Advanced Hindi t course

The World Around Me Value: 0.5

This half unit (0.5) combines with Culture and Traditions (0.5) to equate to one standard unit – these should be delivered together as a semester unit. Students are expected to study the accredited semester 1.0 unit unless enrolled in a 0.5 unit due to late entry or early exit in a semester.

Prerequisites

Nil

Specific Unit Goals

This unit should enable students to:

explain in detail different types of media and their effect on society;

critically analyse effects of Indian cinema internally and externally;

create a range of texts depicting tourist attractions with promotional intention;

display understanding of responsibilities towards appropriate use of media; and

apply social and cultural references to produce a travel itinerary for a variety of age groups.

Content

Students are able to learn about the effects and role of media in society. They will gain familiarity of Indian geography and tourist attractions. Students will also learn vocabulary related to travel.

Media – social effects of technology

Tourism industry

Teaching and Learning Strategies

Refer to Teaching and Learning Strategies on page 12.

Assessment

Refer to Assessment Task Types Guide on page 13.

General Capabilities

	Evidence could be in:
Student Capabilities	Goals	Content	Teaching and Learning	Assessment
literacy				
numeracy				
Information and communication technology (ICT) capability				
critical and creative thinking				
personal and social capability				
ethical behaviour				
intercultural understanding				
collaborative team members				

Resources

Refer to page 24.

Culture and Traditions Value: 0.5

This half unit (0.5) combines with The World Around Me (0.5) to equate to one standard unit – these should be delivered together as a semester unit. Students are expected to study the accredited semester 1.0 unit unless enrolled in a 0.5 unit due to late entry or early exit in a semester.

Prerequisites

Nil

Specific Unit Goals

This unit should enable students to:

explain the influence of religion on Indian culture;

critically analyse people’s concept of religion past and present;

create and plan oral, written and multimodal texts in relation to British invasion and role of Raj in respective region;

display geographical knowledge of India for tourism purposes; and

apply knowledge of caste system to exchange views on other hierarchical structure in the world.

Content

In this unit, students will learn about different culture effects of cultural cinema. This unit will also focus on the importance and role of religion in Indian culture. Students will also learn about the impact of British system on Indian caste system.

Cultural Effects of Indian cinema

Role of religion in Indian culture

Impact of British Raj on caste system

Teaching and Learning Strategies

Refer to Teaching and Learning Strategies on page 12.

Assessment

Refer to Assessment Task Types Guide on page 13.

General Capabilities

	Evidence could be in:
Student Capabilities	Goals	Content	Teaching and Learning	Assessment
literacy				
numeracy				
Information and communication technology (ICT) capability				
critical and creative thinking				
personal and social capability				
ethical behaviour				
intercultural understanding				
collaborative team members				

Resources

Refer to page 24.

Arts and Entertainment Value: 0.5

Prerequisites

Nil.

Specific Unit Goals

This unit should enable students to:

explain the characteristics of Hindi literature and the works of Novel laureate;

critically analyse literal works of great writers in India;

create a variety of texts illustrating Bollywood and its impact in the world;

display appreciation of different types of arts and gather detailed information; and

apply linguistic knowledge to the world of performing and practical arts.

Content

Students will learn about the development of Hindi literature and its contribution to Indian society. They will also learn about the importance and impact of Bollywood in India and in the world.

Hindi Literature - Works of great writers

Performing arts

Bollywood – widespread and influence

Teaching and Learning Strategies

Refer to Teaching and Learning Strategies on page 12.

Assessment

Refer to Assessment Task Types Guide on page 13.

General Capabilities

	Evidence could be in:
Student Capabilities	Goals	Content	Teaching and Learning	Assessment
literacy				
numeracy				
Information and communication technology (ICT) capability			
critical and creative thinking				
personal and social capability				
ethical behaviour				
intercultural understanding				
collaborative team members			

Resources

Refer to page 24.

Individual Experience Value: 1.0

This unit combines Personal World 0.5 with Education and Aspirations 0.5

Society and Community Value: 1.0

This unit combines Community engagement 0.5 with Lifestyle and Health 0.5

The World and Culture Value: 1.0

This unit combines My Place 0.5 with The World around me 0.5

Culture and Traditions Value: 1.0

This unit combines Culture and Traditions 0.5 with Culture and Traditions 0.5

Appendix A – Common Curriculum Elements

Common curriculum elements assist in the development of high quality assessment tasks by encouraging breadth and depth and discrimination in levels of achievement.

