bilingual and bicultural experience,
incorporating multimodal elements and opportunities for active audience engagement
creating a website for contact groups of Hindi-speaking students in overseas contexts, posting

collecting information from flyers, newsletters and brochures to construct a multimedia profile of the
local community for Hindi speakers arriving from overseas
creating informative videos for audiences such as sister-schools or overseas visitors that present and
explain elements of Australian cultural traditions in and out of school
creating an interactive presentation for younger children, monolingual friends or members of their
extended families that highlights the benefits of being able to operate in two or more languages and
cultural worlds
recalling and illustrating favourite characters and events in texts such as चाचा चौधरी और साब; पििम और
बेिाल; पिुंकी और बबल; अकबर-बीरबल के फक़स्से

making connections between their own experiences and events represented in traditional folktales
such as एकिा में बल है ।

comparing favourite comic-book characters or superheroes such as चाचा चौधरी; बहादर नागराज,
identifying language or behaviours they associate with them, for example, चाचा चौधरी का हदमाग़
कम्प्यटर से भी िेज़ चलिा है ।; बेिाल कहिा है " ि बोला पििम और मैं मै गया ।; हा हा हा पिुंकी और बबल शैिान

discussing messages, morals and personal qualities featured in fables, songs and stories, for
example,  मािा-पििा की आज्ञा का िालन सुंिान का किडव्य है ।; सझबझ और धैयड द्िारा कहठन से कहठन कायड भी
सुंभि है ।; त्याग और क्षमा, मल्यिान आभषण के समान होिें हैं ।

identifying aspects of imaginative texts that provide insights into social and cultural experiences and
contexts

creating short plays or stories based on extracts from familiar texts such as the Ramayana – सीिा हरण;
Sita haran, लुंका दहन; Lanka dahn
Years 5 to 6 Content Descriptions
Elaborations
Compose and perform expressive and imaginative
texts such as puppet shows, songs, skits or video clips
based on a stimulus concept, theme or resource

[Key concepts: adaptation, genre, audience, effect;
Key processes: creating, adapting, performing,
experimenting; Key text types: stories, poems,
cartoons, songs, fables]
example, an Australian partner for चाचा चौधरी; a लोरी that is scary rather than soothing

Translate simple texts from Hindi to English and vice
versa, noticing which words or phrases require
interpretation or explanation
[Key concepts: meaning, translation, interpretation,
culture; Key processes, translating, interpreting,
explaining, evaluating]
LIT, CCT, PSC, ICU
developing storylines, characters and settings that explore themes or concepts that are relevant to
their own social worlds, for example, ममरिा; िररिार; दया

composing and performing expressive texts that incorporate features such as mime, music and
evocative language to convey messages that relate to concepts such as दोस्िी; िेम; त्याग; अहहुंसा; धमड;
अतिगथ-सत्कार; अनेकिा में एकिा ; इत्याहद
LIT, CCT, PSC, ICU
Translating
adapting a familiar story, cartoon or poem to include a new character, event or a change of mood, for


adapting an existing resource such as a story, fable or cartoon to suit a different kind of audience
experimenting with text structures and language features to create entertaining or expressive effects
suitable for specific audiences, such as younger children or people with limited Hindi proficiency

translating simple community texts such as public signs, menus or announcements from Hindi to
English and vice versa, considering choices made to convey the closest equivalent meaning
finding examples of English words that are used in Hindi but have a different meaning, for example,
the English word ‘communal’ used in Hindi means ‘religious’; ‘pundit’ in Hindi means a ‘Hindu priest’,
whereas in English it means an expert
interpreting meanings by ‘reading’ the context of unfamiliar Hindi texts when literal translation is


unclear, for example, िभारी

explaining Hindi words or expressions that they find difficult or amusing to explain to non-Hindispeaking friends, for example, िेट में चहे दौड़ रहे हैंl

collecting popular proverbs that are used in their families, such as दर के ढोल सहािने, considering how to

explain them to non–Hindi speaking friends
learning to use bilingual print and digital dictionaries, identifying issues such as multiple meanings for
words and the fact that meaning is not always literal
Years 5 to 6 Content Descriptions
Elaborations
Create bilingual texts such as websites, posters,
games and word banks to support their own and
others’ learning

[Key concepts: equivalence, alternatives; Key
processes: explaining, commenting, reviewing]
LIT, ICT, CCT, PSC, ICU



Reflecting

Discuss the effects of switching between languages,
noticing when they choose to use either Hindi or
English and how each culture impacts on intercultural
communication

[Key concepts: intercultural communication, difference,
language domains; Key processes: monitoring,
adjusting, reflecting, describing]


LIT, PSC, ICU

creating bilingual learning resources for shared use in the classroom, for example, glossaries of Hindi
terms that have no direct equivalent translation in English
contributing reviews, reports or recipes to a shared bilingual website, using a mix of Hindi and English
in different domains of language use
creating bilingual texts for specific audiences, for example, a Big Book or interactive digital game for
younger learners of Hindi
creating a bilingual website that shares commentaries on the challenges associated with translating
and interpreting
reflecting on instances when moving between Hindi- and English-speaking contexts has felt
difficult/awkward/easy/enjoyable, explaining why this might have been the case, for example when
dealing with social etiquette when eating with relatives who want chilli added to food in cafes and fastfood restaurants
reflecting on the range of gestures and other forms of non-verbal behaviour that they can use when
communicating in Hindi, English and other languages
reflecting on situations when they switch between Hindi and English, discussing why they do this, for
example, when talking about different issues or topics, such as sport, food, music or social media
identifying adjustments they make when moving between languages, for example, to forms of
address, expressions of affection or respect, discussing why they make such adjustments
developing metalanguage for describing experiences of intercultural communication in different
contexts, for example, discussing the need to apply social distinctions such as ि जा, िम जाओ, आि
जाइए, आि जाइएगा, with each linguistic form expressing four different levels of respect due to status
Years 5 to 6 Content Descriptions
Elaborations
Compare their experiences of moving between Hindi
and English, considering some of the advantages and
challenges involved in being bilingual and bicultural

[Key concepts: identity, intercultural communication;
Key processes: reflecting, evaluating, comparing]


LIT, PSC, ICU


reflecting on the experience of being bilingual or multilingual, identifying benefits of knowing more than
one language and considering whether moving between languages affects their sense of identity or
‘belonging’
comparing their family cultures, considering how their upbringing has shaped their sense of identity
(for example, how culture is reflected in their daily lives, interests and social activities)
evaluating their ability to communicate interculturally and to use their linguistic and cultural skills in
Hindi and English to best effect, considering how these skills affect their sense of identity
comparing observations about how interacting in Hindi feels different to interacting in English,
identifying ways of socialising or communicating that seem to be culture-specific
comparing experiences of intercultural miscommunication, discussing why these may have happened
and exploring strategies for overcoming similar misunderstandings in the future, for example, noticing
cues or signals, making adjustments
Understanding
Years 5 to 6 Content Descriptions
Elaborations
Systems of language

Understand how the conventions of written script
determine the structure and organisation of written
language and understanding the relationship between
word formation and pronunciation
[Key concepts: variation, discrimination,
representation; Key processes: understanding,
recognising, applying conventions]
understanding that the Hindi language varies from region to region as it is influenced by local culture,
practices and customs, and that this variation impacts on pronunciation but is not represented in
written Hindi; for example, the word for ‘much/many’ is pronounced by many speakers as बहौि but is
spelled according to its standard spelling as बहि

recognising the Hindi pronunciation and Devanagari spelling of old loan words from English into Hindi,
such as -अस्ििाल/हस्ििाल; अफ़सर; िलस्िर

understanding the conventions by which new loan words are written in Hindi, for example, the way in
which English ‘t’ and ‘d’ sounds are represented normally as ट and र्, the replacement of English ‘th’
LIT
sounds by थ and the ways in which English vowels, such as short ‘a’ sounds, are replaced by Hindi
vowel sounds, such as in र्ॉलर versus र्ालर

recognising and practising the spelling of words in Devanagari script that involve combinations of
pronouns and postpositions that lose the inherent ‘a’ inside a word in the representation in
Devanagari, such as in उसका, and understanding how the loss of the inherent ‘a’ at the end of a verb
stem is not represented in Devanagari, for example, सनना/सनिा
Build knowledge of Hindi verb forms, such as ones
used to discriminate between actions happening, being
done or caused to be done; understand the form and
function of the passive voice
[Key concepts: word order, mood, tense, rules; Key
processes: discriminating, classifying, applying rules]

knowing how to place adverbs correctly in sentences, for example, धीरे -धीरे , जल्दी में , दौड़िे हए

using ordinal numbers such as िहला, दसरा

distinguishing between questions and requests, for example, तया मैं िानी िीने जा सकिा हाँ ? कृिया मझे
िानी िीने जाने दीक्जए।

situating actions or events through the correct use of past, present and future tenses, for example,
जािा था, जािा हाँ, जाऊाँगा
LIT

using conjunctions to connect different elements of a sentence, for example, राम ने खाना खाया और सो
गया।

using the singular and plural forms of nouns and pronouns, for example, मैं, हम, यह, ये

using negative forms of verbs and adjectives, for example, सोहन ने फिल्म नहीुं दे खी। झठ कभी मि बोलो।
Years 5 to 6 Content Descriptions
Elaborations

distinguishing between intonation patterns of statements, questions and exclamations, for example, िह
िास हो गया! तया आि िहााँ जाएाँगे? िम अच्छे बच्चे हो।


locating events in time, for example by using days of the week and months
recognising how pitch, stress and rhythm help to convey meaning even when individual words are
unfamiliar

extending knowledge of negative constructions, such as कभी नहीुं, सोचना भी मि

knowing how to explain and apply basic rules for Hindi pronunciation, spelling, punctuation and
intonation
recognising and understanding how Hindi verbs can indicate the idea of actions happening or being

made to happen बनना बनाना बनिाना
Understand how different text forms in Hindi, including
prose and verse, create different effects to suit
different audiences
[Key concepts: genre, imagery, register; Key
processes: noticing, comparing, experimenting,
explaining]



experimenting with language appropriate to particular types of texts, such as descriptive language in
recounts or narratives, persuasive language in advertisements and humorous language in comic verse
comparing the use of language features such as imagery or satire in a range of imaginative texts,
discussing how these features are used to convey meaning and engage/entertain the audience
understanding the significance and cultural importance of features of different types of texts, such as
forms of address or language associated with rituals or celebrations such as आदरणीय, िज्य, मान्यिर,
महोदय (formal), पिय ममर (informal)
LIT

considering how the construction of texts in different languages reflects cultural values
Years 5 to 6 Content Descriptions
Elaborations
Language variation and change

Develop awareness that Hindi language use involves
variations in formal and informal styles and reflects
different contexts, purposes and audiences
[Key concepts: mode, register, non-verbal language;
Key processes: noticing, comparing, identifying]


LIT, PSC, ICU



noticing differences between spoken forms of Hindi and the written form of the language, identifying
examples of colloquialisms, words and expressions used mainly in spoken conversation, for example,
the non-standard मेरे को, in place of the correct formal Hindi मझे, use of मिलब ... at the beginning of
spoken utterances
knowing that meaning is shaped not only by words but also by expression, gestures and varying use
of the voice, and that these variations characterise formal and informal language
understanding that facial expressions, gestures and body language are key elements of
communication and that they can be interpreted differently by different people
recognising how language use varies to reflect different feelings, relationships, moods or attitudes of
the people involved, for example, the respectful tone of devotional texts, the exuberance, humour and
colour of Bollywood scripts
noticing patterns in language use that reflect ethnicity, age, gender and social status and reflect the
context and purpose of interaction
recognising how language use such as levels of politeness or the use of Sanskrit-derived terms such
as श्रीमान reflects the intention of the speaker or writer and establishes the relationship between
participants
Recognise that the Hindi language has evolved and
developed through different periods of influence from
other languages and cultures



[Key concepts: language contact, language change,
globalisation; Key processes: observing, analysing,
discussing, reflecting]
understanding key influences and stages of development of Hindi
exploring the relationship between Hindi and English
investigating changes to Hindi that have come about through processes such as globalisation,
technological change and intercultural exchange

identifying Hindi words that are derived from other languages, such as दफ़्िर, which is borrowed from
Arabic, क्षेर (for ‘field’ in an abstract sense) directly from Sanskrit versus खेि (‘field’ as in for farming)
from Hindi via Pali/Prakrit, मेज़ via Persian from Portuguese
LIT, ICU, ATSIHC



investigating and describing the impact of globalisation, new technologies such as the internet and
popular culture on Hindi as a dynamic language
reflecting on their own use of Hindi, identifying influences from other languages and changes in their
communicative behaviour, for example, terms that they have adopted in their everyday language as a
result of social media, popular culture and technology
understanding that all speakers adapt their languages to changing circumstances, for example by
adding new words and borrowing words from other languages or, in the case of Aboriginal languages
and Torres Strait Islander languages, by seeking to reverse language loss through revival programs
Years 5 to 6 Content Descriptions
Elaborations
Reflect on their own use of Hindi, English and other
languages or dialects for different social purposes

[Key concepts: language domains, multilingualism; Key
processes: comparing, explaining, analysing,
reflecting]
LIT, PSC, ICU




Role of language and culture

Reflect on how communities’ ways of using languages
are shaped by values and belief systems, and how
these may be differently interpreted by speakers of
other languages

[Key concepts: perspective, culture, place, values; Key
processes: questioning, analysing, identifying]
comparing their individual language profiles, explaining which languages or dialects they use in their
family, social and community lives
recognising that language use among bilingual/multilingual speakers varies according to ethnicity,
age, profession or social status, and to the context of language use
reflecting on the different ways they use language features such as gestures, body language and the
use of space or silence when they are using different languages
reflecting on the impact of speaking more than one language
reflecting on how they use language differently in interactions across different social contexts, and
how these variations help to signal social roles and relationships
understanding that people ‘read’ intercultural experiences in different ways depending on their own
cultural perspective, recognising the validity of different perspectives and questioning notions of ‘right’
or ‘wrong’ ideas
noticing ways in which the Hindi language reflects values and traditions of Indian communities, for
example, understanding concepts such as सत्सुंग; घघ
ाँ ट

PSC, ICU, EU
reflecting on how different languages and cultures represented in the classroom influence ways of
talking about or acting in social, physical and temporal environments, for example, Aboriginal and
Torres Strait Islander relationships with place, language and culture; the concept of time as expressed
in Hindi being non-linear कल; िरसों the concepts of अहहुंसा and कमड

identifying Australian values and traditions such as informality, honesty and loyalty that resonate in
particular words, expressions or behaviours, for example, ‘bring a plate’, ‘fair dinkum’, ‘mateship’
Years 5 to 6 Achievement Standard
By the end of Year 6, students use spoken and written Hindi to exchange personal information and experiences, discuss ideas and give opinions. They plan and conduct
shared activities, for example, आज हम आि के सामने िस्िि करने जा रहे हैं, and complete transactions, for example, मझे दो रोटी के साथ एक दाल मतखनी दे दीक्जएl. When
participating in classroom routines and activities, they ask and respond to questions, express opinions and ask for clarification, for example, आि समझिे हैं, है न? नहीुं, मझे
समझ नहीुं आया; स्कल कैंटीन का खाना स्िाहदष्ट और सस्िा है l; इस में तया करना है ? Students use patterns of Hindi pronunciation and intonation when interacting, identifying regional
variations. They gather, classify and compare information from a range of spoken, written and visual texts related to social and cultural worlds. They present ideas and
information about aspects of language and culture in different formats for particular audiences. They respond to a range of imaginative texts by discussing key elements,
such as the moral, for example, सझबझ और धैयड द्िारा कहठन से कहठन कायड भी सुंभि है ।, characters, for example, चाचा चौधरी का हदमाग़ कम्प्यटर से भी िेज़ चलिा है । and events.
They create and perform short imaginative texts based on a stimulus, concept or theme. They use a variety of tenses, for example, खाया था ;खा रहा हाँ ; खाऊाँगा and verb forms
expressing actions happening, being made to happen or caused to happen, for example, बनना; बनाना; बनिाना to construct sentences and short texts. Students translate
texts from Hindi into English and vice versa, identifying words and phrases that need interpretation, for example, अुंगर खट्टे हैंl, and create bilingual texts for their own and
others’ learning. They reflect on being bilingual and bicultural and how this impacts on their identity and how they communicate in Hindi and English.
Students identify connections between spoken text and script and apply writing conventions to the production of their own texts. They distinguish between the structure and
features of different types of spoken and written texts and identify ways in which audience and purpose affect language choices. They give examples of how language use
and ways of communicating vary according to the relationship between participants, the context and the purpose of the exchange. They identify how Hindi has influenced
and has been influenced by other languages, such as Sanskrit, Persian, English and Arabic. They give examples of how their language use varies according to social
context and purpose.
Years 7 to 8
The nature of the learners
The transition to secondary schooling involves social and academic demands which coincide with a period of maturational and physical change. Learners are adjusting to a
new school culture with sharper divisions between curriculum areas. There is a need for continuity through change in relation to their language learning. Learners at this
level may find themselves in classes involving a range of previous experience with Hindi language-culture. Some learners may have recently arrived in Australia, will have
completed the primary years of schooling in Hindi and will have established literacy as well as oracy skills in the language. A multilevel and differentiated approach to
teaching and task design responds to this diversity of prior experience.
Hindi language learning and use
Hindi is used for classroom interactions and transactions, for creating and maintaining classroom relationships, for explaining and practising language forms, and for
developing cultural understanding. Opportunities for additional interaction in the target language are provided by purposeful and integrated use of ICT. Learners work
collaboratively and independently, exploring different modes and genres of communication with particular reference to their social, cultural and communicative interests.
They pool language knowledge and resources to plan, problem-solve, monitor and reflect. They use modelled and rehearsed language in familiar and unfamiliar contexts,
and increasingly generate original and personal language. They compose and present more complex and varied texts (for example, media and hypermedia texts, shared
stories, poetry, songs/raps, blogs, advertisements, reports and journal entries), and plan, draft and present imaginative and informative texts. They design interactive
events and collaborative tasks and participate in discussions and activities. They use vocabulary and grammar with increasing accuracy, drafting and editing to improve
structure and clarify meaning. They make cross-curricular connections and explore intercultural perspectives and experience.
Contexts of interaction
While the primary context of interaction remains the Hindi language classroom, learners are encouraged to engage in interactions with peers in India and other Hindispeaking regions of the world, including Australia, through electronic means of communication. Learners will also have occasional access to Hindi speakers through media
and community events, websites, social media and radio streaming.
Texts and resources
Learners work with a range of texts specifically designed for learning Hindi in school, such as textbooks, literary texts, videos, readers and online media resources. They
also access materials created for Hindi-speaking communities, such as songs, films, magazines, advertisements and websites. They read, view and interact with a growing
range of texts for a wider range of purposes (for example, informative, transactional, communicative, imaginative and expressive).
Features of Hindi language use
Learners expand their range of vocabulary to domains beyond their personal experience and interests, applying phonic and grammatical knowledge to spell and write
unfamiliar words. They use a range of grammatical forms and language structures to convey more complex relationships between ideas and experiences, creating
compound and complex sentences by using postpositions such as मैं अभी मलखग
ाँ ा िाफक समय िरा होने से िहले लेख खत्म कर लाँ ।. They recognise the function and form of
commonly used suffixes and prefixes and relationships between words with a shared base, such as बपि, सबपि, बपिमान, बपिमिी. They distinguish between active and
passive voice according to context, मैंने आिको बलाया है । आिको बलाया गया है ।and , use a range of tenses to describe routines and actions, मैं हदल्ली जा रहा हाँ। मैं हदल्ली गया
था।मैं हदल्ली जाऊाँगा।. They develop awareness of how language structures shape textual features, and they adopt a wider range of processing strategies, drawing
increasingly on their understanding of text conventions and patterns when encountering unfamiliar texts. They continue to build metalanguage to describe grammatical and
textual features. They recognise and use idiomatic expressions such as आाँख का िारा, and employ descriptive and expressive language, including onomatopoeic and
mimetic words, to create particular effects and engage interest.
Learners make connections between texts and cultural contexts, identifying how cultural values and perspectives are embedded in language and how language choices
determine how people, issues and circumstances are represented. They are increasingly aware of the relationship between languages and cultures, noticing, for example,
values such as family commitment and respect expressed in cultural practices as well as embedded in Hindi grammatical and vocabulary systems. They reflect on the
nature of bicultural and intercultural experience, on how languages change in response to social and cultural change, and on their individual identities as users of two or
more languages in a multicultural social context.
Level of support
Particular support is needed at this stage of learning to manage the transition to secondary schooling and to encourage continued engagement with language learning.
Opportunities to review and consolidate prior learning are balanced against provision of engaging and relevant new experiences and more challenging tasks. Learners
need continued scaffolding, modelling and material support at paragraph and whole-text level for written language and for developing fluency and accuracy in spoken
language. They are supported to develop increasing autonomy as language learners and users, and to self-monitor and adjust language in response to their experience in
various contexts. They are encouraged to engage more critically with resources such as websites, dictionaries, translating tools and other language resources designed to
enrich their receptive and productive language use.
The role of English
Hindi is used in more extended and elaborated ways and English is used when needed for comparison or for some explanation, reflection and substantive discussion.
Opportunities to express ideas and feelings, exchange opinions and manage shared activities increasingly involve cultural as well as linguistic choices, personal and social
elements as well as grammatical ones, such as making decisions about the use of titles and polite prefixes. At this stage, learners can move from the what considerations
to the why and how questions: from noticing that language and communication are culturally shaped to thinking about the values, experiences and perspectives which lie
inside these cultural differences, and about how these impact on their own experience as they move between linguistic and cultural systems.
Communicating
Years 7 to 8 Content Descriptions
Elaborations
Socialising

