NSW Education Standards Authority

Modern Hebrew K–10 Draft Syllabus for Consultation

17 June – 12 August 2019

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NCS-XXX D2019/62169

Contents

NESA K–10 Syllabus Development Process ...... 4 Introduction...... 5 Introduction to the Modern Hebrew K–10 Syllabus ...... 6 Modern Hebrew Key ...... 9 Rationale ...... 11 The Place of the Modern Hebrew K–10 Syllabus in the K–12 Curriculum ...... 13 Aim ...... 14 Objectives...... 15 Outcomes ...... 16 Stage Statements ...... 21 Content ...... 30 Content for Early Stage 1 ...... 39 Content for Stage 1 ...... 48 Content for Stage 2 ...... 59 Content for Stage 3 ...... 71 Content for Stage 4 ...... 85 Content for Stage 5 ...... 107 Years 7–10 Life Skills Outcomes and Content ...... 126 Years 7–10 Life Skills Outcomes ...... 127 Years 7–10 Life Skills Content ...... 133 Assessment ...... 148 Glossary ...... 151

NESA K–10 Syllabus Development Process

The NSW Education Standards Authority (NESA) process for the development of K–10 syllabuses to include Australian Curriculum content involves expert writers and opportunities for broad consultation with teachers and other stakeholder groups in order to receive the highest-quality advice from across the education community.

This project will follow the NESA syllabus development process, recognising the substantial review and development work that the Australian Curriculum, Assessment and Reporting Authority (ACARA), together with all states and territories, has undertaken.

Each subsection of the Modern Hebrew K–10 Draft Syllabus addresses a syllabus component and includes an explanation of the component’s purpose.

Assisting respondents

The following icons are used throughout this document to assist respondents:

Icon and label Description

This icon indicates general information that assists in reading or  for your information understanding the information contained in the document. Text introduced by this icon will not appear in the final syllabus.

This icon indicates material on which responses and views are sought  consult through consultation.

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Introduction

 for your information This text is included in all K–10 syllabuses.

The K–10 curriculum

The NSW Education Standards Authority (NESA) syllabuses are developed with respect to some overarching views about education. These include the NESA K–10 Curriculum Framework and Statement of Equity Principles, and the Melbourne Declaration on Educational Goals for Young Australians (December 2008).

In accordance with the K–10 Curriculum Framework and the Statement of Equity Principles, the syllabus takes into account the diverse needs of all students. It identifies essential knowledge, understanding, skills, values and attitudes. It outlines clear standards of what students are expected to know and be able to do in K–10. It provides structures and processes by which teachers can provide continuity of study for all students.

The framework also provides a set of broad learning outcomes that summarise the knowledge, understanding, skills, values and attitudes essential for all students in all learning areas to succeed in and beyond their schooling.

The continued relevance of the K–10 Curriculum Framework is consistent with the intent of the Melbourne Declaration on Educational Goals for Young Australians (December 2008), which set the direction for Australian schooling for the next ten years. There are two broad goals: Goal 1: Australian schooling promotes equity and excellence. Goal 2: All young Australians become successful learners, confident and creative individuals, and active and informed citizens.

The way in which learning in the Modern Hebrew K–10 Syllabus will contribute to the curriculum, and to students’ achievement of the broad learning outcomes, is outlined in the syllabus rationale.

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Introduction to the Modern Hebrew K–10 Syllabus

 for your information

The language

The language to be studied and assessed is the modern standard version of Modern Hebrew.

Students should be aware of formal and informal levels of language used in daily life. This includes the use of colloquialisms, where appropriate, and an awareness of regional differences.

The learners of Modern Hebrew

Students come to the learning of languages with diverse linguistic, cultural and personal profiles, including a range of prior language experiences either in Modern Hebrew or in a different language. Students may have engaged with Modern Hebrew in formal or less formal contexts, or they may have been exposed to a language through family members or in-country experience. Students start school as mono-, bi- or plurilinguals.

Mandatory study of a language occurs in Stage 4. However, students may commence their study of a language at any point along the K–10 continuum.

The learners of Modern Hebrew include students:  learning Modern Hebrew as a second or additional language  with prior learning and/or experience who may have: − undertaken a significant school-based learning program in Australia − had exposure to Modern Hebrew language and culture and may engage in some active but predominantly receptive use of Modern Hebrew (including dialects and variants of Modern Hebrew)  with a background in the language who have had their primary socialisation as well as initial literacy development and primary schooling in Modern Hebrew  undertaking a course based on Life Skills outcomes and content.

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Diversity of learners

NSW syllabuses are inclusive of the learning needs of all students. Syllabuses accommodate teaching approaches that support student diversity, including students with disability, gifted and talented students, and students learning English as an additional language or dialect (EAL/D). Students may have more than one learning need.

