Hindi (Version 8.4)

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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, the United Kingdom, Canada, Mauritius, the Gulf countries and Australia.


PDF documents

Resources and support materials for the Australian Curriculum: Languages - Hindi are available as PDF documents. 
Languages - Hindi: Sequence of content
Languages - Hindi: Sequence of Achievement - F-10 Sequence
Languages - Hindi: Sequence of Achievement …


Years 3 and 4

Years 3 and 4 Band Description

The nature of learners

At this stage, children are developing cognitive and social capabilities that 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 both 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 experiences and activities. They engage in a lot of listening, and build oral proficiency 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. Vocabulary is familiar and and structures are simple. 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 that 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 learnt and what is to be learnt.

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, जाऊँगा, जा रहा हूँ, खाया था, खा रहा हूँ, खाऊँगा, possessive adjectives to express ownership, मेरी पुस्तक, तुम्हारा बस्ता, and pronouns for places and objects, यहाँ, वहाँ, यह, वह. 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 working with more elaborated texts that 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 learning 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 community 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 learning experiences 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 activity; 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.

Years 3 and 4 Content Descriptions


Engage in simple interactions such as asking and answering questions or issuing and responding to invitations, and exchange information about their interests, activities and personal worlds

[Key concepts: communication, information, leisure, interests; Key processes: interacting, exchanging, describing] (ACLHIC019 - Scootle )

  • Literacy
  • Critical and Creative Thinking
  • Personal and Social Capability
  • Intercultural Understanding
  • exchanging different types of correspondence such as greeting cards or invitations, using modelled language such as नए साल की बधाई; राखी की शुभ कामनाएँ; ईद मुबारक; शुक्रिया; तुम्हें भी; शिक्षक दिवस शुभ हो
  • exchanging information about interests, experiences, leisure activities and community events, building descriptive vocabulary and using statements such as मुझे क्रिकेट खेलना अच्छा लगता है क्योंकि …; गृह कार्य करने के बाद मैं टीवी देखता हूँ। नहा कर मैं पूजा करता हूँ। जल्दी जाग कर मैं इलेक्ट्रॉनिक खेल खेलता हूँ l हर रविवार मैं मंदिर जाता हूँ। सभी लोग बड़े ही उत्साह के साथ बैसाखी मेले जाते हैं।
  • asking each other about recent events or significant occasions, using language associated with time, location and frequency, for example, तुम ननिहाल कब जाते हो? मैं हर साल गर्मी की छुट्टियों में ननिहाल जाता हूँ; आप क्रिसमस कैसे मनाते हैं?; होली के त्योहार में रंग क्यों लगाया जाता है?
  • responding to frequently asked questions or comments, using appropriate intonation, gestures and short responses, such as ठीक है; जी हाँ; निश्चित रूप से; बिल्कुल ठीक
  • asking each other about their personal worlds, for example, आपका जन्म कहाँ हुआ था? क्या तुम घर पर हिंदी बोलते हो? तुम्हारे पिताजी क्या काम करते हैं? आपके दोस्त कौनहैं? क्या तुम अपनी दादी से प्यार करते हो? आप अपने पालतू कुत्ते की देखभाल कैसे करते हैं?
Participate in shared learning 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] (ACLHIC020 - Scootle )

  • Literacy
  • Numeracy
  • Personal and Social Capability
  • Intercultural Understanding
  • negotiating roles and responsibilities when collaborating in shared learning experiences, using expressions such as थोड़ा मैं लिखता हूँ बाकी तुम लिखो। मैं काटता हूँ, तुम चिपकाओ। वाह! यह अच्छी बात है। क्या तुम कम्प्यूटर पर काम करना चाहते हो?
  • making shared decisions about content, vocabulary and design when working together to create digital displays or posters for special events, such as स्वतंत्रता दिवस; पर्यावरण दिवस; वार्षिक खेल दिवस; स्वच्छता अभियान
  • following procedures/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 पहले पानी मिलाओ; कढ़ाई में तेल गरम करो; एक चम्मच नमक डालो; गोल कागज़ काटो; बीच से मोड़ो; धागे से बाँधो
  • using tokens that represent Indian and Australian currencies to carry out simulated transactions in different contexts
Respond to questions, directions and requests and use simple questions and statements to ask for help or permission, attract attention and check understanding

[Key concepts: directions, response, support; Key processes: interacting, responding] (ACLHIC021 - Scootle )