Initiate and sustain a range of spoken, written and
online interactions, for example, exchanging views or
experiences, offering opinions and making connections
across different areas of interest
[Key concepts: relationship, experience,
communication; Key processes: interacting, listening,
responding, recounting]
initiating and sustaining conversations with peers and adults on topics of mutual interest such as sport,
games, music, for example, य ट्यब िर मैंने हनी मसुंह का नया गाना दे खाl; मझे िह बहि िसुंद आयाl; िमने दे खा
तया?

using face-to-face, written and online forms of communication to compare experiences and offer
opinions on concepts such as home, education, leisure and travel, for example, िम्हारी भारि यारा कैसी
रही?; िम कौन कौन से स्थान िर घमने गए?

using descriptive and expressive language to encourage feedback and to express empathy or indicate
agreement, for example, बड़े दःख की बाि है ; मझे आि से सहानभति है l; आि बबलकल सही कह रहे हैंl; मैं आि से
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सौ ितिशि सहमि हाँ l

participating in informal conversations and more structured discussions to canvas each other’s
attitudes towards social and cultural issues, for example, यिाओुं का स्िास््य; िाररिाररक ररश्िे; नशीले िदाथड;
सुंयति िररिार या एकल िररिार; पििाह या िेम पििाह

developing narrative and relational skills by exchanging accounts of personally significant events,
influences or milestones, for example, पिछले साल मैं अिने मािा पििा के साथ राष्रीय सुंग्रहालय दे खने गया और
िहााँ स्िदे शी कलाकृतियों कलाकृतिओुं को दे ख कर बहि िभापिि हआ l; कल एक कपि सम्मेलन का सिल मुंचन करने
के मलए मेरी कािी सराहना की गई
Engage in collaborative activities that involve planning,
problem-solving, communicating and transacting in
real or simulated situations and contexts
[Key concepts: design, transaction, planning; Key
processes: transacting, considering, problem-solving,
decision-making]

transacting authentic or simulated purchases or exchanges, such as sourcing and buying media
products, fashion items or specific food items from online or retail outlets, or returning damaged
articles, for example, यह लहुं गा फकिने का है ?; यह और कौन कौन से रुं गों में उिलजध है ?; खाने में ममची थोड़ी ज्यादा
र्ालनाl; चाय गरमा गरम होनी चाहहएl; हम यह सामान िापिस नहीुं ले सकिे तयोंफक आिने रसीद खो दी है l

planning for an excursion, event or celebration such as a Bollywood night or Diwali ball, stating
preferences, considering options and deciding on actions, for example, हमें मािा पििा से अनमति िर
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चाहहए फिर हमें कमेटी बनानी िड़ेगीl; फिर सभी को अलग अलग कायड हदए जाएुंगे

designing a web page to support social contact, information exchange and problem-solving between
Years 7 to 8 Content Descriptions
Elaborations
themselves and young Hindi speakers in different contexts, brainstorming possible stimulus questions
such as आि अिनी िढ़ाई िढाई और सामाक्जक जीिन में सुंिलन कैसे बनािे हैं?

sharing responsibilities for filming, editing and presenting a short documentary on aspects of their
shared experiences, for example, हमारा समदाय; स्ििुंरिा हदिस; बैसाखी; बॉलीिर् फिल्म समारोह
Interact with peers and the teacher to complete
learning tasks and to support own and others’ learning,
by managing debate and discussion and checking
understanding
[Key concepts: debate, perspective, exchange,
response; Key processes: discussing, responding,
evaluating, reflecting]

using elaborated sentence structures and strategies to support debate and to provide clarification, for
example, अिनी बाि के समथडन में आि के िास कोई िमाण है ?; and to maintain cohesion and focus in
discussion, for example, दसरे शजदों में; आिको नहीुं लगिा फक…; मेरा सझाि िो यही है फक

contributing to discussion and debate by expressing opinions, responding to others’ perspectives and
using reflective language, for example, मेरे पिचार में ; गौरिलब है फक; यह एक और हदलचस्ि िररिेक्ष्य है l; जो
आि कह रहे हैं िह ठीक है मगर यहद दसरी दृक्ष्ट से दे खा जाए िो यह कहना गलि नहीुं होगा फक; यह पििादास्िद है ; मैं
आश्िस्ि हाँ ; मझे यही समझ आया फक ….
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
using evaluative language to acknowledge strengths in others’ arguments or to justify, contradict,
challenge or rebut others’ views in a courteous manner, for example, आि का कहना एकदम स्िष्ट और
उगचि है ।; िास्िपिकिा यह है फक इस बाि िर मैं आि से बबलकल सहमि नहीुं हाँ l
Informing
Access, collate and analyse information from different
print, digital and visual sources to present an overview
or develop a position on issues or interests
[Key concepts: perspective, context, representation;
Key processes: comparing, analysing, presenting,
profiling]

reflecting on the usefulness and potential application of particular learning tasks, discussing their own
language and literacy development in Hindi and English

accessing and collating information produced in different contexts that reflect Indian and/or Australian
lifestyles over different times and contexts, for example, बॉलीिर् १९६० से २०१४, िक्श्चमी सुंस्कृति का
िभाि;कम्प्यटर; सोशल मीड़र्या


engaging critically with texts associated with personal, social or community activities, for example,
blogs, social media texts or community announcements to demonstrate connections between texts
and cultural contexts
using organisers such as concept maps, pie charts or tables to summarise information and develop a
position on issues of interest to their peer group, for example, low-budget adventure travel सस्िी
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रोमााँचक यारा, or social concerns such as झटिट खाना; नशीले िदाथड

comparing information sourced from contemporary and traditional Hindi texts relating to celebrations,
ceremonies or other cultural experiences, explaining culture-specific references and comparing
Years 7 to 8 Content Descriptions
Elaborations
representations from different times, for example, िाँचाुंग


analysing and summarising information from texts that report on aspects of Indian arts, culture, history
or geography
collecting information from web pages or newspaper articles to build reference resources on different
topics/issues, classifying information according to concepts, for example, communication सुंचार; गरीबी;
स्िास््य and to level appropriateness, for example, peers, interested adults, younger children
Use different modes of communication to present
personal or shared perspectives, views and
experiences or to invite action or debate

gathering information about well-known people, for example, Sachin Tendulkar, Amitabh Bachchan,
Indira Gandhi, to create a profile to present to others

creating texts such as notices, flyers or posters to promote and inform others about planned forums or
events, for example, "उत्िर भारि के ियडटक स्थान", भोजन की सची, होली के मेले का पििरण

LIT, ICT, CCT, PSC, ICU
Creating
सामदातयक मशपिर; हदिाली उत्सि


organising information for a planned presentation to a young Indian audience on popular Australian
cultural or leisure activities
writing emails, web posts or letters to overseas friends or relatives, identifying similarities and
differences between young people’s experiences in Indian and Australian communities, referencing
their own and each other’s experiences

comparing texts such as cartoons or video games with texts from different eras, identifying common
themes and comparing representations, for example, moral messages in fables such as एकलव्य की
Interpret representations of values, people and events
selected from a range of traditional and contemporary
imaginative texts
[Key concepts: theme, representation, values, humour;
Key processes: comparing, analysing, identifying; Key
text types: cartoons, games, fables, films]
reporting on their own or others’ experiences of events associated with cultural expression, using
formats such as personal recounts, blogs or digital/oral presentations, for example, ऑस्रे मलया के
[Key concepts: experience, cultural expression; Key
processes: designing, reporting, comparing]
गरुदक्षक्षणा; दानिीर कणड; िााँच िााँर्िों की ित्नी द्रौिदी with social commentary in cartoons such as The
Simpsons or books such as Harry Potter

comparing dramatised accounts of history, traditions and heroes, such as शहीद भगि मसुंह with
dramatisation and characterisation in current TV series or Bollywood films, for example, अशोक सम्राट;
and िारे ज़मीन िर
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
identifying styles of humour across genres such as comedy shows or satirical cartoons such as
हररयाणिी िाऊ; सुंिा-बुंिा; मारिाड़ी सेठ, for example, the focus of popular jokes or humour, such as
Years 7 to 8 Content Descriptions
Elaborations
mother-in-law and daughter-in-law and husband-wife jokes िति- ित्नी इत्याहद के चटकले, comparing with


Create and present a range of texts to entertain others
that involve imagined characters and contexts and
different modes of presentation

[Key concepts: creativity, characterisation, imagination,
emotion; Key processes: composing, performing; Key
text types: sketches, drama, songs, stories, cartoons]

themes that are often explored in Australian comedy
comparing the style, creative effects and cultural values reflected in popular Hindi and Australian
music, for example by listening to music stations, reading print or online music magazines or viewing
excerpts of Bollywood films
comparing how traditions and beliefs are communicated across cultures through visual and creative
arts, for example by comparing representations of deities, animals or landscapes in Indigenous
Australian Dreaming stories and Hindi mythology, art and drama
creating and performing sketches that involve characterisation, context and dramatic tension, for
example, interviewing a celebrity such as महे न्द्र मसुंह धोनी or सलमान खान or appearing on a television
show such as कौन बनेगा करोड़िति; झलक हदखला जा
creating an additional scene, new character or alternative ending to add suspense or complexity to a
familiar story, drama or film script, for example, सीिाहरण को आए आये रािण को लक्ष्मण द्िारा बुंदी बना
मलया जाना; शेखगचल्ली का सिना िरा होना
LIT, CCT, PSC, ICU



composing, performing or presenting songs, jingles or advertisements to create new interest in
existing or imagined products
creating texts such as picture books, bedtime stories or cartoons for younger children, selecting
appropriate language, rhythms and images to enrich the visual and listening experience
performing unscripted explorations of characters, contexts and concepts, for example, ममरिा; तनष्ठा;
साहस, using gestures, voice and props to build mood and to explore relationships and emotions
Translating

Translate short texts from Hindi into English and vice
versa, comparing each other’s versions and
considering how to translate elements that involve
cultural knowledge and understanding

[Key concepts: meaning, equivalence, translation; Key
processes: translating, approximating, comparing,
evaluating]
translating excerpts of school or community texts in Hindi and English, for example, notices,
guidelines, information leaflets, rules, considering how each language’s use of syntax and vocabulary
reflects cultural styles, priorities or expectations
translating popular Hindi proverbs or poems into English, considering how to adapt or adjust them to
capture and express cultural elements and meanings in English, for example, गुंगा गए िो गुंगादास जमना
गए िो जमनादास; चोर की दाढ़ी में तिनका

translating media texts such as appeals or slogans from Hindi to English or vice versa, noticing how
each language ‘works’ to create intended effects, for example, the use of verb moods or emotive
Years 7 to 8 Content Descriptions
Elaborations
language: सारी धरिी की यह िकार, ियाडिरण का करो सधार
LIT, CCT, PSC, ICU


Produce bilingual texts such as digital stories,
performances, skits or poems that reflect the
experience of ‘living between languages’
[Key concepts: equivalence, interpretation; Key
processes: composing, selecting, translating]



LIT, ICT, CCT, PSC, ICU


Reflecting
Consider differences and similarities in communicative
style and use of language when interacting in Hindi
and in English, noticing how/when the choice is made
to use either or both languages
[Key concepts: code-switching, code-mixing,
intercultural communication; Key processes:
monitoring, analysing, discussing]





LIT, PSC, ICU
Share and compare experiences of moving between

translating short excerpts from traditional fables and legends, identifying words and expressions that
reference cultural values, history and beliefs and considering whether equivalent meaning can be
expressed in English
using and critically evaluating the effectiveness of resources such as print and digital dictionaries and
electronic translators, for example by comparing individual translations, back-translating or swapping
references
constructing texts with elements of Hindi and English that relate to events or contexts that involve their
own bilingual and bicultural experience
developing instructional texts or directions that cater for Hindi- and English-speaking friends, family
members or participants, for example, computer game instructions, information for an extended-family
event
creating a short documentary video that draws on Hindi and English linguistic resources, for example
with narration in one language and subtitles in the other to engage with social or community issues
such as the migration experience or community safety
composing menus or programs for Hindi-language events or celebrations that include footnotes in
English to explain key terms or items
composing poems that incorporate English words or expressions into the Hindi text to reflect and
represent diversity of cultural experience and identity
reflecting on their own variations in language use and communicative behaviour when interacting with
speakers of Hindi and English
providing examples of interactions which ‘work’ better in Hindi than they do in English or vice versa, for
example, using Hindi to talk about family experiences, using English to talk about school work
sharing reflections about when and why they consciously choose to use one language rather than the
other
identifying instances when using both Hindi and English in the same interaction makes for easier
communication
discussing the different things they need to consider when interacting with speakers of different
language backgrounds, for example, being flexible, watching for signals of misunderstanding, being
mindful of different perspectives and traditions
considering how their sense of identity has changed over time, taking into account changes in
Years 7 to 8 Content Descriptions
Elaborations
Hindi and English, identifying advantages and
challenges in respect to bicultural identity

[Key concepts: bilingualism/multilingualism, culture;
Key processes: reflecting, analysing, comparing]

LIT, PSC, ICU

language use and social and cultural connections in the contexts of home, school and community
comparing how their relationships with people of different generations, gender and language
backgrounds influence their ways of communicating
reflecting on how their own perspectives and ways of communicating may be perceived by others (for
example, in relation to language choice or code-switching and to behaviours that may be perceived as
‘cultural’)
sharing views of what culture ‘is’, referencing their own relationship with different elements of Indian
and Australian cultural experience
Understanding
Years 7 to 8 Content Descriptions
Elaborations
Systems of language

Identify correspondence between individual and
combined elements of spoken and written Hindi, such
as pronunciation of consonant clusters or the
pronunciation and spelling of English words used in
Hindi
[Key concepts: syntax, prefixes, suffixes, word
derivation; Key processes: recognising, analysing]

recognising individual elements of spoken and written words, phrases and non-verbal forms of
expression and noticing how they combine to make or to change meaning
recognising how words can be formed from base words, and understanding how prefixes and suffixes
change the meaning of words, for example, जीि, सजीि, जीिुंि, and the impact this has on

pronunciation
recognising and identifying how to pronounce and spell loan words commonly used in Hindi from
Persian and Arabic, such as क़ानन, फ़ालि, and also from English, such as रे न, स्टे शन, स्कल

LIT
recognising and understanding the impact on Hindi pronunciation and spelling in Devanagari of the
way vocabulary contains elements of direct forms of Sanskrit words (tatsam words) and of derived
forms (tadbhav words), understanding that both forms can be used in different contexts; for example,
क्षेर for ‘field’ in an abstract sense and खेि for a field for farming
Applying grammatical knowledge of different
languages to learn how to form and spell new words
including technical terms from other languages



[Key concepts: phonics, word building, idiom; Key
processes: understanding, applying rules, using
metalanguage]

expanding vocabulary related to personal and social worlds
applying phonic and grammatical knowledge to the spelling and writing of unfamiliar words
creating compound and complex sentences by using postpositions such as मैं अभी मलखग
ाँ ा िाफक समय
िरा होने से िहले लेख खत्म कर लाँ ।
recognising the function and form of commonly used suffixes and prefixes, for example by collecting
groups of words or sharing a base word such as बपि, सबपि, बपिमान, बपिमिी recognising and using
idiomatic expressions such as आाँख का िारा
LIT

using numbers in fraction, multiple and collective forms, such as आधा, चौथाई, एक तिहाई, सैंकड़ों, हज़ारों,
िीन गणा


continuing to build metalanguage to describe grammatical concepts and to organise learning
resources such as verb charts, vocabulary lists and groups of pronouns, adverbs and adjectives
understanding and using basic joining (सक्न्ध) rules such as इ+आ = ए

understanding the use of the active and passive voice according to context, for example, मैंने आिको
बलाया है । आिको बलाया गया है ।

using a range of tenses to describe routines and actions, for example, मैं हदल्ली जा रहा हाँ। मैं हदल्ली गया
था। मैं हदल्ली जाऊाँगा।

using adjectives to compare people, for example, राम थोड़ा लम्बा है । राधा हे मा से अगधक चिर है ।
Years 7 to 8 Content Descriptions
Elaborations
Apply understanding of text structure and organisation
to interpret unfamiliar texts and to create own texts for
specific purposes

[Key concepts: textual conventions, tenor, audience;
Key processes: identifying, classifying, explaining]


using knowledge of features and structures of familiar text types to understand unfamiliar content, for
example in public announcements, commercials or print advertisements
recognising the format of different Hindi texts and stylistic conventions, understanding how these vary
according to context, purpose and intended audience
identifying how texts achieve cohesion, by using elements such as paragraphing or conjunctions to
sequence and link ideas and to maintain the flow of expression, for example यहद, अथिा, इसमलए, और
LIT
Language variation and change