Students with disability All students are entitled to participate in and progress through the curriculum. Under the Disability Standards for Education 2005, schools are required to provide additional support or adjustments to teaching, learning and assessment activities for some students with disability. Adjustments are measures or actions taken in relation to teaching, learning and assessment that enable a student with disability to access syllabus outcomes and content and demonstrate achievement of outcomes.

Students with disability can access outcomes and content from K–10 syllabuses in a range of ways. Students may engage with:  syllabus outcomes and content from their age-appropriate Stage with adjustments to teaching, learning and/or assessment activities; or  selected syllabus outcomes and content from their age-appropriate Stage, relevant to their learning needs; or  syllabus outcomes from an earlier Stage, using age-appropriate content; or  selected Years 7–10 Life Skills outcomes and content from one or more syllabuses for students in Stages 4 and 5.

Decisions regarding curriculum options, including adjustments, should be made in the context of collaborative curriculum planning with the student, parent/carer and other significant individuals to ensure that syllabus outcomes and content reflect the learning needs and priorities of individual students.

Further information can be found in support materials for:  Languages  Special education  Life Skills.

Gifted and talented students Gifted and talented students have specific learning needs that may require adjustments to the pace, level and content of the curriculum. Differentiated educational opportunities assist in meeting the needs of gifted and talented students.

Generally, gifted and talented students demonstrate the following characteristics:  the capacity to learn at faster rates  the capacity to find and solve problems  the capacity to make connections and manipulate abstract ideas.

There are different kinds and levels of giftedness and talent. Gifted and talented students may also have learning disabilities and/or English as an additional language or dialect. These needs should be addressed when planning appropriate teaching, learning and assessment activities.

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Curriculum strategies for gifted and talented students may include:  differentiation: modifying the pace, level and content of teaching, learning and assessment activities  acceleration: promoting a student to a level of study beyond their age group  curriculum compacting: assessing a student’s current level of learning and addressing aspects of the curriculum that have not yet been mastered.

School decisions about appropriate strategies are generally collaborative and involve teachers, parents/carers and students, with reference to documents and advice available from NESA and the education sectors.

Gifted and talented students may also benefit from individual planning to determine the curriculum options, as well as teaching, learning and assessment strategies, most suited to their needs and abilities.

Students learning English as an additional language or dialect (EAL/D) Many students in Australian schools are learning English as an additional language or dialect (EAL/D). EAL/D students are those whose first language is a language or dialect other than Standard Australian English and who require additional support to assist them to develop English language proficiency.

EAL/D students come from diverse backgrounds and may include:  overseas and Australian-born students whose first language is a language other than English, including creoles and related varieties  Aboriginal and Torres Strait Islander students whose first language is Aboriginal English, including Kriol and related varieties.

EAL/D students enter Australian schools at different ages and stages of schooling and at different stages of English language learning. They have diverse talents and capabilities and a range of prior learning experiences and levels of literacy in their first language and in Standard Australian English. EAL/D students represent a significant and growing percentage of learners in NSW schools. For some, school is the only place they use Standard Australian English.

EAL/D students are simultaneously learning a new language and the knowledge, understanding and skills of a syllabus through that new language. They require additional time and support, along with informed teaching that explicitly addresses their language needs, and assessments that take into account their developing language proficiency.

The ESL Scales and the English as an Additional Language or Dialect: Teacher Resource provide information about the English language development phases of EAL/D students. These materials and other resources can be used to support the specific needs of EAL/D students and to assist students to access syllabus outcomes and content.

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Modern Hebrew Key

 for your information The following codes and icons are used in the Modern Hebrew K–10 Syllabus.

Outcome coding

Syllabus outcomes are coded in a consistent way. The code identifies the language, Stage, outcome number and the way content is organised.

Early Stage 1 to Stage 5 are represented by the following codes:

Stage Code

Early Stage 1 e

Stage 1 1

Stage 2 2

Stage 3 3

Stage 4 4

Stage 5 5

Life Skills LS

In the Modern Hebrew syllabus, outcome codes indicate subject, Stage, outcome number and strand. For example:

Outcome code Interpretation

LMH2-1C Languages, Modern Hebrew, Stage 2 – Outcome number 1 (Communicating)

LMH5-7U Languages, Modern Hebrew, Stage 5 – Outcome number 7 (Understanding)

LMHLS-2C Languages, Modern Hebrew, Life Skills – Outcome number 2 (Communicating)

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Learning across the curriculum icons

 for your information Learning across the curriculum content, including the cross-curriculum priorities, general capabilities and other areas identified as important learning for all students, is incorporated and identified by icons in the syllabus.

