AC9LH10C03 Year 9 Languages

AC9LH10C03 – Year 9 Languages: Mediating meaning in and between languages

Strand

Communicating meaning in Hindi

Substrand

Mediating meaning in and between languages

This Content Descriptor from Year 9 Languages provides the specific knowledge and skills students should learn. Use it to plan lessons, create learning sequences, and design assessments that align with the Australian Curriculum v9.

Content Descriptor

evaluate and synthesise information, ideas and perspectives in a broad range of spoken, written and multimodal texts and respond appropriately to cultural context, purpose and audience

Elaborations

• accessing and evaluating texts that contain different perspectives on a range of topics to support debates or informative presentations, for example, जनसँख्या; भेदभाव; बेरोज़गारी, वैश्वीकरण, मानव अधिकार
• analysing the relationship between texts and cultural contexts, for example, by analysing language used in commentaries on क्रिकेट or reflections on Bhagat Singh, Subhash Chandra Bose, Rabindranath Tagore
• analysing the use of images, sounds, gestures and language in Hindi and Bollywood songs, films and performances and incorporating some of these elements in a short video or presentation
• listening to or reading First Nations Australian authors’ stories in English, and creating an author profile in Hindi
• identifying how imaginative texts from different eras use structure, expression and mood to build action, convey emotion and reflect cultural values, for example, by comparing the pre-Independence story बड़े भाई साहब by प्रेमचंद with a contemporary text such as 3 इडियट्स
• examining texts such as secure blogs, letters, interviews or newspaper announcements, and distinguishing between facts and opinions, identifying author intent, for example, reading and discussing letters by Jawahar Lal Nehru, पिता के पत्र पुत्री के नाम
• comparing how elements such as humour, compassion or suspense are used in different forms of popular culture in Hindi and English, for example, in folk or fairy tales, game shows, advertisements, commercial films or reality shows

Show 3 more elaborations

• using evaluative and expressive language to respond to artworks such as paintings and sculptures, for example, Rajasthani miniature paintings, Patachitra from Bengal, Madhubani paintings, Warli from Maharashtra, and discussing the relationship between representation and culture
• exploring poetic devices such as rhythm, imagery and metaphor in Hindi poetry to create humorous, emotional or dramatic effects, for example, in children’s poems that celebrate nature, such as आया बसंत बसन्, in poetry by रवीन्द्रनाथ टैगोर; हरिवंश राय बच्चन or devotional verse मीराबाई और सूरदास के भक्ति गीत
• conducting face-to-face or secure online interviews or surveys with peers, family or community members to obtain and present information about life stories and memoirs on topics such as migration to Australia, living ‘across’ languages and cultures or personal milestones

Achievement Standard This Supports

This Content Descriptor contributes to the following Achievement Standard:

Year 9 ASLANHINF10Y910

Year 9 Languages Achievement Standard

By the end of Year 10, students contribute to and extend interactions in Hindi language in increasingly unfamiliar contexts related to a wide range of interests and issues. They interpret texts by evaluating and synthesising information, ideas and perspectives. They show understanding of how features of language can be used to influence audience response. They create texts, selecting and manipulating language for a range of contexts, purposes and audiences. They apply and use complex sentences and structures to create and respond to spoken and written texts. They use a variety of tenses to sequence events and use language features to enhance meaning and cohesion. Students incorporate the features and conventions of spoken Hindi to extend fluency. They demonstrate understanding of the conventions of spoken and written texts and the connections between them. They apply knowledge of language structures and features to make and predict meaning. They support analysis of Hindi texts, using metalanguage. They reflect on their own cultural perspectives and identity, and draw on their experience of learning Hindi, to evaluate how this learning influences their ideas and ways of communicating.