Advanced Hindi t course

Additional Assessment Advice for Courses

Each standard (1.0) or half standard (0.5) unit must assess all Mandatory items.

In a 0.5 unit, a Speaking task type must be included. Writing and Responding may be incorporated into the one assessment task with similar relevant weighting to the 1.0 unit.

Every task must enable students to demonstrate higher order thinking skills.

The Mandatory items must be one item with the minimum mandatory weighting as shown above.

The complexity of the target language in the stimulus material and the response required should reflect the level of the course.

No assessment item may be less than 10%.

It is recommended that students be provided with a choice of questions from which they select one for sustained writing.

It is recommended that students produce a variety of text types over a course of study.

Board Recommendations

The Board recommends 3 - 5 assessment tasks per standard unit (1.0) and 2 - 3 per half standard unit (0.5).

Approaches to Assessment

Refer to recognised models of quality pedagogy such as the Quality Teacher model when developing tasks.

Use of a variety of practical and theoretical tasks that recognise different learning styles and utilise a range of technologies.

Representation of General capabilities

Literacy

Learning languages develops overall literacy. It strengths literacy- capabilities that are transferable across languages (for example, the language being learnt and the learner’s first language), across domains of use (for example, the academic domain and the domains of home language use), and across learning areas.

Learning languages makes accessible to students’ additional literacy experiences. It strengthens language awareness and helps to develop a metalanguage, a language for thinking and talking about how language works.

Numeracy

Learning languages affords opportunities for learners to use the target language to develop skills in numeracy, to understand, analyse, categorise, critically respond to and use mathematics in different contexts. This includes processes such as using and understanding patterns, order, and relationships to reinforce concepts such as number, time or space in their own and in others’ cultural and linguistic systems.

Information and communication technology (ICT) capability

Learning languages is enhanced through the use of multimodal resources, digital environments and technologies in the target language. Accessing live target language environments and texts via digital media contributes to the development of information technology capabilities as well as linguistic and cultural knowledge. Accessing different real–time contexts extends the boundaries of the classroom.

Critical and creative thinking

In learning a language, students interact with people and ideas from diverse backgrounds and perspectives, which enhance critical thinking, reflection and encourage creative, divergent and imaginative thinking. By learning to notice, connect, compare, and analyse aspects of the target language, students develop critical, analytic and problem–solving skills.

Personal and social capability

Students learn to understand themselves and others, and manage their relationships, lives, work and learning more effectively. The capability involves students in a range of practices including recognising and regulating emotions, developing empathy for others and understanding relationships, establishing and building positive relationships, making responsible decisions, working effectively in teams, handling challenging situations constructively and developing leadership skills.

Students will be encouraged to plan and organise their time efficiently to successfully complete learning tasks. This course will encourage students’ ability to work independently and to adopt a flexible approach in understanding the different linguistic and cultural contexts across various Hindi speaking communities.

Ethical behaviour

Students develop ethical understanding as they identify and investigate the nature of ethical concepts, values and character traits, and understand how reasoning can assist ethical judgment. Ethical understanding involves students in building a strong personal and socially oriented ethical outlook that helps them to manage context, conflict and uncertainty, and to develop an awareness of the influence that their values and behaviour have on others.

Study of the Hindi cultures will raise an awareness of students’ cultural sensitivity when presenting tasks. These tasks will encourage students to critically examine their own values and beliefs to that of others.

Intercultural understanding

Students develop intercultural understanding as they learn to value their own cultures, languages and beliefs, and those of others. They come to understand how personal, group and national identities are shaped, and the variable and changing nature of culture. The capability involves students in learning about and engaging with diverse cultures in ways that recognise commonalities and differences, create connections with others and cultivate mutual respect.

Collaborative team members

Students will have the opportunity to contribute to group work in both spoken and written tasks. Through these activities they will be able to foster cooperation and respect for others within the group.

Representation of Cross-curriculum

Aboriginal and Torres Strait Islander histories and cultures

Aboriginal and Torres Strait Islander communities are strong, rich, and diverse. Aboriginal and Torres Strait Islander identity is central to this priority. It is intrinsically linked to living and learning in Aboriginal and Torres Strait Islander communities, deep knowledge traditions and holistic world view.

A conceptual framework based on Aboriginal and Torres Strait Islander Peoples’ unique sense of Identity has been developed as a tool for embedding Aboriginal and Torres Strait Islander histories and cultures within the Australian curriculum. This sense of identity is approached through the interconnected concepts of Country/Place, people, and culture. Embracing these elements enhances all areas of the curriculum.

The Aboriginal and Torres Strait Islander priority provides opportunities for all learners to deepen their knowledge of Australia by engaging with the world’s oldest continuous living cultures. This knowledge and understanding will enrich their ability to participate positively in the evolving history of Australia.

A direct way of learning about and engaging with diverse Aboriginal and Torres Strait Islander communities is to learn an Aboriginal language and/or a Torres Strait Islander language. There is an inseparable connection between Aboriginal languages and Torres Strait Islander languages and land/sea, Country and Place, the environment, fauna, and flora. Aboriginal and Torres Strait Islander histories and cultures are an integral part of the learning of Aboriginal languages and Torres Strait Islander languages.

In learning all languages there is scope for making inter–linguistic and intercultural comparisons across languages, including Aboriginal and Torres Strait Islander languages, to develop understanding of concepts related to the linguistic landscape of Australia and to the concepts of language and culture in general.