Cross-curriculum priorities

Aboriginal and Torres Strait Islander histories and cultures

Asia and Australia’s engagement with Asia

Sustainability

General capabilities

Critical and creative thinking

Ethical understanding

Information and communication technology capability

Intercultural understanding

Literacy

Numeracy

Personal and social capability

Other learning across the curriculum areas

Civics and citizenship

Difference and diversity

Work and enterprise

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Rationale

 for your information The rationale describes the distinctive nature of the subject and outlines its relationship to the contemporary world and current practice. It explains the place and purpose of the subject in the curriculum, including:  why the subject exists  the theoretical underpinnings  what makes the subject distinctive  why students would study the subject  how it contributes to the purpose of the K–10 Curriculum Framework  how it prepares students for further schooling.

Learning languages provides the opportunity for students to engage with the linguistic and cultural diversity of the world and its peoples. Students broaden their horizons in relation to personal, social, cultural and employment opportunities in an increasingly interconnected and interdependent world. Proficiency in languages provides a national resource that serves communities within Australia and enables the nation to engage more effectively with the global community.

Contemporary research and practice have established a clear link between the learning of languages and improved literacy skills for both background speakers and second or additional language learners. Through the development of communicative skills in a language and understanding of how language works as a system, students further develop literacy in English, through close attention to detail, accuracy, logic and critical reasoning. Learning languages exercises students’ intellectual curiosity, increases metalinguistic awareness, strengthens intellectual, analytical and reflective capabilities, and enhances critical and creative thinking.

Modern Hebrew is the language of the State of Israel. Modern Hebrew shares linguistic and phonological similarities with other Semitic languages such as Arabic, Aramaic and Syriac. Modern Hebrew has evolved from a classical language that has had a continuous history of more than three thousand years and has continued to be used as a liturgical and literary language. The development of Modern Hebrew towards a vibrant, modern language has made a significant artistic, cultural and scientific contribution to the world. The study of Modern Hebrew develops linguistic skills and an appreciation of ancient and modern culture.

Modern Hebrew is now spoken by approximately nine million people in Israel and in the diaspora. Modern Hebrew is a highly inflected Semitic language written from right to left. The Modern Hebrew alphabet has 22 letters. Modern Hebrew-speaking communities continue to play a significant role in Australia’s diverse society. There is an ongoing strong relationship between Israel and Australia, which enhances trade relations in technology, medicine, aircraft, spacecraft and agriculture and develops appreciation of the richness of art, cuisine, literature, film and music of Modern Hebrew- speaking communities.

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The ability to communicate in Modern Hebrew provides incentives for travel and for more meaningful interactions with speakers of Modern Hebrew, encouraging sociocultural understanding between Australia and Modern Hebrew-speaking communities, and cohesion within the Australian community. It also provides opportunities for students to gain insights into the contributions that have been made by Modern Hebrew-speaking communities to Australian society, and to the global community. For background speakers, this valuable learning experience is further enhanced by the opportunity to maintain and develop their Modern Hebrew language skills and understanding of their cultural heritage.

The rich linguistic and cultural diversity of New South Wales, to which Modern Hebrew-speaking communities contribute significantly, provides an educational environment where the study of languages and cultures is valued as a unique and integral part of the K–10 curriculum.

Through learning languages, students develop an intercultural capability and an understanding of the role of language and culture in communication, and become more accepting of difference and diversity. They develop understanding of global citizenship, and reflect on their own heritage, values, culture and identity.

The study of Modern Hebrew from Kindergarten to Year 10 may be the basis for further study of Modern Hebrew in Stage 6, and for future employment, within Australia and internationally, in areas such as journalism, hospitality, economics and trade, engineering and construction, and international relations.

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The Place of the Modern Hebrew K–10 Syllabus in the K–12 Curriculum

 for your information NSW syllabuses include a diagram that illustrates how the syllabus relates to the learning pathways in K–12. This section places the Modern Hebrew K–10 syllabus in the K–12 curriculum as a whole.

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Aim

 for your information In NSW syllabuses, the aim provides a succinct statement of the overall purpose of the syllabus. It indicates the general educational benefits for students from programs based on the syllabus.

The aim, objectives, outcomes and content of a syllabus are clearly linked and sequentially amplify details of the intention of the syllabus.

The study of Modern Hebrew in K–10 enables students to communicate with others in Modern Hebrew, and to reflect on and understand the nature and role of language and culture in their own lives and the lives of others.

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Objectives

 for your information In NSW syllabuses, objectives provide specific statements of the intention of a syllabus. They amplify the aim and provide direction to teachers on the teaching and learning process emerging from the syllabus. They define, in broad terms, the knowledge, understanding, skills, values and attitudes to be developed through study in the subject. They act as organisers for the intended outcomes.