Explore how language use varies according to context,
purpose, audience, mode of delivery and relationship
between participants
comparing and explaining the use of different communicative styles in different contexts, for example,
traditional, devotional, colloquial

identifying differences in language features and register between spoken and written forms of texts
such as apologies, invitations or narratives

comparing language and textual features used in texts designed to address or entertain different age
groups, for example, amusing rhymes for small children, devotional texts for religious expression

explaining variations in language use between people of different ages, gender or relationships
Investigate changes in their own use of Hindi over
time, in social, community and school contexts,
explaining possible reasons for changes or adaptations

reflecting on changes in their own ways of communicating, identifying new terms, expressions or
behaviours which have become part of their everyday language as a result of changes in technology,
social media and intercultural experience
[Key concepts: language change, expression,
experience; Key processes: reflecting, monitoring,
analysing]

talking with older members of their families or communities about changes that they have experienced
in their use of Hindi and about their observations of how the language has changed across time

observing how their own use of language reflects different and changing relationships, for example,
familiarity with friends, respect for elders and authority figures

finding examples of language and behaviours associated with Indian culture that are part of everyday
life in Australia and around the world, for example, words and expressions associated with religion,
yoga, dance, Bollywood, food, sport

explaining the influence of Indian language and culture on their own ways of communicating in
different situations, for example, by creating a glossary of Hindi words and expressions that they use
when communicating in English
[Key concepts: register, mode, audience; Key
processes: comparing, explaining]
LIT, PSC, ICU
LIT, PSC, ICU
Recognise the intercultural and multilingual nature of
language used in social media and popular culture and
across global communities, considering how this
influences aspects of their own lives
[Key concepts: globalisation, cultural expression,
multilingualism; Key processes: researching,
classifying, explaining]
Years 7 to 8 Content Descriptions
Elaborations
LIT, PSC, ICU, ICT, AAEA
Role of language and culture
Understand that language is not neutral and that its
forms and usage reflect cultural ideas, values and
perspectives
[Key concepts: culture, language change,
representation, values; Key processes: reflecting,
analysing, comparing]
PSC, ICU, EU


sharing understandings of what culture ‘is’ and how it relates to language and to identity, using prompt
statements such as ‘Culture involves …’, ‘Culture is …’
identifying elements of language that reflect cultural traditions and values, such as the use of forms of
address that reflect status, age and relationship, for example, नमस्कार, नमस्ि॓, आि कैसे हैं?, िम कैसे हो?
Aap ka; the addition of श्री, श्रीमिी for married women and कमारी for unmarried women



identifying changes in contemporary language and ways of communicating that reflect changes in
cultural and social practices
exploring how concepts such as family, modesty, responsibility or hospitality influence language forms
and patterns of interaction in Hindi
discussing features of Hindi that reflect value systems such as those of belief systems, family or
community, for example, the practice of using the English terms ‘Auntie’ or ‘Uncle’ when addressing
older people even when they are strangers बहनजी, भाईसाहब
Years 7 to 8 Achievement Standard
By the end of Year 8, students use written and spoken Hindi to initiate and sustain classroom interactions with others, to exchange views, for example, बाज़ार में नए
इलेतरॉतनक खेल आये हैं l; तया िम ने कल िटबॉल का मैच दे खा? िम्हें तया लगिा है ,कि कौन जीिेगा? आि का िसुंदीदा खखलाड़ी कौन है ? सना है गचफकत्सीय िरीक्षा अत्युंि कहठन है l आि के तया
पिचार हैं?, and express feelings such as बड़े दःख की बाि है ; मझे आि से सहानभति है । They use language conventions to manage debate and discussion, for example, आि इस
पिषय में तया सोचिे हैं ?; तया आि इसे पिस्िार से समझाने की कृिा करेँ गे ? िम समझ रहे हो ना मैं तया कह रहा हाँl; मेरी राय में । Students complete transactions by negotiating, making
arrangements and solving problems, for example, हदिाली मेला जाने के मलए साढ़े नौ बजे बसस्टॉि िर ममलोl; िहााँ से स्टे शन जाकर हमें रे न िकड़नी िड़ेगीl; हमें मािा पििा से अनमति िर
चाहहए फिर हमें कमेटी बनानी िड़ेगीl; कल करे सो आज कर। They apply pronunciation and rhythm patterns, including consonant clusters and English words, to a range of sentence
types in spoken Hindi. They locate and analyse information and ideas on topics of interest from a range of written, spoken and multimodal texts, and present personal or
shared information and ideas in a range of formats selected to suit audience and purpose, for example, "उत्िर भारि के ियडटक स्थान", भोजन की सची, होली के मेले का पििरण।
They interpret ways in which values, characters and events are represented in imaginative texts, for example, एकलव्य की गरुदक्षक्षणा; दानिीर कणड; िााँच िााँर्िों की ित्नी द्रौिदी।
Students create texts with imaginary characters and contexts in a range of forms to entertain different audiences. They use grammatical forms and features such as
prefixes and suffixes, and create compound and complex sentences by using postpositions, for example, मैं अभी मलखग
ाँ ा िाफक समय िरा होने से िहले लेख खत्म कर लाँ ।, active
and passive voice, for example, मैंने आिको बलाया है ।; आिको बलाया गया है । and comparative adjectives, for example, राम थोड़ा लम्बा है ।; राधा हे मा से अगधक चिर है । to elaborate
on their oral and written communication. They translate texts from Hindi into English and vice versa, and compare their own translations with others’, interpreting cultural
elements. They produce texts in Hindi and English that reflect a bilingual and bicultural perspective. Students identify differences and similarities in the way they interact in
Hindi and English and explain how being a speaker of Hindi and English contributes to their own sense of identity.
Students apply writing conventions, including spelling, to convey specific meaning in a range of texts. They use their knowledge of text structure and organisation to
interpret the linguistic features of a range of personal, informative and imaginative texts. Students explain how and why language use is affected by context, purpose,
mode of delivery and social setting. They explain the impact of social, community and school contexts on their use of Hindi over time. They explain how globalisation, such
as social media and popular culture, influences their own lifestyle and ways of communicating.
Years 9 to 10
The nature of the learners
This stage of learning coincides with social, physical and cognitive changes associated with adolescence. Increased cognitive maturity enables learners to work more
deductively with language and culture systems, to apply more intentional learning strategies and to reflect productively on their learning. Motivation and engagement with
language learning and use are influenced by peer-group dynamics, personal interests and values, and issues related to self-concept. This is particularly the case for
bilingual learners for whom the duality of living between languages and cultural frames impacts continually on the process of identity construction. The role of language is
central to this process and is reflected in the degree to which learners define themselves as members of linguistic communities, how they position themselves in relation to
peer groups, and the choices they make in relation to linguistic and social practices. These processes are fluid and context-responsive and impact on learners’
engagement with Hindi and English language learning.
Hindi language learning and use
This is a period of language exploration and vocabulary expansion and of experimentation with different modes of communication (for example, digital and hypermedia,
collaborative performance and group discussions). Greater control of language structures and systems increases confidence and interest in communicating in a wider
range of contexts. Learners use Hindi to communicate and interact; to access and exchange information; to express feelings and opinions; to participate in imaginative and
creative experiences; and to design, interpret and analyse a wider range of texts and experiences. They use language in different contexts more fluently, with a greater
degree of self-correction and repair. They reference the accuracy of their written language use against a stronger frame of grammatical and systems knowledge. They
demonstrate understanding of language variation and change, and of how intercultural experience, technology, media and globalisation influence language use and forms
of communication.
Contexts of interaction
Learners interact with peers, teachers and other Hindi speakers in immediate and local contexts, and with wider Hindi-speaking communities and cultural resources via
virtual and online environments. They may participate in community events such as film or cultural festivals, intercultural forums or exchange travel opportunities.
Texts and resources
Learners use an extensive range of texts and materials designed for in-class learning of Hindi, such as textbooks, literary texts, teacher-generated materials and online
resources. Learning is enriched by exposure to authentic materials designed for or generated by young Hindi speakers, such as blogs, video clips, discussion forums,
television programs or newspaper features. Learners are encouraged to source additional materials to support their own learning and to pursue personal interests in
aspects of Hindi language and associated cultures.
Features of Hindi language use
Learners extend and consolidate grammatical knowledge, including the use of compound sentences by using postpositions मैं िहले हदल्ली जाऊाँगा और अिना काम िरा करने के
बाद कोलकिा िहाँचाँगा। and a range of tenses to describe events and personal experiences, पिछले िषड जैसे हमने होली का त्योहार मनाया था, उसी िकार इस िषड भी हम होली का त्योहार
धमधाम से मनाएुंगे।. They make passive and active voice distinctions, राम उदड मलख रहा है ।, उदड मलखी जा रही है , understand the appropriate use of participles and the function and
use of case, ने, को, से, के मलए, में , िर. Their vocabulary knowledge expands to include more abstract words and specialised vocabulary drawn from other learning areas or
areas of wider personal interest. Textual knowledge and capability are strengthened through maintaining a balance between activities which focus on language forms and
structures, and communicative tasks and performance. Learners recognise, analyse and construct different types of texts for different purposes and audiences. Task
characteristics and conditions at this level are more complex and challenging, involving collaborative as well as independent language planning and performance, and
development and strategic use of language and cultural resources. Elements of tasks involve interpreting, creating, evaluating and performing. Genres such as media
resources, fiction and nonfiction texts, performances and research projects allow for exploration of themes of personal and contemporary relevance (for example, global
and environmental issues, identity and relationship issues, questions of diversity and inclusivity). Learners investigate texts through more critical analysis, identifying how
language choices reflect perspectives and shape meaning, and how they in turn are shaped by context and intention.
Learners at this level understand the relationship between language, culture and identity. They explore in more depth and detail the processes involved in learning and
using different languages, recognising the role of cognitive, cultural and personal as well as linguistic resources. They identify how meaning-making and representation in
different languages involve interpretation and personal response as well as literal translation and factual reporting. They explore the reciprocal nature of intercultural
communication: how moving between different languages and cultural systems impacts on their ways of thinking and behaving; and how successful communication
requires flexibility, awareness and openness to alternative ways. They develop the capacity to ‘decentre’ from normative ways of thinking and communicating, to consider
their own cultural ways through the eyes of others, and to communicate in interculturally appropriate ways.
Level of support
While learners are increasingly less reliant on the teacher for support during communicative interactions, continued support, provision of rich language input and modelled
language are needed to consolidate and sustain the learning of Hindi. The teacher provides implicit and explicit modelling and scaffolding in relation to meaningful
language use in a range of contexts, situations and tasks, and explicit instruction and explanation in relation to complex structures, grammatical functions and abstract
concepts and vocabulary. Provision of opportunities for learners to discuss, clarify, rehearse and apply their knowledge is critical in consolidating knowledge and skills and
developing autonomy. Learners are encouraged to self-monitor, for example by keeping records of feedback, peer support and self-review.
The role of English
Learners and teachers use Hindi as the primary medium of interaction in language-oriented and most content-oriented tasks. English is used for discussion, explanation
and analysis that involves conceptual demands which may be better responded to in English than in Hindi, for example, analysing abstract concepts embedded in linguistic
structures and cultural practices. Learners are supported to reflect on the different roles English and Hindi play in their academic work.
Communicating
Year 9 to 10 Content Descriptions
Elaborations
Socialising

Use formal and informal registers to discuss and
compare young people’s interests, behaviours and
values across different cultural contexts
interviewing each other and family members to compare views on cultural behaviours and values
across different times and contexts, for example, िम्हारे पिचार में सुंयति और एकल िररिार में से कौन सी
िाररिाररक िररिाररक सरुं चना आज के यग में ज्यादा उियति है ?

discussing their responsibilities at home and at school, comparing with those of young people living in
India, noting the relative importance of concepts such as िररिार, समदाय और सहयोग, for example, भारि
[Key concepts: values, responsibility, social worlds,
environment; Key processes: discussing, comparing]
में बच्चे अिनी मशक्षा िरी करने और एक स्थायी नौकरी िाने िक आगथडक रूि से िरी िरह अिने मािा-पििा िर आगश्रि
LIT, PSC, ICU, SUST
रहिे हैंl जब फक ऑस्रे मलया में रहनेिाले अगधकाुंश भारिीय बच्चे स्कल की िढाई के साथ साथ ही अुंशकालीन नौकररयााँ
कर अिना जेब खचड स्ियुं ही तनकालिे हैं।; भारि में घर के कामकाज के मलए नौकर नौकरातनयााँ होिी हैं l; ऑस्रे मलया में
रह रहे भारिीय बच्चे घर के कामों में अिने मािा-पििा का हाथ बाँटािे हैंl

using formal and informal registers to discuss differences in language use between peers and adults
at different social events, for example, तया आि अगले सप्िाह शास्रीय सुंगीि का कायडिम दे खने जाना चाहें गे?;
अिनी टीम को िोत्साहहि करने के मलए िम कल मैच दे खने अिश्य आना l

participating in formal debates on social, environmental or educational issues with reference to Indian
and Australian perspectives, values and frames of reference, for example, तया पिदे शी भाषा सीखना
अतनिायड होना चाहहए?; तया उच्चमशक्षा की िाक्प्ि ही जीिन में सिलिा की काँ जी है ?; तया आज का िरुष 'ितििरमेश्िर'
की उिागध के योग्य है ?; तया बामलग होने िर बच्चों को अिने मािा पििा का घर छोड़ दे ना चाहहए?
Participate in activities that involve transactions,
negotiations and management of different opinions and
social/cultural behaviours

[Key concepts: social/cultural behaviours, community,
environment; Key processes: planning, inviting,
presenting opinions]

negotiating arrangements, weighing up alternatives and reaching shared decisions when planning
performances or presentations to showcase Hindi language and culture learning, for example, हमें इस
में कछ गचर भी सम्ममलि करने चाहहये?; तयों न हम सब ...; यही उगचि रहे गा; आिको इसमें से एक चनना है ...
issuing, accepting and declining invitations, using culturally appropriate expressions and protocols, for
example, अिनी िरी के शभ पििाह िर मैं आिको आमुंबरि करना चाहिा हाँ l; मैं नेहा बेटी को आशीिाडद दे ने जरूर
आऊाँगाl; यह मेरा सौभाग्य है फक आि ने मझे इिने महत्त्ििणड अिसर में सक्म्ममलि होने का मौका हदयाl
LIT, PSC, ICU, SUST

comparing opinions on Indian social and cultural behaviours and values via online and digital forms of
communication such as emails, school chat forums and community websites, for example, भारिीय
Year 9 to 10 Content Descriptions
Elaborations
जीिन शैली में रुं गों का पिशेष महत्ि है ।; बबुंदी का महत्त्ि केिल सौंदयड और श्रुंगार िक ही सीममि नहीुं है ।; भारिीय
सुंस्कृति की िरम्िरा है फक हम अिने अतिगथयों का अिने अिनी साम्यड के अनसार स्िागि सत्कार करने में कोई कसर
नहीुं छोड़िे।; भारि में पििाह न केिल एक महहला और िरुष को आिस में जोड़िा है बक्ल्क दो िररिारों को आिसी
सहयोग और िेम की भािना में भी बााँधिा है ।

organising an event such as a rally or social media forum to raise awareness of community,
environmental or ethical issues, for example, महहलाओुं के खखलाफ़ हहुंसा; दहे ज िथा हमारे समाज के मलए कलुंक
है ।
Use communicative strategies such as asking open
questions and providing elaborated responses to
extend discussion, justify views and to reflect on the
experience of learning and using Hindi
[Key concepts: discussion, language learning,
language domains; Key processes: elaborating,
responding, designing, identifying]

transacting for goods and services, considering concepts such as value, availability, competition and
ethics

extending discussion on topics of shared interest by inviting opinions or further elaboration and by
clarifying or justifying statements, for example, जो बच्चे बचिन से ऑस्रे मलया में रह रहे हैं आिके पिचार में , हहुंदी
सीखने से उनके जीिन िर तया िभाि िड़ेगा?; अच्छा, िो िम को यह लगिा है फक अुंग्रेज़ी भाषा जान लेने िर और कोई
अन्य भाषा सीखने की आिश्किा नहीुं रह जािी?; मेरे कहने का िात्ियड है फक …; िम यह कहना चाहिे हो फक …; मझे
लगिा है फक …

LIT, PSC, ICU, CCT
designing websites, posters or presentations that include visual representations and supporting
commentary that reflect on challenges and benefits associated with the experience of learning and
using Hindi in the classroom context, for example, मैं बहि अच्छी हहुंदी बोल लेिा हाँ,मगर मलखिे समय मलुंग को
लेकर अनेक गलतियााँ होिीुं हैं l; हहुंदी सीख जाने से मैं अिने दादा दादी से अच्छी िरह से बािचीि कर िाऊाँगाl; हहुंदी
सीखना मक्श्कल लग रहा है मगर हदलचस्ि बाि यह है फक अब मैं हहन्दी फिल्मों का िहले से अगधक आनुंद ले रहा हाँ l

identifying and comparing learning strategies that have supported their formal study of Hindi in the
school context, for example, learning language structures and textual conventions associated with
different domains of language use

eliciting and responding to a range of opinions on particular issues, such as मलुंग भममका; or सामाक्जक
मीड़र्या social media

identifying Hindi idioms and proverbs that may be applied to the experience of learning languages, for
example, आकाश से िारे िोड़ लाना; आकाश िािाल एक करना; उड़िी गचड़ड़या के िुंख गगनना; कमर कसना
Year 9 to 10 Content Descriptions
Elaborations
Informing

Research, interpret and evaluate information
presented from different perspectives in relation to
youth-related interests and social issues, identifying
how culture and context affect how information is
presented
[Key concepts: perspective, context, culture; Key
processes: comparing, analysing, explaining]
material as stimulus for debates or presentations, for example, िदषण; जनसाँख्या; लड़के और लड़की में
भेदभाि





[Key concepts: environment, lifestyle, inclusivity; Key
processes: reviewing, commenting, arguing]
collecting and synthesising information published in different media on selected issues or celebrities to
demonstrate the relationship between texts, contexts, language and culture, for example, language
used to provide commentaries on फिकेट or reflections on मानि अगधकार
LIT, CCT, PSC, ICU
Present information related to social and cultural
issues of interest to their peer group using different
modes and formats to take positions and to capture
different perspectives
identifying alternative perspectives on issues featured on television, radio or online forums, using the


conducting face-to-face or online interviews or surveys with peers, family members or community
contacts to compare accounts of similar experiences, for example, migration to Australia; living
‘across’ cultures; family expectations; ‘living online’ – relationships with technology
critically analysing texts such as blogs, newspaper editorials, or community notices, distinguishing
between facts and opinions and identifying bias, author intent or contextual influence
comparing representations in Hindi- and English-speaking texts such as advertisements, for example,
for mobile phones, beauty products or fast food, considering why particular language or images have
been used
listening to interviews with celebrities from fields such as the entertainment industry, sport or politics,
identifying particular phrases, expressions or cultural references that convey a strong sense of culture
or context
writing a review or creating a mock commentary of an event such as an India-Australia cricket match,
involving input from reporters from both countries and typically expressive and specialised language
creating texts such as blog posts or contributions to school newsletters on social and environmental
issues such as जलिाय िररििडन; भमण्र्लीयकरण; बेरोजगारी; मानि अगधकार, using persuasive and emotive

language to gain support from others in their social or school communities
producing fact sheets or informative videos to argue the case for healthy lifestyle choices or socially
inclusive community action, for example, िौक्ष्टक भोजन और स्िास््य; पिद्यालय की कैंटीन में मे कोई झटिट
LIT, CCT, PSC, ICU, ICT, SUST, AAEA
खाना नहीुं


creating informative reports that invite support for particular interest groups or causes, using evidencebased arguments and supporting data from credible sources
selecting and presenting information that gives alternative perspectives on selected social issues,
such as intercultural relationships, private or public education
Year 9 to 10 Content Descriptions
Elaborations
Creating

analysing and comparing how elements such as humour, compassion or suspense are created
through language choices and textual features in various forms of popular culture in Hindi and in
English, for example, game shows, advertisements, commercial films or talent quests such as
Indian/Australian Idol

identifying how imaginative texts from different times, such as the pre-Independence story बड़े भाई
Explore how expressive and imaginative texts create
aesthetic, humorous or emotional effects in ways that
reflect cultural influence
[Key concepts: humour, effect, mood, composition;
Key processes: analysing, comparing, identifying; Key
text types: film, TV shows, poetry, drama]
LIT, CCT, PSC, ICU
साहब by िेमचुंद and the contemporary text Three idiots (2009) based on the novel Five point someone

by Chetan Bhagat (2004), use structure, language and mood to build action, convey emotion and to
reflect cultural values
analysing how language features and techniques, such as the use of rhythm, imagery and metaphor in
Hindi poetry, create humorous, emotional or dramatic effects that reflect cultural traditions and
preferences, for example, in poetry by रिीन्द्रनाथ टै गोर; हररिुंश राय बच्चन; नीरज, गलज़ार; and in texts by
writers such as भीष्म साहनी; जयशुंकर िसाद; माँशी िेमचुंद

identifying characteristic elements of traditional forms of Hindi literature, such as verse celebrating
bravery/warriors, for example, िीर गाथाएाँ और गीि जैसे िष्ि की अमभलाषा; devotional verse for example,
मीराबाई और सरदास के भक्ति गीि or children’s poems that celebrate nature, for example, आया बसन्ि
Create imaginative or expressive texts that draw from
and reflect elements of their experience of living in
Hindi- and English-speaking cultural contexts
[Key concepts: expression, emotion, experience,
culture; Key processes: creating, performing,
expressing; Key text types: poetry, song, report]
LIT, CCT, PSC, ICU, AAEA


using performance, artistic expression and expressive language to reflect the experience of living
biculturally in a multicultural society, for example, encountering stereotypes, negotiating
intergenerational relationships, drawing on bilingual resources to express identity
creating a multimedia reportage of significant Indian or Australian community events, traditions or
celebrations, for example, गणिुंर हदिस; गााँधी जयुंिी; ऑस्रे मलया हदिस; ऐन्जैक हदिस, including personal
reflections and referencing concepts such as िररिार; त्याग; धमड, धरोहर

composing and performing poems or songs that incorporate elements of traditional or contemporary
literary and musical forms, for example, भक्तिor िीर-गाथा; रै ि गाने; लोकगीि; फफ़ल्मी गाने; दे श भक्ति के गाने
Translating
Compare translations and interpretations of literary,
community and social media texts, including those that
mix Hindi and English words, expressions and
sentence structures

considering the intentions and stylistic effects achieved by contemporary poets or songwriters who
incorporate English words, expressions and sentence structures into their poems and songs, for
example, the use of English words in Hindi stories by Narendra Kohli, the use of English words in
songs like िम्ही हो बुंध by Tumhi Ho Bandhu, from Cocktail (2007)

exploring the language of Bollywood in relation to bilingual/multilingual practices such as code-mixing
Year 9 to 10 Content Descriptions
Elaborations
[Key concepts: code-mixing, code-switching, hybridity,
recast; Key processes: analysing, exemplifying,
discussing]

