AC9LH10EC04 Year 9 Languages

AC9LH10EC04 – 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

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

Elaborations

• researching different perspectives of a selected issue, for example, प्रदूषण, जनसँख्या, भेदभाव, presented in different media outlets, such as news sites or specialty magazines and using the information as stimulus for in-class or online debates or opinion pieces
• obtaining information from advertisements, reports or travel brochures, using facts from the texts to respond in different ways, for example, inviting a friend on a shopping outing, persuading parents to allow them to attend a concert or creating a holiday itinerary
• listening to popular Hindi songs or viewing music videos and summarising key ideas or messages and comparing these with songs and music videos that appeal to young people in Australia
• listening to or reading First Nations Australian authors’ stories in English, and creating an author profile in Hindi
• examining a variety of resources to prepare multimodal presentations on aspects of Indian lifestyles and cultural practices and compare and contrast with their own experiences, for example fashion, regional food and music
• collecting examples of positive news or success stories related to their school, homes or local community, for example, sporting achievements or successful fundraising, and sharing their findings in formats such as digital displays or newsletter contributions
• comparing the style, themes and language associated with different musical genres, for example, patriotic music such as राष्ट्रीय गान and सारे जहाँ से अच्छा, film songs or advertising jingles

Show 4 more elaborations

• presenting information collected from print and digital sources on a topic such as regional food specialities, for example, creating a glossary of terms by categories such as herbs and spices मसाले, हल्दी, धनिया, फल, सब्जियाँ, सूखे मेवे
• discussing the enduring influence of classical fables and legends in passing on cultural values through allegory and storytelling, for example, by identifying classical references to describe personal traits or qualities, as in सत्यवादी हरिश्चन्द्र, श्रवण कुमार
• discussing basic elements of traditional forms of Hindi literature by significant writers, such as मुँशी प्रेमचंद, कबीर, हरिवंश राय बच्चन, महादेवी वर्मा
• comparing story lines and characterisation in popular Hindi and English language television shows, traditional folktales or cartoons, such as चाचा चौधरी; बहादुर नागराज, and identifying elements of commonality such as loss, love or loyalty

Achievement Standard This Supports

This Content Descriptor contributes to the following Achievement Standard:

Year 9 ASLANHIN7_10Y910

Year 9 Languages Achievement Standard

By the end of Year 10, students initiate and sustain Hindi language to exchange and compare ideas and experiences about their own and others’ personal worlds. They communicate using non-verbal, spoken and written language to collaborate, plan and reflect on activities and events. They interpret and analyse information and ideas in texts and demonstrate understanding of different perspectives. They synthesise information and respond in Hindi or English, adjusting language to convey meaning and to suit context, purpose and audience. They use structures and features of spoken and written Hindi to create texts. Students apply features and conventions of spoken Hindi to enhance fluency. They select and apply knowledge of language conventions, structures and features to interact, make meaning and create texts. They support discussion of structures and features of texts, using metalanguage. They reflect on their own language use and cultural identity, and draw on their experience of learning Hindi, to discuss how this learning influences their ideas and ways of communicating.