  • Literacy
  • Critical and Creative Thinking
  • Personal and Social Capability
  • Intercultural Understanding
  • using appropriate language to ask for help, information or to attract attention, for example, यह क्या है? मुझे समझ नहीं आया। क्या आप मेरी मदद करेगें? विद्यालय का खेल-दिवस कब है?
  • interacting with each other to complete learning activities and check on understanding, for example, मुझे पैन दो। क्या यह सही है? अपने हिस्से का कार्य जल्दी समाप्त करो।
  • responding to directions when playing games, completing work or getting ready for class, for example, मुझे एक बार फिर से दिखाएँ। ज़ोर से गाओ। वाक्य लिखो। इसे ध्यान से सुनो। इन चित्रों को देखो। एक सीधी पंक्ति में खड़े हो जाइए।
  • praising and encouraging each other during learning activities, for example, बहुत बढ़िया! बुरा नहीं है। ठीक-ठाक है।
  • using interaction skills such as questioning, responding and interpreting non-verbal clues when working collaboratively


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] (ACLHIC022 - Scootle )

  • Literacy
  • Critical and Creative Thinking
  • Intercultural Understanding
  • 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, national flags or world geography, to create captioned displays with simple descriptive statements, for example, तिरंगा झंडा; संकटग्रस्त जानवर; विश्व के सबसे ऊँचे पर्वत
  • locating information from a range of multimedia materials relating to school routines and activities in Hindi language contexts, comparing with school life in Australia, for example, the ‘midday meals’ scheme in India compared to school canteens in Australia
  • 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 roti, naan, mela.
  • using digital/online resources to collect information about children’s out-of-school daily activities in Hindi-speaking communities in different contexts
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] (ACLHIC023 - Scootle )

  • Literacy
  • Numeracy
  • Critical and Creative Thinking
  • Intercultural Understanding
  • using simple descriptive language and supporting resources to introduce family members and friends and to identify relationships with them, for example, मौसी; चाचा, providing details such as age, religion, occupation or regional backgrounds, for example, वह ऑस्ट्रेलियाई है। उसकी उम्र तीस साल की है।
  • presenting information they have collected about each other’s likes, dislikes or interests to create a class profile, chart or database, using checklists, surveys or question cues
  • presenting information via picture stories or multimodal displays on events or topics of potential interest to Hindi-speaking children of their own age in other contexts
  • working together to design posters or web pages to promote a 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, इस्तेमाल की जा चुकी वस्तुओं से कुछ और बनाना; जीवन-चक्र; विश्व संगीत


Engage with creative and imaginative texts such as stories, rhymes, dance and action songs, identifying favourite elements and acting out key events or interactions

[Key concepts: imagination, character, plot; Key processes: responding, identifying, creating, evaluating; Key text types: films, stories, myths, puppetry] (ACLHIC024 - Scootle )

  • Literacy
  • Critical and Creative Thinking
  • reading, listening to and viewing stories, children’s TV programs, excerpts from films, identifying and describing favourite elements, ideas and events
  • viewing excerpts from traditional texts such as जातक कथाएँ, explaining key elements, for example, नमस्ते/नमस्कार; चरण स्पर्श, आशीर्वाद
  • adopting and adapting styles and ideas from writers or artists that they enjoy to create their own imaginative texts, for example, a skit based on a scene from a favourite story
  • demonstrating understanding of plot and sequence in imaginative texts by creating a storyboard or timeline
  • describing favourite animal characters in Panchatantra Stories, comparing with the role of animals in stories from other world cultures
  • discussing favourite characters or events in familiar traditional texts such as दादी माँ की कहानियाँ
  • exploring rhythms, sound patterns and alliteration of Hindi, for example, by creating their own tongue twisters similar to कच्चा पापड़ पक्का पापड़
Create simple imaginative texts, such as dialogues, storyboards, 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] (ACLHIC025 - Scootle )

  • Literacy
  • Critical and Creative Thinking
  • Personal and Social Capability
  • creating variations on Hindi poems or songs that include repetitive phrases, established rhythms, rhymes and actions
  • using puppets to create dialogues between characters from favourite stories or fables
  • creating their own simple storyboards or picture books, using captions and dialogue
  • designing and creating Voki animations that use expressive, entertaining and humorous language
  • imitating the style and structure of a favourite song to create their own song that explores different combinations of sounds and rhythms
  • acting out elements of events such as the Rakhi festival, using traditional expressions and culturally appropriate behaviours, such as भाई की कलाई पर राखी बांधना
  • drawing their own versions of characters encountered in imaginative texts and selecting simple descriptive statements as captions to their pictures