LIT, ICT, CCT, PSC, ICU, AAEA



and code-switching between languages and dialects
translating and analysing texts produced within the media and news or entertainment industries that
feature the use of ‘Hinglish’, for example by tracking moves between languages in domains of use
such as family, peer group, school or religion
identifying bilingual strategies such as code-mixing employed in mass-media texts such as television
and advertising to reflect and engage with cultural diversity and hybridity, for example, Life ho to aisi!,
Youngistaan ka wow!
considering the nature of translation, with reference to strategies such as decoding literal meaning
(word for word), reading for meaning (sense for sense) and cultural reading that involves interpretation
(between the lines)
identifying the need to sometimes recast language, considering reasons why one language may use
more words than another to communicate a particular meaning, for example, reference to relatives in
Hindi involves extra terms to indicate patrilineal or matrilineal relationship; honorific words need to be
added in Hindi before and after names when addressing high-status individuals श्रीमान X जी
Create texts that draw on bilingual resources to
explore and reflect the shifting nature of their own and
each other’s intercultural experience
[Key concepts: expression, bilingualism,
multilingualism, code-mixing; Key processes:
composing, reviewing, analysing, reflecting]



LIT, CCT, PSC, ICU, SUST, AAEA


creating entertaining and catchy texts that mix English and Hindi words, expressions and sentence
structures, for example, raps, jingles, film/song titles and lyrics to appeal to younger multilingual or
cosmopolitan audiences
writing reviews of music, film or social media texts in styles that reflect the complexity and fluidity of
identity and cultural experience that characterise the experience of many young Australians
creating song lyrics or advertising material pitched at their own peer group, selecting content and
language features that tap into shared experiences of young people living across different languages
and cultural communities
creating bilingual versions of promotional texts, for example, a virtual tour of the school for new or
intending students or information about new fashion items, noticing which language ‘works’ most
effectively for different elements or points of focus
drawing on Hindi and English language and semiotic resources to create slogans or raise public
awareness of particular social, health or environmental issues among members of both language
communities, for example, स्िच्छ भारि; छोटा िररिार - सखी िररिार; बेटी बचाओ-बेटी िढ़ाओ
Year 9 to 10 Content Descriptions
Elaborations
Reflecting

Reflect on their own and others’ language choices
when interacting in intercultural situations, identifying
adjustments made and strategies adopted to assist
communication

[Key concepts: mutual understanding,
miscommunication, intercultural exchange, language
domains; Key processes: reflecting, monitoring,
explaining, analysing]


reflecting on and comparing experiences of intercultural miscommunication, for example by
considering causes of breakdowns, possible repair and recovery strategies and insights gained from
such experiences
considering variations in assumptions and values that influence the nature of intercultural
communication and exchange
discussing the usefulness of cultural cues in intercultural communication that suggest differences in
expectations, values or traditions
monitoring and analysing their use of Hindi and English in different domains of language use, for
example by keeping a record of when they use each language for different functions or in different
contexts
LIT, PSC, ICU
Reflect on the relationship between language, culture
and identity, and on how this shapes and reflects ways
of communicating and thinking
[Key concepts: identity formation, culture, intercultural
experience; Key processes: reflecting, describing,
analysing]
LIT, PSC, ICU





identifying variations in ways of communicating when interacting with people from different cultural
backgrounds, for example, in relation to the use of humour, or styles of public address describing
ways they adjust their own styles of interacting in different languages, situations and contexts, for
example by comparing typical ways of socialising with Hindi- or English-speaking friends or
responding to peer group pressures
exploring how individual ways of thinking, communicating and behaving both shape and reflect cultural
identity, for example, by considering their comparative degrees of identifying as ‘Australian’
considering how their sense of cultural identity may shift or vary according to place, time and situation
discussing how being bilingual and bicultural allows them to present their sense of ‘self’ in flexible
ways that involve culture as well as language
reflecting on intercultural learning in school and intercultural experience in and out of school
Understanding
Years 9 to 10 Content Descriptions
Elaborations
Systems of language

Recognise regular and variable elements of spoken
Hindi, such as social and regional variations in the
pronunciation of diphthongs, or inconsistencies
between Hindi pronunciation and spelling and
variations from Sanskrit and Perso-Arabic conventions
[Key concepts: language variation, accent, register;
Key processes: understanding, identifying, responding]
increasing control of regular and irregular elements of spoken and written Hindi, such as the influence
of accents and expression on pronunciation and their impact on spelling, for example, the use of िो in
spoken Hindi in place of िह in written Hindi

recognising ways in which some genres of written literary Hindi may differ from everyday speech
registers, for example, the use of many Sanskrit words in official Hindi with terms like पितनमाडण क्षेर for

the manufacturing sector, and how such terms are written and spoken
understanding that the appreciation of film song lyrics and some verse forms can be enhanced by
understanding how compound words are formed in Arabic and Persian and used in Hindi, for example,
in the film title मग़ल- ए- आज़म
LIT

recognising the impermanent and fluid nature of spoken language and how it is influenced by local
customs, cultures and regional languages, for example, the addition of honorifics such as sister, िाई,
to women’s names by Marathi speakers and दे िी to married women’s names by Biharis


Investigate how complex sentences can be used to
explain ideas through the use of compound words and
phrases
[Key concepts: cohesion, voice, compound words; Key
processes: identifying, applying understanding]
LIT


identifying features of interactional spoken language, such as the use of repetition, pauses,
interruptions, incomplete sentences and non-verbal elements, which are not represented in written
Hindi
recognising and responding to challenges associated with clarity and pace in audio texts such as
airport announcements or recorded phone messages
expanding vocabulary related to environmental and global worlds to be able to compose richer
descriptions
extending their ability to create compound and complex sentences by using postpositions, for
example, मैं िहले हदल्ली जाऊाँगा और अिना काम िरा करने के बाद कोलकिा िहाँचाँ गा।

extending knowledge of basic joining (सक्न्ध) rules, for example, आ+ओ= औ, क् +द्= ग ्

using the active and passive voice according to context, for example, राम उदड मलख रहा है ।, उदड मलखी जा
रही है ।

understanding the function and use of case (कारक), for example, ने, को, से, के मलए, में , िर

using participles (िदबुंध): imperfect – र्बिी हई नाि, perfect – र्बी हई नाि, adverbial present – रोिे हए,
Years 9 to 10 Content Descriptions
Elaborations
मलखिे हए, adverbial past – िह लड़की का हाथ िकड़े हए था।, िाला as participle – सजजी िाला, ड़र्जबे िाला


expanding metalanguage to describe grammatical concepts and organise learning resources such as
verb charts, vocabulary lists and groups of pronouns, adverbs and adjectives
using a range of tenses in complex sentences to describe events and personal experiences, for
example, पिछले िषड जैसे हमने होली का त्योहार मनाया था, उसी िकार इस िषड भी हम होली का त्योहार धमधाम से
मनाएुंगे।
Know how to construct different types of texts such as
various forms of personal communication, media and
literary texts, incorporating appropriate cultural and
contextual elements
[Key concepts: genre, language features, context; Key
processes: comparing, composing, identifying]
LIT





Language variation and change

Examine and demonstrate variations in Hindi language
use that relate to social roles, values and contexts and
to the nature of the interaction or communication


[Key concepts: variation, adaptation, register, values;
Key processes: identifying, explaining, evaluating]

composing and comparing examples of common types of texts such as emails, songs, slogans or
public signs, noticing how the choice of language and structure works to achieve each text’s purpose
comparing language features of Hindi and English versions of texts such as news headlines or school
reports, noting differences that might be culturally significant
demonstrating the different organisation of textual elements and conventions within texts such as
formal letters, emails or web posts, identifying elements such as introductions, ordering or argument of
content, expression of wishes or greetings
composing spoken and written versions of selected types of texts, such as advertisements, invitations
or personal messages, analysing how text mode shapes structure and helps a text achieve its purpose
selecting and comparing examples of different kinds of Hindi verse, providing commentary on
associated cultural traditions and/or contemporary significance
applying understanding of values such as respect, devotion and family by making appropriate
language choices in interactions with different people
noticing and explaining differences in text structure and grammar between formal and informal Hindi
evaluating how language choices reflect social values, attitudes and priorities such as family loyalty or
hierarchy, or peer group identity
finding examples of informal and contemporary forms of language used by young Hindi speakers,
such as the use of loan words from other languages when talking about popular culture
LIT, PSC, ICU, EU
Investigate changes to Hindi and to other languages
and cultures, identifying influences such as education,
new technologies, popular culture and intercultural
exchange
[Key concepts: influence, exchange, language contact;

finding examples of how social and cultural influences impact on language use and communicative
behaviours, for example, the use of abbreviated forms of words and syntax in text messaging, the
adoption of technological terms such as िाइल and इुंटरनेट rather than Sanskrit translations of terms
such as अुंिरजाल
Years 9 to 10 Content Descriptions
Elaborations
Key processes: investigating, demonstrating,
identifying]

LIT, ICT, PSC, ICU, AAEA
languages and cultures, for example, Persian सरकार, Arabic िलाक़़़, Turkish क़ली and Japanese ररतशा


Explore the influence of multicultural interactions and
intercultural experience in terms of impacting on
actions, values, beliefs and identities
recognising and demonstrating how Hindi, like all languages, carries histories of contact with other


[Key concepts: identity formation, intercultural
communication; Key processes: reflecting, identifying,
explaining]
understanding that languages and cultures change continuously due to contact with each other and in
response to new ideas, developments in technology, communication and design, considering why
some types of words and expressions are most frequently borrowed
identifying words, expressions and behaviours which have been adopted from other languages by
Hindi, classifying them according to domains of use and generational behaviours
reflecting on the relationship between their use of Hindi, English and other languages/dialects and
their sense of identity
identifying tensions or misalignments that may exist between the ways core cultural values are
expressed in different languages used by individual speakers
PSC, ICU, EU
Role of language and culture

Understand that Hindi language and associated
cultures, like all languages and cultures, are
interrelated; they shape and are shaped by each other
in ways that reflect changes over time and contexts

[Key concepts: interdependence, meaning, change;
Key processes: investigating, identifying, classifying]