Organisers	Elements	Examples
create, compose and apply	apply	ideas and procedures in unfamiliar situations, content and processes in non-routine settings
	compose	oral, written and multimodal texts, music, visual images, responses to complex topics, new outcomes
	represent	images, symbols or signs
	create	creative thinking to identify areas for change, growth and innovation, recognise opportunities, experiment to achieve innovative solutions, construct objects, imagine alternatives
	manipulate	images, text, data, points of view
analyse, synthesise and evaluate	justify	arguments, points of view, phenomena, choices
	hypothesise	statement/theory that can be tested by data
	extrapolate	trends, cause/effect, impact of a decision
	predict	data, trends, inferences
	evaluate	text, images, points of view, solutions, phenomenon, graphics
	test	validity of assumptions, ideas, procedures, strategies
	argue	trends, cause/effect, strengths and weaknesses
	reflect	on strengths and weaknesses
	synthesise	data and knowledge, points of view from several sources
	analyse	text, images, graphs, data, points of view
	examine	data, visual images, arguments, points of view
	investigate	issues, problems
organise, sequence and explain	sequence	text, data, relationships, arguments, patterns
	visualise	trends, futures, patterns, cause and effect
	compare/contrast	data, visual images, arguments, points of view
	discuss	issues, data, relationships, choices/options
	interpret	symbols, text, images, graphs
	explain	explicit/implicit assumptions, bias, themes/arguments, cause/effect, strengths/weaknesses
	translate	data, visual images, arguments, points of view
	assess	probabilities, choices/options
	select	main points, words, ideas in text
identify, summarise and plan	reproduce	information, data, words, images, graphics
	respond	data, visual images, arguments, points of view
	relate	events, processes, situations
	demonstrate	probabilities, choices/options
	describe	data, visual images, arguments, points of view
	plan	strategies, ideas in text, arguments
	classify	information, data, words, images
	identify	spatial relationships, patterns, interrelationships
	summarise	main points, words, ideas in text, review, draft and edit

Appendix B– Glossary of Verbs

Verbs	Definition
Analyse	Consider in detail for the purpose of finding meaning or relationships, and identifying patterns, similarities and differences
Apply	Use, utilise or employ in a particular situation
Argue	Give reasons for or against something
Assess	Make a Judgement about the value of
Classify	Arrange into named categories in order to sort, group or identify
Compare	Estimate, measure or note how things are similar or dissimilar
Compose	The activity that occurs when students produce written, spoken, or visual texts
Contrast	Compare in such a way as to emphasise differences
Create	Bring into existence, to originate
Demonstrate	Give a practical exhibition an explanation
Describe	Give an account of characteristics or features
Discuss	Talk or write about a topic, taking into account different issues or ideas
Evaluate	Examine and judge the merit or significance of something
Examine	Determine the nature or condition of
Explain	Provide additional information that demonstrates understanding of reasoning and /or application
Extrapolate	Infer from what is known
Hypothesise	Put forward a supposition or conjecture to account for certain facts and used as a basis for further investigation by which it may be proved or disproved
Identify	Recognise and name
Interpret	Draw meaning from
Investigate	Plan, inquire into and draw conclusions about
Justify	Show how argument or conclusion is right or reasonable
Manipulate	Adapt or change
Plan	Strategies, develop a series of steps, processes
Predict	Suggest what might happen in the future or as a consequence of something
Reflect	The thought process by which students develop an understanding and appreciation of their own learning. This process draws on both cognitive and affective experience
Relate	Tell or report about happenings, events or circumstances
Represent	Use words, images, symbols or signs to convey meaning
Reproduce	Copy or make close imitation
Respond	React to a person or text
Select	Choose in preference to another or others
Sequence	Arrange in order
Summarise	Give a brief statement of the main points
Synthesise	Combine elements (information/ideas/components) into a coherent whole
Test	Examine qualities or abilities
Translate	Express in another language or form, or in simpler terms
Visualise	The ability to decode, interpret, create, question, challenge and evaluate texts that communicate with visual images as well as, or rather than, words