Advanced Hindi t course

Proposed Evaluation Procedures

Course evaluation will be a continuous process. Teachers will meet regularly to discuss the content of the course and any requirements for modification of activities, teaching strategies and assessment instruments. The current trends and innovations in the teaching of Advance Hindi will be considered as teachers attend workshops, seminars and participate in discussion groups with other teachers such as on Moderation Day.

Teachers will monitor student performance and progress and student responses to various teaching, learning and assessment strategies. Students and teachers will complete evaluation questionnaires at the end of each unit. The results of these will be collated and reviewed from year to year. There will also be a continuous monitoring of student numbers between Years 11 and 12.

Informal discussions between teachers and students, past students, parents and other teachers will contribute to the evaluation of the course.

In the process of evaluation; students, teachers and others should, as appropriate, consider:

Are the course and Course Framework still consistent?

Were the goals achieved?

Was the course content appropriate?

Were the teaching strategies used successful?

Was the assessment program appropriate?

Have the needs of the students been met?

Was the course relevant?

How many students completed the course in each of the years of accreditation?

Personal World Value: 0.5

Prerequisites

Students are normally native speakers of the language, or have been educated through the language or have lived for an extensive period in India.

Specific Unit Goals

This unit should enable students to:

explain effective use of latest technology when recommending solutions to a problem;

critically analyse personal influence regarding Hindi literature and film;

create response that depicts comparison of conventional and contemporary marriage;

display increased awareness of issues affecting young people in India and Australia; and

apply personal relationships to a wider community.

Content

In this unit students will reflect on and discuss relationships and interaction with parents, friends and people in general. They will study characters and sort out relationship problems. They will consider issues related to love and marriage, and gender identity. They will have the opportunity to compare and contrast their personal experiences with those of their peers in Australia.

Psychology of Relationships - Characters from Hindi literature and/or film, Sorting out relationship problems

Relationship between Parents and children

Love and marriage

Gender identity

Teaching and Learning Strategies

Refer to Teaching 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.

Education and Community Value: 1.0

This unit is a combination of Education and Aspirations (0.5) and Community Engagement (0.5).

Prerequisites

Students are normally native speakers of the language, or have been educated through the language or have lived for an extensive period in India.

Specific Unit Goals

This unit should enable students to:

explain in detail language specific to Indian cuisine;

explain the school education system in India with comparison to that of Australia;

critically analyse written texts about future career and lifestyle choices;

critically analyse Hindi films and discuss issues related to consumerism;

create a graphical chart to demonstrate understanding of specific aspects of poverty and its effect on the lifestyle of the people;

create a list of all educational institutions, and discuss their merit and demerit ;

display thorough understanding of contemporary and traditional Indian cuisine;

display knowledge of dominant education in India and compared that to its counterpart in neighbouring countries;

apply learning of history to solve contemporary issues; and

apply skills to latest information technology for assessment outcomes s and research purposes.