PSC, ICU

tracking changes in Hindi language forms and usage over different times and contexts, for example by
identifying concepts or values that are differently expressed at different times (for example, changes in
how children address their parents)
identifying compound words used in contemporary forms of Hindi that fuse Hindi and English to
capture new trends or concepts and to respond to intercultural influences and shifts, for example,
dostitime, desitalk, waitkarna, linelaganaa, accent maarna
identifying changes in Hindi language usage that reflect the impact of globalisation and intercultural
experience, such as the increasing mixing of languages and the adoption of cultural practices
associated with different communities and cultures
exploring what assumptions are inherent in traditional forms of Hindi expression associated with
religious practices or community celebrations, comparing with assumptions implicit in expressions and
behaviours used in equivalent contexts in English-speaking communities
Years 9 to 10 Achievement Standard
By the end of Year 10, students use written and spoken Hindi to discuss and compare young people’s interests, behaviours and values in formal and informal interactions
in a range of settings. They sustain and extend interactions through asking open-ended questions, for example, जो बच्चे बचिन से ऑस्रे मलया में रह रहे हैं आिके पिचार में हहुंदी
सीखने से उनके जीिन िर तया िभाि िड़ेगा?, elaborating on responses, for example, अिने अनभि के आधार िर मैं यह कह सकिा हाँ फक हहुंदी सीखने में कछ कहठनाइयााँ िो आिी हैं जैसे फक
उच्चारण और मलुंग भेदl, and justifying their views, for example, मेरा कहने का िात्ियड है फक …, िम यह कहना चाहिे हो फक …, मझे लगिा है फक … They manage different views and
perspectives when interacting with others, take action and solve problems, for example, हमें इस में कछ गचर भी सम्ममलि करने चाहहये? तयों न हम सब..., यही उगचि रहे गा, आिको
इसमें से एक चनना है . They apply pronunciation rules and rhythm, including social and regional variations, to complex sentences to enhance spoken interactions. They
interpret and evaluate information on topical issues of interest to young people, identifying the influence of culture and context. They convey information and perspectives
using different text types and modes of presentation. They respond to different expressive and imaginative texts by analysing techniques and cultural influences used for
aesthetic, humorous or emotional effects. Students create imaginative texts to express ideas, attitudes and emotions through characters, events and settings relating to
bilingual and bicultural experiences. When creating texts, they use a variety of grammatical elements, such as joining rules, for example, आ+ओ=औ, क् +द्= ग ्, case, for
example, ने, को, से, के मलए, में , िर, and a range of tenses and participles, for example, रोिे हए, मलखिे हए, to produce complex sentences such as मैं िहले हदल्ली जाऊाँगा और
अिना काम िरा करने के बाद कोलकिा िहाँ चाँगा। Students translate texts from Hindi into English and vice versa, making comparisons and identifying how concepts are
represented. They create a range of bilingual texts relating to social, cultural and intercultural themes. They explain the relationship between language, culture and identity,
question perceptions, and modify language and behaviours in intercultural interactions as appropriate.
Students apply their understanding of complex pronunciation rules and writing conventions, such as variations between spoken and written Hindi and between Sanskrit
and Perso-Arabic script. They construct a range of personal, media and literary texts that reflect the relationship between context, linguistic features, and textual and
cultural elements. They explain how and why variations in Hindi language use relate to roles, relationships and contexts of interaction. Students investigate ways in which
languages change in response to changes in local and global environments. They explain how actions, values, beliefs and identities are shaped by intercultural
communication.
Communicating Strand
Using language for communicative purposes in interpreting, creating and exchanging meaning
Sub-strand
Description
Thread
Foundation to Year 2
Years 3 to 4
Years 5 to 6
Years 7 to 8
Years 9 to 10
Socialising
Interacting orally
and in writing to
exchange ideas,
opinions,
experiences,
thoughts and
feelings; and
participating in
shared activities
through
planning,
negotiating,
deciding,
arranging and
taking action
Socialising and
interacting
Interact with teacher
and peers to
exchange greetings,
talk about
themselves and their
families, to express
thanks, wishes and
preferences
Engage in simple
social interactions
such as issuing and
responding to
invitations and
exchanging
information about
their personal worlds
Interact using
descriptive and
expressive language
to discuss ideas, give
opinions and show
interest in and
respect for others
Initiate and sustain a
range of spoken,
written and online
interactions, for
example exchanging
views or experiences,
offering opinions and
making connections
across different areas
of interest
Use formal and
informal registers to
discuss and compare
young people’s
interests, behaviours
and values across
different cultural
contexts
Taking action
and
transacting
Participate in guided
activities such as
songs, games,
simple tasks and
transactions, using
movement,
gestures, pictures
and concrete
materials to support
meaning
Participate in shared
tasks, activities and
transactions, such as
science experiments,
cooking or craft
activities, creating
displays or swapping
items
Use action-oriented
language to plan and
conduct shared
events and activities,
such as
performances at
school assembly,
activities with a buddy
class or real or
simulated shopping
transactions
Engage in
collaborative activities
that involve planning,
problem-solving,
communicating and
transacting in real or
simulated situations
and contexts
Participate in
activities that involve
transactions,
negotiations and
management of
different opinions and
social/cultural
behaviours
Communicating Strand
Using language for communicative purposes in interpreting, creating and exchanging meaning
Sub-strand
Informing
Description
Obtaining,
processing,
interpreting and
conveying
information
through a range
of oral, written
and multimodal
texts
Thread
Foundation to Year 2
Years 3 to 4
Years 5 to 6
Years 7 to 8
Years 9 to 10
Building
classroom
language
Recognise and
respond to
classroom routines
and interactions
such as the opening
and closing of
lessons, transition
activities, following
instructions and
taking turns
Respond to
questions, directions
and requests, and
use simple questions
and statements to
ask for help or
permission, to attract
attention and to
check on
understanding
Participate in familiar
classroom
interactions by asking
and responding to
questions, seeking
clarification, reflecting
on learning
experiences and
expressing
preferences
Interact with peers
and the teacher to
complete learning
tasks and to support
own and others’
learning, by
managing debate and
discussion and
checking
understanding
Use communicative
strategies such as
asking open
questions and
providing elaborated
responses to extend
discussion, justify
views and to reflect
on the experience of
learning and using
Hindi
Obtaining and
using
information
Locate key phrases
and specific points
of information in
simple texts such as
charts, lists, stories
and songs, and use
the information to
complete guided oral
and written tasks
Locate and organise
information in
different types of
spoken, written and
visual texts relating to
personal, social and
natural worlds
Collect, classify and
compare information
from a range of
sources relating to
social and cultural
worlds
Access, collate and
analyse information
from different print,
digital and visual
sources to present an
overview or develop a
position on issues or
interests
Research, interpret
and evaluate
information presented
from different
perspectives in
relation to youthrelated interests and
social issues,
identifying how
culture and context
affect how
information is
presented
Communicating Strand
Using language for communicative purposes in interpreting, creating and exchanging meaning
Sub-strand
Creating
Description
Engaging with
imaginative
experience by
participating in,
responding to
and creating a
range of texts,
such as stories,
songs, drama
and music
Thread
Foundation to Year 2
Conveying and
presenting
information
Use simple
statements, gestures
and support
materials to convey
factual information
about self, family,
friends and the
immediate
environment
Participating in
and
responding to
imaginative
experience
Creating and
expressing
imaginative
experience
Years 3 to 4
Years 5 to 6
Years 7 to 8
Years 9 to 10
Present simple
information about
home, school and
community, using
visual support such
as photos, maps or
charts
Convey information
about aspects of
language and culture
in formats to suit
different audiences
and contexts
Use different modes
of communication to
present personal or
shared perspectives,
views and
experiences or to
invite action or
debate
Present information
related to social and
cultural issues of
interest to their peer
group using different
modes and formats to
take positions and to
capture different
perspectives
Listen to, view and
participate in
readings of stories,
rhymes, lullabies or
action songs, and
respond through
singing, dancing,
drawing, movement
and action
Engage with
imaginative texts
such as stories,
rhymes, puppet
shows and action
songs, identifying
favourite elements
and acting out key
events or interactions
Respond to
imaginative texts
such as traditional
folktales or
contemporary
cartoons, sharing
responses to
elements such as
storyline, characters
and themes
Interpret
representations of
values, people and
events selected from
a range of traditional
and contemporary
imaginative texts
Explore how
expressive and
imaginative texts
create aesthetic,
humorous or
emotional effects in
ways that reflect
cultural influence
Play with sound
patterns, rhythm and
rhyme to interpret
Hindi stories, poems
and songs that
involve familiar
language and nonverbal forms of
expression
Create simple
imaginative texts
such as dialogues,
puppet shows or
songs that encourage
exploration and
enjoyment of
language
Compose and
perform expressive
and imaginative texts
such as puppet
shows, songs, skits
or video clips based
on a stimulus
concept, theme or
resource
Create and present a
range of texts to
entertain others that
involve imagined
characters and
contexts and different
modes of
presentation
Create imaginative or
expressive texts that
draw from and reflect
elements of their
experience of living in
Hindi- and Englishspeaking cultural
contexts
Communicating Strand
Using language for communicative purposes in interpreting, creating and exchanging meaning
Sub-strand
Description
Translating
Moving between
languages and
cultures orally
and in writing,
evaluating and
explaining how
meaning works
Reflecting
Reflecting on
intercultural
language use
and how
language and
culture shape
identity
Thread
Foundation to Year 2
Years 3 to 4
Years 5 to 6
Years 7 to 8
Years 9 to 10
Translating
and
interpreting
Explain the meaning
of simple Hindi
words, phrases and
gestures, noticing
similarities or
differences with
English or other
known languages
Translate simple texts
such as captions,
story titles or
recurring lines in
songs, using cues
such as textual layout
or gestures to help
make meaning and
noticing words that
are difficult to
translate
Translate simple texts
from Hindi to English
and vice versa,
noticing which words
or phrases require
interpretation or
explanation
Translate short texts
from Hindi into
English and vice
versa, comparing
each other’s versions
and considering how
to translate elements
that involve cultural
knowledge and
understanding
Compare translations
and interpretations of
literary, community
and social media
texts, including those
that mix Hindi and
English words,
expressions and
sentence structures
Creating and
using bilingual
resources
Create simple
spoken, print or
digital texts for the
classroom that
combine the use of
Hindi and English,
such as songs,
captions, picture
dictionaries, wall
charts or labels
Create simple
bilingual texts such
as signs, notices or
captions for displays
in the classroom and
wider school
community
Create bilingual texts
such as websites,
posters, games and
word banks to
support their own and
others’ learning
Produce bilingual
texts such as digital
stories,
performances, skits
or poems that reflect
the experience of
‘living between
languages’
Create texts that
draw on bilingual
resources to explore
and reflect the
shifting nature of their
own and each other’s
intercultural
experience
Reflecting on
the experience
of intercultural
communication
Notice and describe
ways in which using
Hindi and English
involve different
words and
behaviours
Recognise that ways
of communicating in
different languages
reflect cultural
practices
Discuss the effects of
switching between
languages, noticing
when they choose to
use either Hindi or
English and how
each culture impacts
on intercultural
communication
Consider differences
and similarities in
communicative style
and use of language
when interacting in
Hindi and in English,
noticing how/when
the choice is made to
use either or both
Reflect on their own
and others’ language
choices when
interacting in
intercultural
situations, identifying
adjustments made
and strategies
adopted to assist
Communicating Strand
Using language for communicative purposes in interpreting, creating and exchanging meaning
Sub-strand
Description
Thread
Reflecting on
identity and
intercultural
communication
Foundation to Year 2
Use simple
statements, gestures
and support
materials to identify
themselves as
members of different
groups, including
their family,
community and
school
Years 3 to 4
Talk about their
individual and group
sense of identity and
how this is expressed
through the different
languages they use
Years 5 to 6
Compare their
experiences of
moving between
Hindi and English,
considering some of
the advantages and
challenges involved
in being bilingual and
bicultural
Years 7 to 8
Years 9 to 10
languages
communication
Share and compare
experiences of
moving between
Hindi and English,
identifying
advantages and
challenges in respect
to bicultural identity
Reflect on the
relationship between
language, culture and
identity, and on how
this shapes and
reflects ways of
communicating and
thinking
Understanding Strand
Analysing and understanding language and culture as resources for interpreting and shaping meaning in intercultural exchange
SubStrand
Systems
of
language
Description
Thread
Foundation to Year 2
Years 3 to 4
Understanding
the language
system,
including sound,
writing, grammar
and text
Sound and
writing systems
Recognise the
relationship between the
sounds and patterns of
pronunciation with long
and short vowels of
spoken Hindi and
elements of the
Devanagari script,
including the
representation of vowels,
consonants and
conjuncts
Build phonic
awareness and
pronunciation skills
through singing,
reciting and
experimenting with
sounds; develop
familiarity with the use
of the underdotted
characters
representing loan
sounds in Hindi and
conventions governing
punctuation marks in
written script
Grammatical
and vocabulary
knowledge
Understand basic
elements of Hindi
grammar, such as the
subject-object-verb
sentence structure,
question, answer and
statement forms,
agreements for gender
and number, the variable
use of pronouns and
postpositions and of
verbs in relation to
actions and commands
Recognise and apply
elements of grammar
such as constructions
related to compulsion,
forms for expressing
likes and dislikes,
conditional sentences
and the use of
compound verbs to
indicate capabilities
and to express
elements or
completions of actions
Years 5 to 6
Years 7 to 8
Years 9 to 10
Understand how the
conventions of written
script determine the
structure and
organisation of written
language and
understanding the
relationship between
word formation and
pronunciation
Identify
correspondence
between individual
and combined
elements of spoken
and written Hindi,
such as
pronunciation of
consonant clusters or
the pronunciation and
spelling of English
words used in Hindi
Recognise regular and
variable elements of
spoken Hindi, such as
social and regional
variations in the
pronunciation of
diphthongs, or
inconsistencies
between Hindi
pronunciation and
spelling and variations
from Sanskrit and
Perso-Arabic
conventions
Build knowledge of
Hindi verb forms, such
as ones used to
discriminate between
actions happening,
being done or caused
to be done; understand
the form and function
of the passive voice
Applying grammatical
knowledge of
different languages to
learn how to form and
spell new words
including technical
terms from other
languages
Investigate how
complex sentences can
be used to explain
ideas through the use
of compound words
and phrases.
Understanding Strand
Analysing and understanding language and culture as resources for interpreting and shaping meaning in intercultural exchange
SubStrand
Language
variation
and
change
Description
Understanding
how languages
vary in use
(register, style,
standard and
non-standard
varieties) and
change over
time and from
place to place
Thread
Foundation to Year 2
Years 3 to 4
Years 5 to 6
Years 7 to 8
Years 9 to 10
Text structure
and
organisation
Understand that
language is organised as
‘texts’ which take
different forms and use
different structures to
achieve their purposes
Notice differences
between simple
spoken, written and
multimodal texts in
Hindi used in different
contexts, comparing
with similar texts in
English
Understand how
different text forms in
Hindi, including prose
and verse, create
different effects to suit
different audiences
Apply understanding
of text structure and
organisation to
interpret unfamiliar
texts and to create
own texts for specific
purposes
Know how to construct
different types of texts
such as various forms
of personal
communication, media
and literary texts,
incorporating
appropriate cultural
and contextual
elements
Language
variation in
practice
Recognise that different
words, expressions and
gestures are used by
Hindi speakers to talk
with different people in
different contexts and
situations
Understand that the
way the Hindi language
is used varies
according to the age,
gender, social position
and regional location of
speakers; and that it
involves many different
dialects and accents
Develop awareness
that Hindi language
use involves variations
in formal and informal
styles and reflects
different contexts,
purposes and
audiences
Explore how
language use varies
according to context,
purpose, audience,
mode of delivery and
relationship between
participants
Examine and
demonstrate variations
in Hindi language use
that relate to social
roles, values and
contexts and to the
nature of the
interaction or
communication
Language
change
Recognise that all
languages change over
time and that different
languages, including
Hindi, borrow words and
expressions from each
other
Understand that the
Hindi language is
influenced by and in
turn influences other
languages and cultures
Recognise that the
Hindi language has
evolved and developed
through different
periods of influence
from other languages
and cultures
Investigate changes
in their own use of
Hindi over time, in
social, community
and school contexts,
explaining possible
reasons for changes
or adaptations
Investigate changes to
Hindi and to other
languages and
cultures, identifying
influences such as
education, new
technologies, popular
culture and intercultural
exchange
Understanding Strand
Analysing and understanding language and culture as resources for interpreting and shaping meaning in intercultural exchange
SubStrand
Role of
language
and
culture
Description
Analysing and
understanding
the role of
language and
culture in the
exchange of
meaning
Thread
Foundation to Year 2
Years 3 to 4
Years 5 to 6
Years 7 to 8
Years 9 to 10
Multilingualism
Recognise that Australia
is a multicultural society
with communities of
speakers of many
different languages
including Hindi
Understand that Hindi
is an important regional
and international
language used by
speakers who are often
multilingual in different
contexts around the
world
Reflect on their own
use of Hindi, English
and other languages or
dialects for different
social purposes
Recognise the
intercultural and
multilingual nature of
language used in
social media and
popular culture and
across global
communities,
considering how this
influences aspects of
their own lives
Explore the influence of
multicultural
interactions and
intercultural experience
in terms of impacting
on actions, values,
beliefs and identities
The
relationship
between
language and
culture
Understand that people
use language in ways
that reflect their culture,
such as where and how
they live and what is
important to them
Make connections
between cultural
considerations and
Hindi language use,
such as specific
vocabulary, gestures,
forms of address and
expressions associated
with cultural practices
Reflect on how
communities’ ways of
using languages are
shaped by values and
belief systems, and
how these may be
differently interpreted
by speakers of other
languages
Understand that
language is not
neutral and that its
forms and usage
reflect cultural ideas,
values and
perspectives
Understand that Hindi
language and
associated cultures,
like all languages and
cultures, are interrelated; they shape and
are shaped by each
other in ways that
reflect changes over
time and contexts
AUSTRALIAN CURRICULUM: LANGUAGES
HINDI YEARS 7 TO 10 (YEAR 7 ENTRY) SEQUENCE
Years 7 to 10 (Year 7 Entry) Sequence
Years 7 to 8
The nature of the learners
Students coming into this pathway are background language learners of Hindi who have family and community connections with the language and associated cultures, or
with languages or dialects related to Hindi. Learners will have minimal experience of formal learning of Hindi, with varying degrees of oral capabilities and literacy
capabilities depending on their home language environment. Students share the experience of belonging to worlds in which languages play a key role and diversity of
language use is common. The curriculum takes into account the diversity of learners, ensuring that tasks and activities are flexible to cater for different language
capabilities while being appropriately pitched to all learners’ cognitive and social levels.
Hindi language learning and use
Students use Hindi to interact with each other, the teacher and other speakers of the language, to access and exchange information, to express ideas and feelings, to
compete and to cooperate in learning tasks and activities. They build vocabulary resources, grammatical knowledge and communicative capabilities such as active
listening skills and interactional strategies through shared tasks that provide a context for purposeful language experience and through focused learning episodes that
develop understanding of language systems and the ability to use metalanguage. They use modelled and rehearsed language to compose and present different types of
texts (for example, shared stories, media and hypermedia texts, songs, poems, reports or journal entries). They plan, draft and present imaginative and informative texts,
design interactive events and participate in discussions. They make cross-curricular connections and explore intercultural perspectives and experiences. Learners use ICT
to support their learning in increasingly independent and intentional ways, exchanging resources with each other and with learners in different contexts.
Contexts of interaction
Students interact primarily with each other and the teacher in class, with some access to broader Hindi-speaking networks in the school and local community. ICT
resources such as email, online chats or wikis provide additional opportunities for authentic communication, connecting learners’ social worlds with those of Hindi-speaking
peers in other contexts. Learners access additional Hindi-language experience through media, community events, websites, social media and radio streaming.
Texts and resources
Learners work with a range of texts designed for in-school learning of Hindi, such as textbooks, readers, literary texts, videos, online media resources and materials. They
also access materials created for Hind-speaking communities, such as songs, films, magazines and social media texts such as blogs and advertisements and websites.
They interact with a range of texts created for different purposes (for example, informative, transactional, communicative, expressive and imaginative texts) and make
connections between these genres in Hindi and the work they do with similar texts in the English learning area.
Features of Hindi language use
Learners develop conscious knowledge of the forms and functions of language elements that they may already use fluently in their spoken language. Literacy development
enables learners not only to read and write the language but also to understand how it is formed; how spoken language is represented in the Devanagari script by the use
of 13 characters classified as vowels (अ-अः) and 33 consonants (क-ह and ड़-ढ़) and that a line on the top joins letters to make words and leaves spaces between words बस,
घर। अब घर चल।. They recognise the mātrā मारा form of vowels, such as क् , ी, distinguish long and short vowel sounds such as क् , ी and identify the pronunciation of
vowel sounds in conjunction with consonants, क+इ=फक, क+ई=की. They develop understanding of key features and core elements of grammar, including sentence
structures, the form and function of pronouns, मैं, हम, यह, ये, िम, ि, आि, मैं, मेरा, िम्हारा।, the use of postpositions and gender and number agreements, लड़का गािा है । लड़की
गािी है । लड़के गािे हैं। They compose statements and questions, such as िम मेरे साथ चलो। िम कैसे हो; and use simple verb tenses such as गया था, जाऊाँगा, जा रहा हाँ, खाया था, खा
रहा हाँ, खाऊाँगा. They position adverbs correctly in sentences, for example, धीरे -धीरे , जल्दी में , दौड़िे हए and use negative forms of verbs and adjectives, for example, सोहन ने
फिल्म नहीुं दे खी। झठ कभी मि बोलो।. They increase their range of vocabulary to domains beyond their personal experience and interests, and recognise loan words from other
languages such as English, Persian, Arabic, Turkish and Portuguese. They learn how the underdotted characters क़, ख़, ग़, ज़, फ़ are used to represent loan sounds in
Hindi.
Learners use and analyse grammatical forms and sentence structures that express relationships between ideas, experiences and relationships, and develop awareness of
how language structures shape textual features. They use descriptive and expressive language to create particular effects and engage interest. They develop language
knowledge, processing strategies and understanding of text conventions and patterns to help in comprehending unfamiliar texts.
Learners make connections between texts and cultural contexts, identifying how values and perspectives are embedded in language and how language choices determine
how people, issues and experiences are represented. They are aware of the nature of the relationship between languages and cultures, noticing, for example, how
particular Hindi words or expressions ‘carry’ cultural values or experiences. They reflect on the nature of bicultural and multicultural experience, on how languages change
in response to broader social and cultural shifts, and how they perceive their own identities as users of two or more languages in a multicultural society.
Level of support
Differentiated support is required for learners with different levels of oracy and literacy proficiency. All learners need opportunities to review and consolidate learning;
different degrees of balance between consolidation work and provision of more challenging tasks ensure learners at different levels are catered for. Teachers provide
scaffolding, modelling and material and resource support for the development of fluency and accuracy in spoken language and of grammatical and literacy capabilities.
Learners are supported to develop autonomy as language learners and users and to self-monitor and adjust language in response to their experience in different
communicative contexts. They are encouraged to engage critically with resources such as websites, translating tools and other resources designed to strengthen their
receptive and productive language use.
The role of English
Learners are encouraged to use Hindi whenever possible. English is used when appropriate for discussion, explanation, comparison and reflection, for example when
considering the nature and relationship of language and culture or in tasks which involve bilingual work that includes comparison and analysis of Hindi and English. The
process of moving between/using both languages consolidates learners’ already-established sense of what it means to be bilingual or multilingual and gives them
opportunities to reflect on the experience of living interculturally in intersecting language communities.
Communicating
Years 7 to 8 Content Descriptions
Elaborations
Socialising

engaging in everyday social interactions, such as greetings, wishes, apologies or thanks, using
informal and formal language as appropriate, for example, नमस्िे, and farewelling using terms such as
Interact with peers and teacher to exchange
information and opinions, to establish friendships, to
talk about self, family and interests and to express
feelings, likes and dislikes

[Key concepts: self, family, leisure, preferences; Key
processes: interacting, exchanging information,
describing]
sharing aspects of their personal worlds and experiences, for example by describing significant events
or milestones that have influenced them, or comparing their experiences of using different languages
in different domains of their lives

introducing and talking about themselves and their families, sharing ideas and opinions and stating
फिर ममलें गे
likes, dislikes and preferences, for example, मेरे िररिार के अगधकिर सदस्य ऑस्रे मलया में रहिे हैं लेफकन कछ
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सदस्य भारि में भी रहिे हैं; मझे फिकेट खेलना अच्छा लगिा है तयोंफक

asking and answering questions about their daily routines, interests and leisure activities, for example,
आि अिनी िढाई और सामाक्जक जीिन में सुंिलन कैसे बनािे हैं?

participating in informal conversations between different groups of their peers, encouraging equal
participation, for example, िम ने कछ नहीुं कहा, तया िम इस से सहमि हो ? and keeping the conversation
moving, for example by asking for clarification or elaboration, आि ऐसा तयों कह रहे हैं?

maintaining social contact with peers and online contacts in other contexts by exchanging emails or
posts on shared websites, or personal blogs that highlight school, home or leisure activities
Years 7 to 8 Content Descriptions
Elaborations
Participate in collaborative activities such as
performances, presentations or website design that
involve planning, making arrangements, transacting
and negotiating

[Key concepts: interaction, collaboration, negotiation;
Key processes: planning, negotiating, responding]
negotiating and making decisions about collaborative projects such as displays or performances,
discussing roles and responsibilities and sharing ideas, for example, इसके मलए सुंगीि की व्यिस्था कौन
करे गा ? फकन गचरों का उियोग होगा इसका तनणडय हम कैसे करें गे ? इसके बारे में कौन जानिा है ? िास्िि में मुंच िर
नहीुं जाना चाहिा!

designing a website that invites cross-cultural connections and intercultural exchange, negotiating
issues such as access, cultural sensitivity and respect, for example, हमें फकस भाषा का ियोग करना चाहहए
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? इस स्थल को कौन दे खेगा?

contributing to the planning of presentations or displays that reflect their individual and/or shared
experiences of living and communicating across different languages and cultures, for example,
brainstorming possible captions for photos/images or the selection of multimodal resources

negotiating details of real or simulated intended online transactions that involve research into
comparability, value, price and availability, for example, बजट की सीमा, पितनमय दर, िैसे िसल करना
Interact in classroom routines and exchanges such as
asking and responding to questions, requesting help,
repetition or permission, following instructions and
giving praise or encouragement
[Key concepts: conversation, discussion, comparison,
meaning; Key processes: discussing, responding,
comparing, reflecting]

negotiating differences in opinions or preferences when planning schedules or itineraries for events or
excursions, for example, the hosting of an exchange group of students or a visit to a culturally
significant site

participating in regular classroom interactions such as asking and answering questions, for example,
आज २० जन है ; आज सोमिार है ; आज बहि सदी है ; requesting permission or clarification, नहीुं, मझे समझ नहीुं
आया;. कृिया फिर से दोहराइए l. यह बहि कहठन है l. इस में मझे तया करना है ? इस िश्न का उत्िर तया है ? कृिया, यह
फिर से समझाइए; and responding to praise or criticism, बहि बहढ़या!. बरा नहीुं है । ठीक ठाक है l

using language of comparison, opinion, reflection and reaction, for example, इस पिकल्ि को अगधक लोग
करना चाहिे हैं ... मझे यह कायड बहि कहठन लगा।
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
interacting in group activities and discussions to manage shared learning experiences, for example by
monitoring progress, responding to each other’s contributions and expressing opinions and
preferences, फकसकी बारी है ? यह बहि कहठन लग रहा है । मैं फिर से शरू करूुंगा …

using evaluative language to give feedback and encouragement and to review their own learning
Years 7 to 8 Content Descriptions
Elaborations
experience, for example by reflecting on completed tasks – हमने अच्छा िबुंध फकया। हमें उम्मीद से ज्यादा
समय लगा,– िभािशाली। सधार ,ियत्न करिे रहो

identifying Hindi idioms and proverbs that may be applied to the experience of learning languages, for
example, चोर – चोर मौसेरे भाई, मख में राम बगल में छरी, र्बिे को तिनके का सहारा, नाच न जाने आुंगन टे ढ़ा,
गलना, अुंधे की लाठी, िगड़ी उछालना, गड़े मदे उखाड़ना, चार – चााँद लगाना , छािी िर ित्थर रखना
Informing
Identify gist and key points of information, such as
details about people or events, from a range of
spoken, written and digital texts and use the
information in new ways
[Key concepts: social worlds, environment,
communication, lifestyle; Key processes: researching,
recording, reporting]

collecting points of information from print and digital sources on social or environmentally related
events, recording key facts and associated vocabulary for use in their own projects, for example,
िदषण एिुं ियाडिरण; स्िच्छ भारि; गुंगा नदी की सफ़ाई; स्िच्छ ऑस्रे मलया हदिस

collecting information via surveys or conversations with friends and family members on questions
related to social behaviours or communication trends, such as preferred modes of communication, for
example, दरभाष; ईमेल; आमने सामने बािचीि; टे क्तस्टुं ग; using the data to compile a summary of findings

listening to recordings of phone conversations or excerpts from radio interviews, recording key facts or
details such as dates, times, events or locations via tables, checklists or timelines