Translate simple texts such as rhymes, captions, story books or familiar social interactions, noticing words and expressions that are difficult to translate

[Key concepts: meaning, translation, interpretation, culture; Key processes: translating, noticing, reflecting, explaining] (ACLHIC026 - Scootle )

  • Literacy
  • Critical and Creative Thinking
  • Intercultural Understanding
  • translating popular children’s rhymes into English, for example, चूँ-चूँ करती आई चिड़िया; चंदा मामा, noticing words that are difficult to translate or explain
  • identifying Hindi words or expressions that do not easily translate into English, for example, आँखों का तारा
  • translating exchanges between characters in favourite stories from Hindi into English
  • discussing the meaning of traditional Hindi phrases used on special occasions, comparing how similar wishes are expressed in English, for example, जीते रहो
  • translating lines from cartoon or comic-strip characters such as पिंकी और बबली, noticing how meanings sometimes 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] (ACLHIC027 - Scootle )

  • Literacy
  • Critical and Creative Thinking
  • Personal and Social Capability
  • Intercultural Understanding
  • creating bilingual captions for a photographic or digital display to show parents or other student groups
  • designing a flyer for a class event or performance that uses both 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
  • generating parallel Hindi and English versions of classroom texts such as timetables, menus or instructions for activities or games
  • matching and sequencing words and pictures in Hindi and in English to complete speech bubbles in digital or print versions of short conversations or picture stories


Recognise that ways of communicating in different languages reflect ways of behaving and thinking

[Key concepts: culture, communication, respect, values, difference; Key processes: noticing, reflecting comparing, describing] (ACLHIC028 - Scootle )

  • Personal and Social Capability
  • Intercultural Understanding
  • Asia and Australia’s Engagement with Asia
  • recognising differences in attitudes or ways of expressing feelings when using Hindi or English, for example, when being polite and respectful, when thanking or sympathising with people or when exchanging wishes on special occasions
  • 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 child’s head and saying जीते रहो, or shaking the head from side to side or back and forth to show varying levels of agreement
  • recognising how the Hindi language reflects traditions and social distinctions to do with how people are regarded in society, how old they are or what religion they practise, for example, the use of the honorific particle जी after a surname to show respect or after an individual name to show affection
  • discussing how Australian behaviours and expressions might be understood or misunderstood by newcomers to the language and culture, for example, the use of terms such as ‘bushwalking’ or ‘arvo’, or expressions such as ‘she’ll be right’ and children’s use of first names with some adults
  • comparing how they communicate in Hindi, English or other languages when they are interacting with different people, such as elders, friends, strangers, parents, small children
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] (ACLHIC029 - Scootle )

  • Literacy
  • Personal and Social Capability
  • Intercultural Understanding
  • talking about how they feel when using English, Hindi or other languages and whether there are some things that feel more natural in one language than in the other
  • demonstrating gestures or behaviours that 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, writing captions of words or phrases that they associate with each group
  • considering the importance to their identity of speaking Hindi to some people, such as older relatives or members of the wider Hindi-speaking community
  • 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

Systems of language

Build phonic awareness and pronunciation skills through singing, reciting and experimenting with sounds; develop familiarity with the use of the under-dotted characters representing loan sounds in Hindi and conventions governing punctuation marks in written script

[Key concepts: pronunciation, sounds, loan words; Key processes: identifying, distinguishing, recording] (ACLHIU030 - Scootle )

  • Literacy
  • creating an alphabet bank, collecting words beginning with each letter, for example, कमल, कसरत, कोयल।
  • imitating the 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, that there are no silent letters or more than one sound for any one letter, apart from the letters ह, य and , whose pronunciation is influenced by their context
  • understanding that Hindi vowels can be pronounced with a nasal quality added to them which is represented by either a चंद्रबिंदु or a small dot (बिंदु) above the headstroke, for example, हाँ, मैं
  • recognising how to distinguish between nasal vowel sounds and nasal consonants, and the rules that govern how to represent nasal consonant combinations in words such as गंगा, पंजाब, ठंड/ठण्ड, बंद/बन्द and तुम्हारा
  • recognising that there are loan words in Hindi from languages such as English, Persian, Arabic, Turkish and Portuguese, and learning how the underdotted characters क़, ख़, ग़, ज़, फ़ are used to represent such loan sounds
  • recognising how pitch, stress and rhythm help to convey meaning even when individual words are unfamiliar
Recognise and apply elements of grammar, such as noun and adjectival forms, conjunctions, gender and number markers, verb tenses and compound forms, and constructions related to compulsion