accessing information from videos, books and websites produced in different cultural contexts on
topics such as family life, community living, housing or schooling, summarising and reporting back
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trends and cultural factors, for example, गााँि; शहर; बहमुंक्जला इमारि
Convey information obtained from different sources
relating to personal, social and natural worlds in
spoken, written and multimodal forms
[Key concepts: community, experience, bilingualism;

collecting facts, figures, key vocabulary and expressions from informative texts such as posters,
websites and brochures and using it to construct a position on topics such as healthy eating, the
benefits of travel or animal rights

presenting an oral summary of actions or events reported in the media, using conjunctions, adverbs
and appropriate non-verbal elements such as intonation and gestures to sequence key elements and
engage attention

creating multimodal texts to share with other Hindi speakers in different contexts that capture elements
of their personal and social worlds, for example, ‘A day in the life of our group’, ‘Our community’

using different modes of presentation such as photo montages, written journals or recorded interviews
to provide information for extended-family members overseas about their social and educational
Years 7 to 8 Content Descriptions
Elaborations
Key processes: selecting, presenting, creating]
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Creating
Engage with imaginative and creative texts such as
stories, cartoons, poems and songs, comparing
favourite elements and discussing characters, themes
and effects
[Key concepts: imagination, creativity, imagery,
representation; Key processes: responding,
comparing, analysing, discussing; Key text types:
poetry, folk tales, TV programs, films, music]
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experience in Australia

creating an informative video clip to support new students to the school, introducing aspects of the
school culture, key personnel and available study and extra-curricular options

presenting information collected from media or online resources in different formats to suit different
audiences, for example by creating tables, graphs or spreadsheets to categorise comparative or
contrasting information, for example on population growth, or by presenting graphic displays with
emotive captions to engage sympathy or support, for example, disaster relief, youth homelessness

creating an interactive presentation for younger children, monolingual friends or members of their
extended family to highlight the advantages of being bilingual/multilingual in a globalised world

interacting with different types of verse and poems, discussing how the writers have used imagery,
rhythm and rhyme to create mood and effect, and experimenting with language in similar ways to
create their own texts

comparing their own life experiences with those of characters represented in traditional folktales such
as एकिा में बल है ।, identifying elements of universal human experience and elements that are specific
to particular times or contexts

comparing stories and characters in high-rating Indian and Australian popular media, identifying
themes or issues that seem to be of more interest to one cultural context than to the other

comparing how cultural traditions and beliefs are communicated through visual and creative arts,
including oral traditions of storytelling, for example, by comparing representations of deities, animals
or landscapes in Indigenous Australian Dreaming stories and Hindi mythologies, art and dance

identifying commonalities and differences in style, creative effects and cultural values reflected in
popular Hindi and Australian music, for example by listening to music stations, reading print or online
music magazines or viewing excerpts of Bollywood films

viewing TV programs popular with young Hindi speakers in different parts of the world, for example,
अशोक सम्राट and िारे ज़मीन िर; describing their responses to them and comparing them with programs
popular with young Australians

exploring regional and generational variations in popular forms of entertainment in the Hindi-speaking
world, for example, popular sitcoms, talent shows, classical dance
Years 7 to 8 Content Descriptions
Elaborations

discussing characters from their favourite stories, comics or cartoons, for example, चाचा चौधरी; बहादर
नागराज, identifying aspects of their personalities which they most admire or enjoy

reading jokes, cartoons or amusing stories in Hindi, considering how humour is conveyed through
language in culturally specific ways and whether it ‘travels’ successfully across languages
Create original texts that involve imagination and
creativity, experimenting with a range of expressive
and performance genres

experimenting with text structures and language features to create entertaining or expressive texts
suitable for specific audiences such as younger children or people with limited Hindi language
proficiency
[Key concepts: expression, imagination, adaptation,
performance; Key processes: experimenting, adapting,
designing, performing; Key text types: stories, plays,
music]

adapting an existing resource such as a traditional children’s story or fable to suit a different kind of
audience, for example, young adults in a contemporary context

developing storylines, characters and settings to shape a story or play that explores themes or
concepts relevant to their own social worlds, for example, ममरिा; िररिार; दया
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
designing performances that incorporate features such as mime, music and the use of emotive and
evocative language to convey messages that relate to social, ethical or humanitarian principles, for
example, अहहुंसा; अनेकिा में एकिा

creating collaborative texts such as comics or short stories that involve imaginary characters, contexts
and experiences, for example, creating a new species or parallel universe, developing alter egos or
inventing a superhero/heroine

performing unscripted explorations of imaginary characters in challenging situations that involve social
and cultural concepts, for example, ममरिा; तनष्ठा; साहस, using gestures, voice and props to build mood
and drama and to explore relationships and emotions
Years 7 to 8 Content Descriptions
Elaborations
Translating

translating simple community texts such as public signs, menus or announcements from Hindi to
English and vice versa, comparing the choices they made to arrive at the closest equivalent meaning

translating and explaining proverbs or colloquial expressions that are used in their families, for
Translate and interpret short texts such as public
signs, greetings or menus from Hindi to English and
vice versa, noticing which words or phrases translate
easily and which do not
[Key concepts: equivalence, meaning, translation,
interpretation; Key processes: translating, explaining,
evaluating]
example, दर के ढोल सहािने; िेट में चहे दौड़ रहे हैंl, and discussing how they would explain them to non–
Hindi speaking friends

translating short media texts such as appeals or slogans from Hindi to English or vice versa, noticing
how each language ‘works’ to create intended effects, for example, the use of verb moods or emotive
language: ‘Never refuse to re-use!’; ‘Don’t be trashy - recycle!’; or सारी धरिी की यह िकार, ियाडिरण का
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करो सधार , noticing how some phrases are difficult to translate

translating excerpts from traditional fables and legends, identifying words and expressions that
reference cultural values, history and beliefs and are difficult to translate into English

using and evaluating the effectiveness of resources such as print and digital dictionaries and
electronic translators (for example by comparing each other’s translations of the same text, backtranslating or swapping references), taking into account issues such as alternative or multiple
meanings of words and the importance of context to meaning

translating and explaining the meaning of the names of dishes associated with special occasions or
particular regions of India or other Hindi-speaking communities elsewhere in the world

interpreting the significance of particular Hindi greetings or phrases exchanged in certain situations or
circumstances, providing explanations of their cultural significance

identifying sentences commonly used in informal conversation between Hindi speakers that translate
directly into English, including some that include English words or phrases, comparing these to other
sentences for which there is no easy direct translation into English
Years 7 to 8 Content Descriptions
Elaborations
Create shared bilingual texts and learning resources
such as word banks, databases, captions for displays
and digital presentations for the classroom and for the
wider school or local community

designing a flyer for a class event or performance that uses Hindi and English, considering how to
convey information and ideas in each language

creating bilingual captions for a photographic or digital display to show parents and other student
groups

contributing reviews, reports or recipes to a shared bilingual website, using a mix of Hindi and English
in different domains of language use

creating a bilingual blog, wiki or discussion group that shares commentaries on and examples of
challenges associated with translating and interpreting

developing instructional texts or directions that cater for Hindi- and English-speaking friends, family
members or participants, for example, computer game instructions, information for an extended-family
event

creating a video that uses Hindi and English, for example with narration in one language and subtitles
in the other, to engage with social or community issues such as migration experience or community
safety

designing bilingual signage for the school campus, including names of facilities, directions to locations,
advice on expected behaviours, noting when the Australian-English terms requires different
expression or elaboration in Hindi
[Key concepts; expression, meaning, elaboration; Key
processes: creating, reviewing, exemplifying,
designing]
LIT, CCT, PSC, ICU, ICT
Years 7 to 8 Content Descriptions
Elaborations
Reflecting

identifying some differences between how they communicate when speaking in Hindi and in English,
including the use of gestures and other forms of non-verbal communication

providing examples of interactions which ‘work’ better in Hindi than they do in English or vice versa,
noticing the contexts of such interactions and the kinds of topics being discussed

identifying instances when using both Hindi and English in the same interaction makes for easier
communication, for example, using technical terms in English when speaking Hindi

recognising differences between how they show respect or politeness or how they express feelings
when using Hindi and English, for example, by identifying what can be considered impolite or
inappropriate in either language

monitoring and analysing their use of Hindi and English in different domains of language use, for
example by keeping a record of what they use each language for over a particular day

participating in guided discussion of the nature and role of ‘culture’ and its relationship with language,
with reference to Hindi, English and other languages they know, and in relation to their experience of
intercultural interaction

discussing what identity ‘is’ and how their own sense of identity is influenced by their experience of
living in a multicultural society and of identifying with particular communities and languages

considering how their sense of identity has changed over time, taking into account changes in
language use and social and cultural connections in the contexts of home, school and community

comparing how their relationships with people of different generations, gender and language
backgrounds influence their ways of communicating

reflecting on how their own perspectives and ways of communicating may be perceived by others, for
example, in relation to language choice or code-switching and to behaviours that may be perceived as
‘cultural’
Consider similarities and differences in communicative
styles and choice of language when communicating in
Hindi and in English, or when code-mixing, noticing
how/when the choice is made to use either language
[Key concepts: language domains, culture, expression;
Key processes: comparing, identifying, monitoring,
analysing]
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Compare experiences of moving between Hindi and
English, identifying advantages and challenges in
respect to bicultural identity
[Key concepts: identity, multiculturalism, codeswitching; Key processes: reflecting, discussing,
comparing]
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Understanding
Years 7 to 8 Content Descriptions
Elaborations
Systems of language

Understand the relationship between the sounds of
spoken Hindi and elements of the Devanagari script,
such as the writing of conjunct characters and the
combinations of consonants and matras
building phonic awareness by recognising and experimenting with sounds and focusing on those that
are new and initially difficult, for example, ि, थ, ग, घ, ट, द, ध।

learning how the Hindi sound system is conventionally represented in the Devanagari sound system
by the use of 13 characters classified as vowels (अ-अः) and 33 consonants (क-ह and ड़-ढ़)

recognising that a line on the top joins letters to make words in addition to leaving spaces between
words बस, घर। अब घर चल।

recognising the mātrā मारा form of vowels, such as क् , ी and distinguishing long and short vowel
[Key concepts: pronunciation, intonation, writing
conventions; Key processes: listening, distinguishing,
recognising]
sounds such as क् , ी
LIT

identifying and practising pronunciation of vowel sounds in conjunction with consonants क+इ=फक,
क+ई=की

understanding the formation of conjunct consonants such as क्ष, र, ज्ञ

imitating discrimination of unaspirated and aspirated sounds such as क-ख, द-ध।

understanding that Hindi vowels can be pronounced with a nasal quality added to them which is
represented by either a ‘moondot’ (चुंद्रबबुंद) or a small dot (बबुंद) above the headstroke, for example, हााँ,
मैं

understanding that there are loan words in Hindi from other languages such as English, Persian,
Arabic, Turkish and Portuguese, and learning how the underdotted characters क़, ख़, ग़, ज़, फ़ are used
to represent loan sounds in Hindi

understanding the conventions by which new loan words are written in Hindi, for example, the way in
which English ‘t’ and ‘d’ sounds are represented normally as ट and र्, the replacement of English ‘th’
sounds by थ and the ways in which English vowels such as short ‘a’ sounds are replaced by Hindi
vowel sounds such as in र्ॉलर versus र्ालर
Develop knowledge of key features and patterns of the
Hindi grammatical system and vocabulary, such as

identifying people by using pronouns in singular and plural forms, for example, मैं, हम, यह, ये, िम, ि,
Years 7 to 8 Content Descriptions
Elaborations
आि, मैं, मेरा, िम्हारा।
sentence structures, use of pronouns, postpositions
and gender and number agreements
[Key concepts: grammar, sentence structure; Key
processes: understanding, applying]

using pronouns for places and objects, for example, यहााँ, िहााँ, यह, िह

referring to objects and describing quantities using cardinal numbers, for example, एक, दो, िााँच, साि
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and िााँच रोहटयााँ, दस गगलास

learning the structure of and composing simple statements and questions based on models such as
िम मेरे साथ चलो। िम कैसे हो?

understanding that verbs change according to the gender and number of the noun लड़का गािा है । लड़की
गािी है । लड़के गािे हें ।

using simple verb tenses such as गया था, जाऊाँगा, जा रहा हाँ, खाया था, खा रहा हाँ , खाऊाँगा

using adjectives to describe characteristics or qualities of a person or object, such as nationality,
shape or colour, and noticing that they change with gender and number, for example, छोटा लड़का, छोटी
लड़की, छोटे लड़के
Identify textual and grammatical features that
characterise different types of personal, informative,
persuasive or imaginative texts in Hindi, noticing how
they contribute to the making of meaning and
comparing them with similar texts in English and other

using possessive adjectives to express ownership, for example, मेरी िस्िक, िम्हारा बस्िा

recognising the regular forms of gender and number

positioning adverbs correctly in sentences, for example, धीरे -धीरे , जल्दी में , दौड़िे हए

using ordinal numbers such as िहला, दसरा

using negative forms of verbs and adjectives, for example, सोहन ने फिल्म नहीुं दे खी। झठ कभी मि बोलो।

recognising that different types of texts have different features, for example, repetition and rhythm in
action songs and rhymes

beginning to use metalanguage to talk about texts, for example, by naming familiar types of text such
as story, list, song, rhyme, tongue twister and describing typical features, for example, ‘Stories begin
with …’, ‘Songs usually …’, ‘A Hindi epic consists of many short stories to make up a big story’
Years 7 to 8 Content Descriptions
Elaborations
languages

[Key concepts: genre, language features,
metalanguage; Key processes: noticing, analysing,
comparing]
recognising differences between the layout and language features of different types of texts and
formats, such as Amar Chitra Katha and Stories from Panchtantra

recognising the role played by different elements in texts to contribute to meaning-making, for
example, the layout, title, illustration and use of punctuation in a picture book or the use of repetition
and rhyme in poems and chants

experimenting with language appropriate to particular types of texts, such as descriptive language in
recounts or narratives, persuasive language in advertisements and humorous language in comic verse

comparing the use of language features such as imagery or satire in a range of imaginative texts,
discussing how these features are used to convey meaning and engage/entertain the audience

understanding that there is a standard form of Hindi, मानक हहुंदी, which is used in writing and spoken
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Language variation and change
by many people, and a range of spoken dialects that differ from region to region, for example, ब्रज भाषा
Understand that Hindi language use varies according
to factors such as age, gender, social position or
regional variation, and also to context

[Key concepts: variation, context, register; Key
processes: noticing, comparing, explaining]
making personal connections with different language dialects spoken in regions of India, in Fiji and in
other parts of the world

understanding that language use varies to reflect different feelings, relationships, moods or attitudes of
the people involved, for example, the respectful tone of devotional texts; the exuberance, humour and
colour of Bollywood scripts

noticing patterns in language use that reflect ethnicity, age, gender and social status and reflect the
context and purpose of interaction

comparing and explaining the use of different communicative styles in different contexts and situations
(for example, traditional literary, devotional, colloquial or intimate)

understanding that all languages are dynamic and fluid, continuously changing over time, that some
grow, adding new words and borrowing from other languages, while others decline and die, for
example, many of the Indigenous languages of Australia and North America

recognising the interconnections that exist between language families and between individual
languages, including the practice of adopting and adapting words and expressions from each other,
for example, the existence in Hindi of many words that originated in languages such as Persian,
Arabic and English

exploring the relationship between Hindi and English and identifying changes to Hindi that have come
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Recognise that the Hindi language has evolved and
developed through different periods of time, across
different contexts and as a result of different influences
and interactions
[Key concepts: language change, language contact,
loan words, globalisation; Key processes: discussing,
classifying]
LIT, PSC, ICU
Years 7 to 8 Content Descriptions
Elaborations
about through processes such as globalisation, technological change and intercultural exchange

identifying Hindi words that are derived from other languages, such as दफ़्िर, borrowed from Arabic;
क्षेर (for ‘field’ in an abstract sense) borrowed directly from Sanskrit, versus खेि (‘field’ as in for farming)
from Hindi via Pali/Prakrit, मेज़ via Persian from Portuguese
Reflect on the diversity and multiplicity of language
experience and use that frames the communicative
practices of Hindi speakers and learners
[Key concepts: multilingualism, dialect; Key processes:
understanding, mapping, reflecting]

recognising the linguistic diversity and plurality of the world community, understanding that many
people around the world speak more than one language

exploring the range of languages spoken in Australia, including Aboriginal and Torres Strait Islander
languages, for example by constructing a linguistic profile of their own class or school community

recognising that there are many different Indian languages and dialects spoken in India and other
regions of the world, involving variations in accents, vocabulary and grammatical structures, and that
most Hindi speakers also speak other languages

comparing their individual language profiles, explaining which languages or dialects they use in their
family, social and community lives

reflecting on the impact on their personal lives and sense of identity of being bilingual or multilingual

explaining the influence of Indian language and culture on their own ways of communicating in
different situations, for example by creating a glossary of Hindi words and expressions that they use
when communicating in English

identifying elements of language that reflect cultural traditions and values, such as the use of different
forms of address to reflect status, age and relationship, for example, respectful forms of address such
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Role of language and culture
Understand the interrelationship between cultural
experience and Hindi language use, reflecting on how
languages reflect values and belief systems and may
be differently interpreted by speakers of other
languages