[Key concepts: grammar, tense, gender, number; Key processes: recognising, applying, naming] (ACLHIU031 - Scootle )

  • Literacy
  • describing objects using concrete nouns related to home, school and local environments, for example, forms of transport मोटरकार, रेलगाड़ी, food items चावल, रोटी, दाल and classroom objects कुर्सी, मेज़, पेंसिल
  • describing quantity using cardinal numbers, such as पाँच रोटियाँ, दस गिलास
  • using appropriate forms of tenses, for example, गया था, जाऊँगा, जा रहा हूँ, खाया था, खा रहा हूँ, खाऊँगा
  • 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
  • using possessive adjectives to express ownership, for example, मेरी पुस्तक, तुम्हारा बस्ता
  • creating simple sentence structures such as मैं पढ़ता हूँ।
  • using pronouns for places and objects, for example, यहाँ, वहाँ, यह, वह
  • 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, लेकिन
  • constructing questions to seek information, for example, क्यों? 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
  • showing how actions are performed by using compound verb forms such as in मैंने काम ख़त्म कर दिया, दुकान बंद हो गई।
  • understanding the distinctions in levels of compulsion implied in statements like मुझे जाना चाहिए। मुझे जाना है। मुझे जाना पड़ता है।
Notice differences between simple spoken, written and multimodal texts used in different contexts, comparing with similar texts in English

[Key concepts: genre, language features; Key processes: identifying, comparing, distinguishing] (ACLHIU032 - Scootle )

  • Literacy
  • 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 चित्र-कथाएँ and लोक-कथाएँ
  • recognising the role played by different elements in texts to contribute to meaning-making, for example, the layout, title, illustration and 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, for example, आपको बहुत-बहुत बधाई हो (spoken) and हार्दिक शुभकामनाएँ (written), comparing with similar differences between spoken and written texts in English

Language variation and change

Understand that the way the Hindi language is used varies according to the age, gender and background of speakers and that it involves different dialects and accents

[Key concepts: standard language, variation, status, relationship; Key processes: noticing, comparing, differentiating] (ACLHIU033 - Scootle )

  • Personal and Social Capability
  • Intercultural Understanding
  • Asia and Australia’s Engagement with Asia
  • understanding that there is a standard form of Hindi called मानक हिंदी which is used in writing and spoken by many people, and also many spoken dialects that differ from region to region, for example, ब्रज भाषा, अवधी
  • reflecting on how they communicate with family and friends and people less close to them or in authority, noticing differences in word choice, gestures and communicative behaviour
  • comparing language used among different family members, such as grandparents, parents and siblings, noticing words that reflect status or position in the family, for example, addressing older siblings as आप rather than तुम
  • comparing language use at home and school, for example, by identifying differences in ways of thanking someone or asking for help; the use of nicknames or terms of affection such as राजा बेटा, रानी बिटिया
  • making personal connections with different language dialects spoken in regions of India, in Fiji, Mauritius and other parts of the world
  • understanding the importance of using appropriate language when interacting with different people, for example, the use of ultra-formal language such as बैठिएगा 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] (ACLHIU034 - Scootle )

  • Intercultural Understanding
  • understanding the influence on Hindi of different languages over different times, for example, the use of English words such as ‘post-box’, ‘railway station’, ‘bus’, ‘school’
  • identifying more examples of Hindi words or expressions that are commonly used in English, such as ‘verandah’ from बरामदा, ‘bandana’ from बांधना
  • identifying how words from Sanskrit, Perso-Arabic and English are used in different contexts to mean related concepts such as ‘concern/anxiety’: Sanskrit चिंता; Arabic फ़िक्र; and ‘tension’, English टेन्शन
  • finding examples of expressions in Hindi that include words from English or other languages, for example, क्या यह आपका फ़ाइनल उत्तर है?
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] (ACLHIU035 - Scootle )

  • Intercultural Understanding
  • Asia and Australia’s Engagement with Asia
  • 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

Role of language and culture

Recognise the relationship between language and culture, for example, by identifying expressions, gestures or forms of address associated with different cultural practices