[Key concepts: culture, language, meaning,
interdependence; Key processes: analysing,
identifying, making connections]
exploring how cultural concepts such as family, modesty, responsibility or hospitality influence forms of
expression and patterns of interaction in Hindi, considering whether changes in cultural and social
practices are translated into changes in language

recognising words and expressions in Hindi that reflect traditions and cultures that are not always
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as नमस्कार, नमस्िे; आि कैसे हैं, िम कैसे हो; the addition of श्री, श्रीमिी for married women and the formal
honorific कमारी attached to forms of address to unmarried women
easily translated into English, for example, forms of address such as स्िामीजी for a religious leader,
Years 7 to 8 Content Descriptions
Elaborations
गरुजी for a male teacher, बाबाजी for an older male person and राम राम as a mode of greeting in villages

reflecting on the nature of culture and on the relationship between language and culture, identifying
visible and invisible elements of culture reflected in language practices that may be differently
interpreted by speakers of different languages

discussing the cultural significance of expressions in Hindi that characterise more indirect forms of
language compared to English, for example, by saying कोई कोइ बाि नहीुं: (never mind/no matter) as a

generic way to deflect a difficult situation
reflecting on how cultures influence ways of talking/thinking about or acting in social, physical and
temporal environments, for example, Aboriginal and Torres Strait Islander relationships with place,
language and culture; the concept of non-linear time expressed in Hindi, as in कल –
yesterday/tomorrow; िरसों – day before yesterday/day after tomorrow; the concepts of अहहुंसा and कमड
Years 7 to 8 Achievement Standard
By the end of Year 8, students initiate and sustain interactions in spoken and written Hindi by exchanging a range of information and opinions related to their personal
worlds, for example, बाज़ार में नए इलेतरॉतनक खेल आये हैं l तया िमने कल िटबॉल का मैच दे खा?. They use language for a range of classroom functions and processes, such as
discussing and debating, and clarifying, for example, िो, उदाहरण के मलए, िदनसार, आम िौर िर, दसरे शजदों में, पिशेष रूि से, इस िकार, इसमलये, आि इस पिषय में तया सोचिे हैं? तया
आि इसे पिस्िार से समझाने की कृिा करेँ गे ? िम समझ रहे हो न मैं तया कह रहा हाँ ? मेरी राय में ..... Students use rehearsed and some spontaneous language to engage in planning,
transacting and negotiating. They apply features of pronunciation and rhythm in spoken Hindi to a range of sentence types. They identify key points of information from a
range of sources and communicate information and ideas related to personal, social and natural worlds using different modes of presentation. They share their responses
to different imaginative texts by expressing feelings and ideas about favourite elements, characters, themes and effects. Students create a range of imaginative texts and
adapt original texts to entertain different audiences. They use key grammatical forms and structures in spoken and written texts, such as pronouns, for example, मैं, हम, यह,
ये, िम, ि, आि, मैं, मेरा, िम्हारा।; यहााँ, िहााँ, यह, िह, postpositions, and gender and number agreement, for example, लड़का गािा है । लड़की गािी है । लड़के गािे हैं।
Students apply appropriate writing conventions to the production of texts. They translate and interpret everyday texts from Hindi into English and vice versa, identifying
words and expressions that do not readily translate, such as दर के ढोल सहािने; िेट में चहे दौड़ रहे हैंl. They create bilingual texts for their immediate environment. They compare
ways of communicating in Hindi and English and explain how their communicative experiences influence and reflect their cultural identity.
Students identify and apply the conventions of the Devanagari script, including elements such as the writing of conjunct characters, for example, क्ष, र, ज्ञ, consonant
combinations, for example, क+इ=फक, क+ई=की and matras, for example, क् , ी, making connections between spoken and written Hindi in texts. They identify the structure
and features of different personal, informative, persuasive and imaginative texts and explain how these elements contribute to meaning. They identify ways in which
spoken and written Hindi vary according to regions, social settings and contexts and give examples of how Hindi has changed over time due to influences from other
languages and cultures. They identify how diverse intercultural experiences shape the ways in which they communicate in Hindi.
Years 9 to 10
The nature of the learners
This stage of learning coincides with social, physical and cognitive changes associated with adolescence. Increased cognitive maturity enables learners to work more
deductively with language and culture systems, to apply more intentional learning strategies and to reflect productively on their learning. Motivation and engagement with
language learning and use are influenced by peer-group dynamics, personal interests and values, and issues related to self-concept. This is particularly the case for
bilingual learners for whom the duality of living between languages and cultural communities continuously impacts on the process of identity construction. The role of
language is central to this process and is reflected in the degree to which learners self-define as members of linguistic communities, how they position themselves in
relation to peer groups and the choices they make in relation to linguistic and social practices. These processes are fluid and context-responsive and impact on learners’
engagement with Hindi and English language learning and use.
Hindi language learning and use
This is a stage of language exploration and of vocabulary expansion. Learners experiment with different modes of communication (for example, digital and hypermedia,
performance and discussion). Greater control of language structures and systems increases confidence and interest in communicating in wider contexts. Learners use
Hindi to communicate and interact; to access and exchange information; to express feelings and opinions; to participate in imaginative and creative experiences; and to
design, interpret and analyse a wider range of texts and experiences. They use language in different contexts more fluently, with a developing degree of self-correction and
repair. They reference the accuracy of their written language use against a stronger frame of grammatical and systems knowledge. They demonstrate understanding of
language variation and change, and of how intercultural experience, technology, media and globalisation influence language use and forms of communication.
Contexts of interaction
The language classroom is the main context of interaction for learning Hindi, involving interactions with peers, teachers and a wide range of texts and resources. Learners
continue to interact with peers, family members and other Hindi speakers in immediate and local contexts, and with wider Hindi-speaking communities and cultural
resources via virtual and online environments. They also encounter Hindi in wider contexts such as media, cultural or film festivals, community events or in-country travel.
Texts and resources
Learners engage with a range of language-learning texts and resources, such as textbooks, videos, media texts and online resources, including those developed for
computer-supported collaborative learning. They engage with selected abridged versions of classic and contemporary Hindi literature and their film and TV adaptations.
Learners may also access authentic materials designed for or generated by young Hindi speakers in a range of contexts, such as blogs, video clips, discussion forums,
television programs or newspaper features. Learners are encouraged to source additional materials to support their learning and to share with others, and to pursue
personal interests in aspects of Hindi language and associated cultures.
Features of Hindi language use
Learners consolidate their understanding of the conventions of the written script, applying these to their own language production in increasingly complex ways. They
recognise the role of prefixes and suffixes, and how they change the meaning of words, जीि, सजीि, जीिुंि, and they understand the impact on written script and vocabulary
of tatsam and tadbhav words. They increasingly control regular and irregular elements of spoken and written Hindi, such as the influence of accents and expressions on
pronunciation and their impact on spelling, for example, the use of िो in spoken Hindi in place of िह in written script. Learners use more complex elements of Hindi
grammar, such as the use of the passive voice, compound words and variations in register. They understand the function and use of case, for example, ने, को, से, के मलए, में ,
िर, and use a range of tenses in complex sentences to describe events and personal experiences, for example, पिछले िषड जैसे हमने होली का त्योहार मनाया था, उसी िकार इस िषड
भी हम होली का त्योहार धमधाम से मनाएुंगे।
Learners’ vocabulary knowledge expands to include more abstract words and specialised vocabulary drawn from other learning areas or areas of wider personal interest.
Textual knowledge and capability are strengthened through maintaining a balance between activities which focus on language forms and structures and communicative
tasks and performance. Learners recognise, analyse and construct different types of texts for different purposes and audiences. Task characteristics and conditions
become more complex and challenging, involving collaborative as well as independent language planning and performance. Elements of tasks involve interpreting,
creating, evaluating and performing. Genres such as media resources, fiction and nonfiction texts, performances and research projects allow for exploration of themes of
personal and contemporary relevance (for example, global and environmental issues, identity and relationship issues, questions of diversity and inclusivity). Learners
investigate texts through more critical analysis, identifying how language choices reflect perspectives and shape meaning, and how they in turn are shaped by context and
intention.
Learners at this level understand the relationship between language, culture and identity. They explore in more depth and detail the processes involved in learning and
using different languages, recognising them as involving cognitive, cultural and personal as well as linguistic resources. They identify how meaning-making and
representation in different languages involve interpretation and personal response as well as literal translation and factual reporting. They explore the reciprocal nature of
intercultural communication: how moving between different languages and cultural systems impacts on their ways of thinking and behaving; and how successful
communication requires flexibility, awareness and openness to alternative ways. They develop the capacity to ‘decentre’ from normative ways of thinking and
communicating, to consider their own cultural ways through the eyes of others, and to communicate in interculturally appropriate ways.
Level of support
At this level, learners become less reliant on the teacher for support during communicative interactions and learning tasks, but provision of rich language input and
modelled language are needed to continue to support and sustain their language learning. The teacher provides implicit and explicit modelling and scaffolding in relation to
meaningful language use in context, and explicit instruction and explanation in relation to language structures, grammatical functions and abstract concepts and vocabulary
knowledge. Provision of opportunities to discuss, clarify, rehearse and apply their knowledge is critical in consolidating knowledge and skills and developing autonomy.
Learners are encouraged to self-monitor, for example by keeping records of feedback and contributing to peer support and self-review.
The role of English
Learners and teachers use Hindi as the primary medium of interaction in language-oriented and most content-oriented tasks. English is used for discussion, explanation
and analysis that involves conceptual demands which may be better responded to in English, for example when analysing abstract concepts embedded in linguistic
structures and cultural practices. Learners are supported to reflect on the different roles English and Hindi play in their academic work and in their social and community
lives.
Communicating
Years 9 to 10 Content Descriptions
Elaborations
Socialising

Interact with peers and others in familiar and unfamiliar
contexts to compare experiences and to express views
on local and global issues, such as relationships,
education and popular culture
[Key concepts: relationship, education, communication;
Key processes: discussing, debating, responding,
comparing]
exchanging views and experiences in relation to issues of shared relevance, for example, िाररिाररक
सम्बन्ध या सामाक्जक मीड़र्या का उियोग – ड़र्क्जटल सुंयोजन

using descriptive and expressive language to debate a topic that invites differing views, for example,
gender roles, public or private education, arranged or love marriages, managing discussion by using
strategies such as active listening skills, turn-taking cues, evaluative language and verbal and nonverbal responses

contributing to debates and discussions, asking questions and acknowledging others’ arguments,
providing evidence to support their own position or to challenge opposing views

engaging in face-to-face and online discussions with Hindi-speaking students in different contexts on
topics of shared interest such as music, sports or communication technologies, asking questions to
clarify meaning or elicit further information

comparing opinions on learning tasks and language learning activities and exchanging personal
learning strategies

debating issues and discussing personal views on local or global issues that they see impacting on
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their current or future lives, for example, मशक्षा, सम्बन्ध, िाकृतिक क्स्थरिा, मानिागधकार
Participate in individual and shared projects and
activities that involve brainstorming, negotiation and
problem-solving

[Key concepts: action, transaction, negotiation,
environment, community; Key processes: planning,
transacting, brainstorming]

planning and completing tasks that involve authentic or simulated transactions and negotiations, such
as ordering food for a class celebration or shortlisting potential purchases for the school library, for
example, आिकी िाथममकिा तया है ? हम फकिना खचड सकिे हैं ? हम में से फकिने लोग इसे चनेगें?
designing action-oriented projects such as websites, posters or press releases that include images
and language intended to arouse concern and invite support for social or environmental issues, for
example, आिासहीनिा, िश िरिा, आिािकालीन सहायिा
LIT, PSC, ICU, SUST

participating in imagined scenarios that involve buying and selling, transacting and negotiating, such
as a house auction or eBay bid, considering issues of value for money, availability and market value

brainstorming ideas for the drafting of a competitive tender to design a new student facility for the
school, using comparative and evaluative language to consider orders of priorities, for example, आिकी
Years 9 to 10 Content Descriptions
Elaborations
िाथममकिा तया है ? यह ज्यादा महत्त्ििणड महत्ििणड तयों है ?

participating in virtual excursions to cultural sites or exhibitions, for example, िमसि सुंग्रहालय, िजा स्थल ,

sharing responsibility for the production of an oral or written report on the experience
sharing responsibilities for planning, filming, editing and presenting a short documentary on aspects of
their shared school experience, for example, मेरा समदाय, श्रममक हदिस, स्ििुंरिा हदिस, बैसाखी, भारि का
शास्रीय सुंगीि, बॉलीिर् फिल्मों का इतिहास, ऑस्रे मलया के दशडनीय स्थान)

organising an event such as a rally or social media forum to raise awareness of social, community,
environmental or ethical issues, for example, नई हदल्ली में यिा छारा का िर बलात्कार और मौि, भारि में
महहलाओुं के खखलाफ़ हहुंसा के मद्दे को उजागि
ृ करिा है । धमड के नाम िर आिुंकिाद और नरसुंहार एक मानिीय रासदी
है । दहे ज िथा हमारे समाज के मलए कलुंक है ।
Contribute to structured discussions and tasks by
asking and responding to questions, clarifying
statements and expressing agreement or
disagreement
[Key concepts: debate, response, dialogue; Key
processes: expressing, responding, evaluating,
reflecting]

using elaborated sentences and interactional strategies to support debate, provide clarification and to
maintain cohesion and focus of discussion, for example, िो, उदाहरण के मलए, िदनसार, आम िौर िर, दसरे
शजदों में, पिशेष रूि से, इस िकार, इसमलये, आि इस पिषय में तया सोचिे हैं? तया आि इसे पिस्िार से में समझाने की
कृिा करेँ गे ? िम समझ रहे हो न मैं तया कह रहा हाँ l मेरी राय में .... ; मेरे कहने का अथड है ... आिको नहीुं लगिा फक…
मेरा सझाि िो यही है फक ....

contributing to discussions and debate by expressing opinions and responding respectfully to different
views, for example, मेरे पिचार में ; ऐसा लगिा है फक; गौर िलब है फक; मान्यिा िाप्ि होनी चाहहए; हमें ध्यान रखना
LIT, PSC, ICU
चाहहए; यह पििादास्िद है ; लेफकन िास्िि में ; मैं रे खाुंफकि करना चाहाँगा; मेरा पिश्िास है ; मैं आश्िस्ि हाँ and by using
reflective language such as मझे लगिा है फक … मझे एहसास हआ; मझे यही समझ आया फक … मेरा मानना है l

using evaluative language to acknowledge strengths in others’ arguments or to justify, contradict,
challenge or rebut alternative views in a courteous manner, for example, आि का कहना एकदम स्िष्ट और
उगचि है । िास्िपिकिा यह है फक इस बाि िर मैं आि से बबलकल सहमि नहीुं हाँ l आि ठीक कह रहे हैं ... लेफकन मेरा
मसिाुंि यह है फक

using reflective and analytic language to evaluate the usefulness of particular learning tasks,
Years 9 to 10 Content Descriptions
Elaborations
considering their own language and literacy development in Hindi and English, for example, ध्यान से
पिचार करने के बाद मेरी राय है फक .....
Informing
Access and organise information from different
sources in different modes of presentation, processing
and analysing ideas and representing content in
appropriate ways for particular audiences
[Key concepts: information, perspective,
representation, media; Key processes: researching,
processing, evaluating, analysing]

/से पिचार करने के बाद मेरी राय है फक
researching different perspectives on issues presented in media sources such as news reports or
specialty magazines such as िदषण, जनसाँख्या, लड़के और लड़की में भेदभाि, and using the material as
stimulus for in-class or online debates or opinion pieces

listening to interviews with celebrities from fields such as sport, entertainment or politics, selecting and
commenting on words, expressions or cultural references that convey a strong sense of culture or
context

creating informative texts for specific age or interest groups, making choices in relation to vocabulary,
structure and cultural content that suit the intended audience, for example, environmental awareness
messages, such as यिाओुं के मलए स्िास््य जानकारी, जुंगल बचाओ-, or information for new migrants to
LIT, PSC, ICU, CCT, SUST
Australia, ििासी भारिीयों के मलए जानकारी िर-
Convey information collected from different sources
that represent different perspectives and interests,
using modes of presentation to suit different contexts
and purposes
[Key concepts: argument, opinion, preference; Key
processes: selecting, presenting, reporting]
LIT, PSC, ICU, CCT

exploring social and cultural themes, such as mixed marriages, family relationships or generational
change, through multimodal forms of presentation that combine elements such as photos, videos and
music and engage with the concepts of diversity and difference

producing informative, promotional or persuasive texts for specific audiences, for example, peers,
younger children, parents, authorities, arguing a case or establishing a position on an issue such as
िदषण के िभाि, िढ़ाई और मनोरुं जन में िालमेल, िौक्ष्टक आहार और स्िास््य़ )

presenting results of collaborative research projects on topics such as students’ preferences and
priorities in respect to school or community resource allocation, using formats such as PowerPoint
presentations or multimodal displays to present data collected via surveys or interviews

conveying information to an Indian audience to describe aspects of Australian cultural diversity, such
as the physical environment, celebrations or cuisine, and to explain associated expressions such as
‘the bush’ or ‘fair go’

explaining to others a procedure or practice they are unfamiliar with, highlighting key elements and
terms and supporting explanation with images, actions or gestures, for example, a recipe, the rules of
a board game, key elements of a video game, instructions for how to care for an injured animal
Years 9 to 10 Content Descriptions
Elaborations
Creating

Respond to a range of traditional and contemporary
imaginative texts, describing settings, identifying key
themes and values, and discussing the representation
of characters and events
comparing themes and representations featured in contemporary texts such as cartoons, films or
video games with those of traditional moral tales and mythologies, for example, moral messages in
fables such as एकलव्य की गरुदक्षक्षणा; दानिीर कणड; िााँच िााँर्िों की ित्नी द्रौिदी with social commentary in
cartoons such as The Simpsons or texts such as Harry Potter

analysing how the use of rhythm, rhyme, imagery and metaphor by poets such as रिीन्द्रनाथ टै गोर;
[Key concepts: expression, themes, values, creativity;
Key processes: comparing, analysing, responding; Key
text types: stories, films, poetry, myths, cartoons]
हररिुंश राय बच्चन; नीरज, गलज़ार and writers such as भीष्म साहनी; जयशुंकर िसाद; माँशी िेमचुंद create
emotional, dramatic or humorous effects that reflect cultural traditions and literary genres

LIT, PSC, ICU, CCT
identifying characteristic elements of traditional forms of Hindi literature, such as verse celebrating
bravery/warriors, for example, िीर गाथाएाँ और गीि जैसे िष्ि की अमभलाषा, devotional verse, such as
मीराबाई और सरदास के भक्ति गीि, or children’s poems that celebrate nature, such as आया बसन्ि
Create their own/collaborative imaginative texts in
different modes and formats to entertain, convey ideas
and express emotions
[Key concepts: cultural identity, stereotype, humour,
emotion; Key processes: creating, performing,
adapting; Key text types: poems, songs, sitcoms,
cartoons]
LIT, PSC, ICU, CCT

comparing and contrasting different creative forms, such as devotional chants, rap songs or
advertising jingles, discussing the power of language, imagination and creativity to achieve specific
effects for specific purposes and intentions

responding to ideas and values represented in traditional literary texts in terms of their relevance to
contemporary society and to their personal lives

using different media and modes of presentation to develop storylines and characters that explore
dimensions of their bilingual and bicultural experiences in Hindi- and English-speaking communities,
for example, encountering stereotypes, negotiating intergenerational relationships, drawing on
bilingual resources to express identity

composing and performing poems or songs that incorporate elements of traditional or contemporary
literary and musical forms, for example, Bhakti or Veer-Gatha verse, nonsense songs, epic poems

creating a script in response to a story from classical Hindi literature, for example, शहीद भगि मसुंह,
adapting key elements of plot and expression to suit contemporary social and cultural contexts

creating an English-language commentary to an observed Hindi-language sitcom, discussing how to
transfer or explain the humour or dramatic effects of the original text

using descriptive and evocative language to create an imagined scene or interaction designed to
invoke an emotional response such as fear, anticipation or amazement

illustrating and captioning imaginative texts such as cartoons or photo-stories, using expressive and
Years 9 to 10 Content Descriptions
Elaborations
descriptive language

using digital resources such as Cartoon Story Maker to create imaginary characters and situations
associated with school or home contexts to entertain younger learners
Translating

Translate and interpret familiar social and community
texts such as emails, conversational exchanges within
the family, different forms of entertainment and social
media, considering the role of culture when transferring
meaning from one language to the other
considering the intentions and stylistic effects achieved by contemporary poets or songwriters who
incorporate English words, expressions and sentence structures into their Hindi-language poems and
songs

exploring the ‘language of Bollywood’ in relation to bilingual and multilingual practices such as codemixing and code-switching between languages and dialects

considering the nature of and reasons for the growing use of ‘Hinglish’ in the media, entertainment
industry and their own language practices, for example, by tracking their own shifts between
languages in domains of use such as family, peer group, school, religion

considering the nature of translation as a process that involves cultural interpretation as well as the
replacement of one set of words by another, with reference to strategies such as decoding literal
meaning (word for word), reading for meaning (sense for sense) and cultural reading that involves
interpretation (between the lines)

identifying the need to sometimes recast language, considering why one language may use more
words than another to communicate a particular meaning

creating texts such as blogs or posts on online discussion forums that draw on their personal bilingual
resources to explore the dynamic and fluid nature of intercultural experience

corresponding with young Hindi speakers in different contexts, using Hindi and English to describe
and explain aspects of life in Australia and ways in which they have a sense of living ‘across’ or
‘between’ languages and cultures at different times and in different situations

creating digital stories for younger learners that capture elements of the opportunities and challenges
involved in living in a multilingual and multicultural society

creating glossaries in English to explain cultural and contextual references in contemporary Hindi texts
that relate to their own bicultural identity

sharing examples of expressions or interactions in either Hindi or Australian English that they have
had difficulty in translating into the other language
[Key concepts: code-mixing, code-switching,
translating, interpreting; Key processes: analysing,
monitoring, explaining]
LIT, ICT, PSC, ICU, CCT, AAEA
Produce bilingual texts such as digital stories, comics,
blogs or contributions to websites that capture the
experience of ‘living between languages’
[Key concepts: interculturality, multiculturalism,
identity, fluidity; Key processes: reflecting, analysing,
describing, comparing]
LIT, ICT, PSC, ICU, CCT
Years 9 to 10 Content Descriptions
Elaborations
Reflecting

identifying and discussing elements of successful communication when interacting with speakers of
different languages, for example, flexibility, awareness of signals of misunderstanding, respect for
different perspectives and traditions

discussing how to pick up on cultural cues in intercultural communication that suggest
misunderstanding or differences in expectations, values or traditions

comparing experiences of intercultural miscommunication, for example by identifying possible causes
of communication breakdowns, repair and recovery strategies they used and insights they gained from
such experiences

reflecting on choices they make when interacting with other bilingual or multilingual speakers and
considering the relationship between language, culture and behaviour for example, using different
forms of address

identifying variations in their ways of communicating when interacting with people from different
cultural backgrounds, for example, in relation to the use of humour, or styles of public address

describing ways they adjust their own styles of interacting in different languages, situations and
contexts, for example, by comparing typical ways of socialising with Hindi- or English-speaking friends
or responding to peer group pressures

exploring how individual ways of thinking, communicating and behaving shape and reflect cultural
identity, for example, by considering their comparative degrees of identifying as ‘Australian’

discussing how being bilingual and bicultural allows them to present their sense of ‘self’ in flexible
ways that involve culture as well as language

reflecting on intercultural learning in school and intercultural experience in and out of school
Reflect on their own and others’ language choices
when interacting in bilingual/bicultural situations,
identifying adjustments made and strategies adopted
to help in intercultural communication
[Key concepts: interculturality, reflection, flexibility
reciprocity; Key processes: reflecting, monitoring,
comparing, discussing]
LIT, PSC, ICU
Reflect on the relationship between language, culture
and identity, and how this shapes and reflects ways of
communicating and thinking
[Key concepts: affiliation, identity, communication; Key
processes: reflecting, evaluating, explaining]
LIT, PSC, ICU
Draft Australian Curriculum: Languages – Hindi, Years 7 to 10 (Year 7 Entry) Sequence
Scope and Sequence
Understanding
Years 9 to 10 Content Descriptions
Elaborations
Systems of language