[Key concepts: non-verbal language, politeness, culture, traditions; Key processes: discussing, describing, comparing, reflecting] (ACLHIU036 - Scootle )

  • Personal and Social Capability
  • Intercultural Understanding
  • understanding that languages carry cultural ideas and values, as in the use of words such as देसी as opposed to विदेशी, the use of blessings by older people to children, the use of indirect forms of language such as कोई बात नहीं as a way of deflecting a difficult situation
  • identifying forms of address or expressions associated with cultural events or celebrations that reflect values and traditions, for example, बधाई हो
  • noticing how family values such as familiarity, politeness or respect are expressed in Hindi and associated behaviours, for example, addressing cousins or distant male siblings as भइया; the concept of जूठा
  • identifying words and expressions that reflect cultural beliefs, practices and traditions, such as offering of प्रसाद to God, offering to God or visitors फूल, मिठाई, फल, पानी पीजिए 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 distinctions that are not easily translated into English, for example, forms of address such as स्वामी जी for a religious leader, गुरुजी for a male teacher, बाबाजी for an older male person and राम राम as a mode of greeting in villages

Years 3 and 4 Achievement Standards

By the end of Year 4, students interact with the teacher and peers to share information about their interests, activities and personal worlds, for example, नमस्ते, मुझे अपने दोस्तों के साथ खेलना अच्छा लगता है, मुझे क्रिकेट खेलना अच्छा लगता है क्योंकि …, गृह कार्य करने के बाद मैं टीवी देखता हूँ, नहा कर मैं पूजा करता हूँ,हर रविवार मैं मंदिर जाता हूँ ,हम सब मिल कर काम करते हैं। मेरे परिवार में पाँच लोग रहते हैं। मैं रोज़ अपने भाई के साथ खेलता हूँ। आपकी सहायता के लिये धन्यवाद ।They use formulaic expressions to participate in simple transactional exchanges and shared activities, for example, मेरे साथ आओ, हम मिल कर काम करेंग।मैं लिखता हूँ, यह यहाँ रखो, थोड़ा मैं लिखता हूँ बाकी तुम लिखो। मैं काटता हूँ ,तुम चिपकाओ। वाह! यह अच्छी बात है। क्या तुम कम्प्यूटर पर काम करना चाहते हो? They use simple questions and statements to follow instructions, respond to questions, ask for help and permission and seek clarification in everyday classroom routines, for example, यह क्या है? मुझे समझ नहीं आया। क्या आप मेरी मदद करेगें? यहाँ आओ, फिर से कहो। धन्यवाद, सब आराम से बैठो।स्कूल कब शुरू हो रहे हैं? स्कूल का खेल-दिवस कब है? When speaking and reading aloud, they use features of Hindi pronunciation and intonation. Students locate and organise information relating to their personal, social and natural worlds from different types of texts and present information about home, school and community 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 simple imaginative texts, such as dialogues, puppet shows and songs. They use vocabulary related to school, home and the local environment, for example, चावल, रोटी, दाल, घर, कमरा, दरवाज़ा, घडी, कुर्सी, मेज़, किताबे, छात्र, पेंसिल, बोर्ड, पढ़ाई, लिखना, बोलना, पौधा, पेड़, फूल, घास, झूला, मोटरकार, रेलगाड़ी. Students use key grammatical forms and structures, such as verb tenses, nouns and adjectives, gender and number markers and conjunctions, for example, गया था, गयी, आऊँगी, आये, लड़का, लड़की, छोटा लड़का, छोटी लड़की, और, या, लेकिन, इसलिये, क्योंकि in simple spoken and written texts. They translate simple texts, such as captions and songs, identify words and phrases that are difficult to translate, and create simple bilingual texts for the classroom and school community. Students describe how the way they communicate reflects ways of behaving and thinking. They share their experiences of communicating in Hindi and English-speaking contexts and describe how their individual and group sense of identity is expressed in the languages they use.

Students identify and use Hindi sound and writing patterns, such as under-dot characters and punctuation conventions, for example, क़, ख़, ग़, ज़, फ़. They identify levels of compulsion implied in statements such as मुझे जाना चाहिए। मुझे जाना है। मुझे जाना पड़ता है. They identify ways that texts differ according to mode and context and compare Hindi texts with similar texts in English. 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 been influenced by and has influenced other languages. They investigate the use of Hindi and the nature of Hindi speakers in the international context. They compare Hindi and English language use and cultural practices, identifying culture-specific terms and expressions.