Recognise regularities and irregularities of spoken
Hindi and conventions of the written script, and apply
these to their own language production in increasingly
complex ways
[Key concepts: word building, pronunciation, accent;
Key processes: recognising, applying]
LIT
recognising and practising the spelling of words that involve combinations of pronouns and
postpositions that lose the inherent ‘a’ inside a word in the representation in Devanagari script, such
as in उसका, and understanding how the loss of the inherent ‘a’ at the end of a verb stem is not
represented in Devanagari, for example, सनना/सनिा

recognising how words can be formed from base words and understanding how prefixes and suffixes
change the meaning of words, for example, जीि, सजीि, जीिुंि and the impact this has on pronunciation

recognising and understanding the impact on Hindi pronunciation and spelling in Devanagari of the
way vocabulary contains elements of direct forms of Sanskrit words (tatsam words) and of derived
forms (tadbhav words), understanding that both forms can be used in different contexts, for example,
क्षेर for ‘field’ in an abstract sense and खेि for a field for farming

increasing control of regular and irregular elements of spoken and written Hindi, such as the influence
of accents and expressions on pronunciation and their impact on spelling, for example, the use of िो in
spoken Hindi in place of िह in written Hindi

recognising the impermanent and fluid nature of spoken language and how it is influenced by local
customs, cultures and regional languages, for example, the addition of honorifics such as िाई to
women’s names by Marathi speakers and दे िी to married women’s names by Biharis

recognising and responding to challenges associated with clarity and pace in audio texts, such as
station or airport announcements or recorded phone messages
Draft Australian Curriculum: Languages – Hindi, Years 7 to 10 (Year 7 Entry) Sequence
Scope and Sequence
Years 9 to 10 Content Descriptions
Elaborations
Extend knowledge and use more complex features and
patterns of the Hindi grammatical system, such as the
use of passive voice, compound words and phrases
and variations in register

explaining and applying basic rules of Hindi pronunciation, spelling, punctuation and intonation

applying phonic and grammatical knowledge to the spelling and writing of unfamiliar words

indicating situations and events by using past, present and future tense forms, for example, जािा था,
[Key concepts: grammatical systems, tense, sentence
structure, cohesion; Key processes: understanding,
classifying, applying]
LIT
जािा हाँ, जाऊाँगा

creating simple sentences using conjunctions such as राम ने खाना खाया और सो गया।

creating compound and complex sentences by using postpositions such as मैं िहले हदल्ली जाऊाँगा और
अिना काम िरा करने के बाद कोलकिा िहाँ चाँगा।

expanding vocabulary related to personal, social, environmental and global worlds

recognising and using idiomatic expressions such as आाँख का िारा

using numbers in fraction, multiple and collective forms, for example, आधा, चौथाई, एक तिहाई, सैंकड़ों,
हज़ारों, िीन गणा

continuing to build and expand metalanguage to describe grammatical concepts and to organise
learning resources such as verb charts, vocabulary lists and groups of pronouns, adverbs and
adjectives

understanding and extending knowledge of basic joining (सक्न्ध) rules, such as इ+आ = ए

extending knowledge of the use of the active and passive voice according to the context, for example,
राम उदड मलख रहा है ।, उदड मलखी जा रही है ।

understanding the function and use of case (कारक), for example, ने, को, से, के मलए, में , िर

using participles (िदबुंध): imperfect – र्बिी हई नाि, perfect – र्बी हई नाि, adverbial present – रोिे हए,
Draft Australian Curriculum: Languages – Hindi, Years 7 to 10 (Year 7 Entry) Sequence
Scope and Sequence
Years 9 to 10 Content Descriptions
Elaborations
मलखिे हए, adverbial past – िह लड़की का हाथ िकड़े हए था।, िाला as participle – सजजी िाला, ड़र्जबे िाला

using a range of tenses in complex sentences to describe events and personal experiences, for
example, पिछले िषड जैसे हमने होली का त्योहार मनाया था, उसी िकार इस िषड भी हम होली का त्योहार धमधाम से
मनाएुंगे।
Knowing how to construct different types of texts to suit
different contexts, purposes and audiences,
incorporating appropriate cultural elements
[Key concepts: genre, context, mode, audience; Key
processes: analysing, comparing, composing]

understanding the significance and cultural importance of features of different types of texts, such as
forms of address or language associated with rituals or celebrations such as आदरणीय, िज्य, मान्यिर ,
महोदय (formal) पिय ममर (informal)

identifying key features and structures of familiar texts types to understand unfamiliar content, for
example, in public announcements, commercials or print advertisements

recognising the format of different Hindi texts and stylistic conventions, understanding how these vary
according to the context, purpose and intended audience

composing and comparing examples of common types of text such as emails, songs, slogans or
public signs, noticing how the choice of language and structure works to achieve each text’s purpose

comparing language features of Hindi and English versions of texts such as news headlines or school
reports, noting differences that appear to be culturally significant

composing spoken and written versions of selected types of texts such as advertisements, invitations
or personal exchanges, analysing how text mode shapes structure and helps a text to achieve its
purpose
LIT
Draft Australian Curriculum: Languages – Hindi, Years 7 to 10 (Year 7 Entry) Sequence
Scope and Sequence
Years 9 to 10 Content Descriptions
Elaborations
Language variation and change

explaining variations in language use between people of different ages, gender or relationships that
reflect attitudes and values, for example, ways of expressing authority or humility or inclusivity or
exclusivity

identifying differences in terms of language features and register between spoken and written forms of
texts, for example, apologies, invitations or narratives

noticing and explaining differences in text structure and grammar between formal and informal Hindi
use, for example between the structure of a business letter and an informal email

analysing non-verbal elements of communication between Hindi speakers, such as gestures, facial
expressions and the use of space and silence, discussing to what extent they contribute to the
exchange of meaning and whether they vary in formal and informal contexts
Investigate changes over time and contexts to Hindi
and to other known languages and cultures, reflecting
on any variations in their personal use of the language

reflecting on their own use of Hindi, identifying influences from other languages and changes in their
communicative behaviour, for example, terms that they have adopted in their everyday language as a
result of social media, popular culture and technology
[Key concepts: change, memory, history, culture; Key
processes: tracking, reflecting, discussing]

talking with older members of their families or communities about changes that they have experienced
in their use of Hindi across their lifetime, and about their observations of how the language has
changed over time

recognising how Hindi, like all languages, carries histories of contact with other languages and
Identify variations in the use of Hindi that relate to
social roles, contexts and modes of expression,
considering how and why these differ from interactions
in English or other known languages
[Key concepts: register, respect, mode, non-verbal
communication; Key processes: identifying, explaining,
comparing]
LIT, PSC, ICU
LIT, PSC, ICU, AAEA
cultures, for example, Persian सरकार; Arabic िलाक़़़; Turkish क़ली; and Japanese ररतशा

understanding that languages and cultures change continuously due to contact with each other and in
response to new ideas, developments in technology, communication and design, considering why
some types of words and expressions are most frequently borrowed
Draft Australian Curriculum: Languages – Hindi, Years 7 to 10 (Year 7 Entry) Sequence
Scope and Sequence
Years 9 to 10 Content Descriptions
Elaborations
Identify key features of the multilingual experience,
referencing their own individual and community
language practices

explaining the influence of Indian language and culture on their own ways of communicating in
different situations, for example by creating a glossary of Hindi words and expressions that they use
when communicating in English/English words and expressions that they use when communicating in
Hindi

identifying what they see to be the advantages of being bilingual or multicultural, considering concepts
such as intercultural competence and flexibility

reflecting on how they choose to use different languages in interactions across different social
contexts, and to what extent these choices help to signal or to define social roles and relationships

recognising that language use among bilingual/multilingual speakers varies according to ethnicity,
age, profession or social status, and to the context of language use
Role of language and culture

Understand that Hindi language and associated
cultures, like all languages and cultures, shape and are
shaped by each other in ways that change over time
tracking changes in Hindi language forms and usage over different times and contexts, for example by
identifying concepts or values that are differently expressed at different times, for example, changes in
how children address their parents

identifying compound words used in contemporary forms of Hindi that fuse Hindi and English to
capture new trends or concepts and to respond to intercultural influences and shifts, for example,
dostitime, desitalk, waitkarna, line laganaa, accent maarna

identifying changes in Hindi language usage that reflect the impact of globalisation and intercultural
experience, such as the increasing mixing of languages and adoption of cultural practices associated
with other communities and cultures

exploring what assumptions are inherent in traditional forms of expression associated with religious
practices or community celebrations, comparing with assumptions implicit in expressions and
behaviours used in equivalent contexts in English-speaking communities
[Key concepts: multilingualism, context, culture; Key
processes: explaining, reflecting, analysing]
LIT, PSC, ICU
[Key concepts: values, concepts, expression; Key
processes: tracking, identifying, analysing]
PSC, ICU
Draft Australian Curriculum: Languages – Hindi, Years 7 to 10 (Year 7 Entry) Sequence
Scope and Sequence
Years 9 to 10 Achievement Standard
By the end of Year 10, students use written and spoken Hindi to discuss and compare young people’s interests, behaviours and values in formal and informal interactions
in a range of settings. They sustain and extend interactions through asking open-ended questions, elaborating on responses, and justifying their views, for example, जो
बच्चे बचिन से ऑस्रे मलया में रह रहे हैं आि के पिचार में , हहुंदी सीखने िर उनके जीिन िर तया िभाि िड़ेगा? अच्छा, िो िमको यह लगिा है फक अुंग्रेज़ी भाषा जान लेने िर और कोई अन्य भाषा सीखने
की आिश्यकिा आिश्किा नहीुं रह जािी? मेरा कहने का िात्ियड है फक … िम यह कहना चाहिे हो फक … मझे लगिा है फक. They manage different views and perspectives when interacting
with others, take action and solve problems, for example, हमें इसमें कछ गचर भी सम्ममलि करने चाहहये? तयों न हम सब ..., यही उगचि रहे गा, आि को इसमें से एक चनना है l. They apply
appropriate pronunciation and intonation to spoken Hindi, identifying regularities and irregularities. They process and analyse information and ideas obtained from multiple
sources on a range of issues. They convey ideas and viewpoints from a range of perspectives using different text types and modes of presentation selected to suit different
audiences and to achieve different purposes. They share their responses to different imaginative texts by identifying settings, themes and values, and expressing opinions
on characters and events. They produce imaginative texts in a range of forms to express ideas and feelings and to entertain. When creating texts, students use a variety of
grammatical elements, such as passive voice, for example, राम उदड मलख रहा है ।, उदड मलखी जा रही है ।, compound words and phrases, and a variety of verb tenses, for example,
पिछले िषड जैसे हमने होली का त्योहार मनाया था, उसी िकार इस िषड भी हम होली का त्योहार धमधाम से मनाएुंगे। to convey meaning in informal and formal contexts. They use vocabulary
and expressions related to personal, social, environmental and global worlds, and apply appropriate writing conventions to increase text cohesion and enhance expression.
Students translate and interpret texts from Hindi into English and vice versa, explaining how cultural elements affect meaning. Students create texts in Hindi and English
that reflect the bilingual and bicultural experience. They explain the relationship between language, culture and identity, question perceptions, and modify language and
behaviours in intercultural interactions as appropriate.
Students identify regular and irregular elements of spoken and written Hindi, for example, the use of िो when speaking and िह when writing, and apply their understanding
of the Hindi writing system to express complex information and ideas and enhance meaning. They analyse the relationship between language choices, cultural elements
and textual features, and the audience, purpose and context of different spoken, written and multimodal texts. Students explain how spoken and written forms of Hindi vary
according to social setting, and make comparisons with other languages. They identify ways in which Hindi and other languages and cultures have changed over time.
They explain how intercultural experiences impact on ways of communicating in Hindi and English in different situations.
Draft Australian Curriculum: Languages – Hindi, Years 7 to 10 (Year 7 Entry) Sequence
Scope and Sequence
Communicating Strand
Using language for communicative purposes in interpreting, creating and exchanging meaning
Sub-strand
Description
Thread
Years 7 to 8
Years 9 to 10
Socialising
Interacting orally
and in writing to
exchange ideas,
opinions,
experiences,
thoughts and
feelings; and
participating in
shared activities
through
planning,
negotiating,
deciding,
arranging and
taking action
Socialising and
interacting
Interact with peers and teacher to exchange information
and opinions, to establish friendships, to talk about self,
family and interests and to express feelings, likes and
dislikes
Interact with peers and others in familiar and unfamiliar
contexts to compare experiences and to express views on
local and global issues, such as relationships, education
and popular culture
Taking action
and transacting
Participate in collaborative activities such as
performances, presentations or website design that
involve planning, making arrangements, transacting and
negotiating
Participate in individual and shared projects and activities
that involve brainstorming, negotiation and problemsolving
Building
classroom
language
Interact in classroom routines and exchanges such as
asking and responding to questions, requesting help,
repetition or permission, following instructions and
giving praise or encouragement
Contribute to structured discussions and tasks by asking
and responding to questions, clarifying statements and
expressing agreement or disagreement
Obtaining,
processing,
interpreting and
conveying
information
through a range
of oral, written
and multimodal
texts
Obtaining and
using
information
Identify gist and key points of information, such as
details about people or events, from a range of spoken,
written and digital texts and use the information in new
ways
Access and organise information from different sources in
different modes of presentation, processing and analysing
ideas and representing content in appropriate ways for
particular audiences
Conveying and
presenting
information
Convey information obtained from different sources
relating to personal, social and natural worlds in spoken,
written and multimodal forms
Convey information collected from different sources that
represent different perspectives and interests, using
modes of presentation to suit different contexts and
purposes
Informing
Draft Australian Curriculum: Languages – Hindi, Years 7 to 10 (Year 7 Entry) Sequence
Scope and Sequence
Communicating Strand
Using language for communicative purposes in interpreting, creating and exchanging meaning
Sub-strand
Creating
Translating
Description
Thread
Years 7 to 8
Years 9 to 10
Engaging with
imaginative
experience by
participating in,
responding to
and creating a
range of texts,
such as stories,
songs, drama
and music
Participating in
and responding
to imaginative
experience
Engage with imaginative and creative texts such as
stories, cartoons, poems and songs, comparing
favourite elements and discussing characters, themes
and effects
Respond to a range of traditional and contemporary
imaginative texts, describing settings, identifying key
themes and values, and discussing the representation of
characters and events
Creating and
expressing
imaginative
experience
Create original texts that involve imagination and
creativity, experimenting with a range of expressive and
performance genres
Create their own/collaborative imaginative texts in
different modes and formats to entertain, convey ideas
and express emotions
Moving between
languages and
cultures orally
and in writing,
evaluating and
explaining how
meaning works
Translating and
interpreting
Translate and interpret short texts such as public signs,
greetings or menus from Hindi to English and vice
versa, noticing which words or phrases translate easily
and which do not
Translate and interpret familiar social and community
texts such as emails, conversational exchanges within the
family, different forms of entertainment and social media,
considering the role of culture when transferring meaning
from one language to the other
Creating and
using bilingual
resources
Create shared bilingual texts and learning resources
such as word banks, databases, captions for displays
and digital presentations for the classroom and for the
wider school or local community
Produce bilingual texts such as digital stories, comics,
blogs or contributions to websites that capture the
experience of ‘living between languages’
Draft Australian Curriculum: Languages – Hindi, Years 7 to 10 (Year 7 Entry) Sequence
Scope and Sequence
Communicating Strand
Using language for communicative purposes in interpreting, creating and exchanging meaning
Sub-strand
Reflecting
Description
Reflecting on
intercultural
language use
and how
language and
culture shape
identity
Thread
Years 7 to 8
Years 9 to 10
Reflecting on
the experience
of intercultural
communication
Consider similarities and differences in communicative
styles and choice of language when communicating in
Hindi and in English, or when code-mixing, noticing
how/when the choice is made to use either language
Reflect on their own and others’ language choices when
interacting in bilingual/bicultural situations, identifying
adjustments made and strategies adopted to help in
intercultural communication
Reflecting on
identity and
intercultural
communication
Compare experiences of moving between Hindi and
English, identifying advantages and challenges in
respect to bicultural identity
Reflect on the relationship between language, culture and
identity, and how this shapes and reflects ways of
communicating and thinking
Draft Australian Curriculum: Languages – Hindi, Years 7 to 10 (Year 7 Entry) Sequence
Scope and Sequence
Understanding Strand
Analysing and understanding language and culture as resources for interpreting and shaping meaning in intercultural exchange
Substrand
Systems
of
language
Language
variation
and
change
Description
Understanding
the language
system,
including sound,
writing, grammar
and text
Understanding
how languages
vary in use
(register, style,
standard and
non-standard
varieties) and
change over
time and from
place to place
Thread
Years 7 to 8
Years 9 to 10
Sound and
writing
systems
Understand the relationship between the sounds of
spoken Hindi and elements of the Devanagari script, such
as the writing of conjunct characters and the
combinations of consonants and matras
Recognise regularities and irregularities of spoken Hindi
and conventions of the written script, and apply these to
their own language production in increasingly complex
ways
Grammatical
and vocabulary
knowledge
Develop knowledge of key features and patterns of the
Hindi grammatical system and vocabulary, such as
sentence structures, use of pronouns, postpositions and
gender and number agreements
Extend knowledge and use more complex features and
patterns of the Hindi grammatical system, such as the
use of passive voice, compound words and phrases and
variations in register
Text structure
and
organisation
Identify textual and grammatical features that
characterise different types of personal, informative,
persuasive or imaginative texts in Hindi, noticing how
they contribute to the making of meaning and comparing
them with similar texts in English and other languages
Knowing how to construct different types of texts to suit
different contexts, purposes and audiences, incorporating
appropriate cultural elements
Language
variation in
practice
Understand that Hindi language use varies according to
factors such as age, gender, social position or regional
variation, and also to context
Identify variations in the use of Hindi that relate to social
roles, contexts and modes of expression, considering
how and why these differ from interactions in English or
other known languages
Draft Australian Curriculum: Languages – Hindi, Years 7 to 10 (Year 7 Entry) Sequence
Scope and Sequence
Understanding Strand
Analysing and understanding language and culture as resources for interpreting and shaping meaning in intercultural exchange
Substrand
Role of
language
and
culture
Description
Analysing and
understanding
the role of
language and
culture in the
exchange of
meaning
Thread
Years 7 to 8
Years 9 to 10
Language
change
Recognise that the Hindi language has evolved and
developed through different periods of time, across
different contexts and as a result of different influences
and interactions
Investigate changes over time and contexts to Hindi and
to other known languages and cultures, reflecting on any
variations in their personal use of the language
Multilingualism
Reflect on the diversity and multiplicity of language
experience and use that frames the communicative
practices of Hindi speakers and learners
Identify key features of the multilingual experience,
referencing their own individual and community language
practices
The
relationship
between
language and
culture
Understand the inter-relationship between cultural
experience and Hindi language use, reflecting on how
languages reflect values and belief systems and may be
differently interpreted by speakers of other languages
Understand that Hindi language and associated cultures,
like all languages and cultures, shape and are shaped by
each other in ways that change over time