Knowledge, understanding and skills

Communicating strand Students use language for communicative purposes by:  interacting – exchanging information, ideas and opinions, and socialising, planning and negotiating  accessing and responding – obtaining, processing and responding to information through a range of spoken, written, digital and/or multimodal texts  composing – creating spoken, written, bilingual, digital and/or multimodal texts.

Understanding strand Students analyse and understand language and culture by:  systems of language – understanding the language system including sound, writing, grammar and text structure; and how language changes over time and place  the role of language and culture – understanding and reflecting on the role of language and culture in the exchange of meaning, and considering how interaction shapes communication and identity.

The Communicating and Understanding strands are interdependent and one or more of the objectives may be emphasised at any given time, depending on the language and the Stage of learning.

Values and attitudes

Students:  develop an interest in and enjoyment of language learning  appreciate and value their own heritage, culture and identity  appreciate and respect the culture, beliefs and values of others through language learning.

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Outcomes

 for your information In NSW syllabuses, outcomes provide detail about what students are expected to achieve at the end of each Stage in relation to the objectives. They indicate the knowledge, understanding and skills expected to be demonstrated by students as a result of effective teaching and learning. They are derived from the objectives of the syllabus.

Table of objectives and outcomes – continuum of learning

Communicating strand Objective Interacting – exchanging information, ideas and opinions, and socialising, planning and negotiating*

Early Stage 1 Stage 1 Stage 2 Stage 3 Stage 4 Stage 5 outcome outcome outcome outcome outcome outcome A student: A student: A student: A student: A student: A student:

LMHe-1C LMH1-1C LMH2-1C LMH3-1C LMH4-1C LMH5-1C interacts in participates in interacts with uses Modern uses Modern manipulates simple classroom others to share Hebrew to Hebrew to Modern exchanges in interactions information interact with interact with Hebrew in Modern and play- and participate others to others to sustained Hebrew based learning in classroom exchange exchange interactions to activities in activities in information information, exchange Modern Modern and opinions, ideas and information, Hebrew Hebrew and to opinions, and ideas and participate in make plans opinions, and classroom make plans activities and negotiate

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Objective Accessing and responding – obtaining, processing and responding to information through a range of spoken, written, digital and/or multimodal texts*

Early Stage 1 Stage 1 Stage 2 Stage 3 Stage 4 Stage 5 outcomes outcomes outcomes outcomes outcomes outcomes A student: A student: A student: A student: A student: A student:

LMHe-2C LMH1-2C LMH2-2C LMH3-2C LMH4-2C LMH5-2C engages with identifies key locates and obtains and identifies main identifies and Modern words and classifies processes ideas in, and interprets Hebrew texts information in information in information in obtains information in simple texts texts texts, using information a range of contextual and from texts texts other clues

LMHe-3C LMH1-3C LMH2-3C LMH3-3C LMH4-3C LMH5-3C responds to responds to responds to responds to organises and evaluates and spoken and texts using a texts in a texts using responds to responds to visual texts range of variety of ways different information information, supports formats and ideas in opinions and texts for ideas in texts, different using a range audiences of formats for specific contexts, purposes and audiences

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Objective Composing – creating spoken, written, bilingual, digital and/or multimodal texts*

Early Stage 1 Stage 1 Stage 2 Stage 3 Stage 4 Stage 5 outcome outcome outcome outcome outcome outcome A student: A student: A student: A student: A student: A student:

LMHe-4C LMH1-4C LMH2-4C LMH3-4C LMH4-4C LMH5-4C composes composes composes composes applies a experiments texts in texts in texts in texts in range of with linguistic Modern Modern Modern Modern linguistic patterns and Hebrew using Hebrew using Hebrew using Hebrew using structures to structures to visual supports rehearsed modelled a series of compose texts compose texts and other language language sentences in Modern in Modern scaffolds Hebrew, using Hebrew, using a range of a range of formats for formats for a different variety of audiences contexts, purposes and audiences

* Speaking, listening, reading and writing skills are integral for students who are developing their acquisition of Modern Hebrew. For some students with disability, teachers will need to consider relevant and appropriate adjustments to speaking, listening, reading, writing and communication experiences within the context of the Modern Hebrew K–10 Syllabus.

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Understanding strand Objective Systems of language – understanding the language system, including sound, writing, grammar and text structure; and how language changes over time and place*

Early Stage 1 Stage 1 Stage 2 Stage 3 Stage 4 Stage 5 outcomes outcomes outcomes outcomes outcomes outcomes A student: A student: A student: A student: A student: A student:

LMHe-5U LMH1-5U LMH2-5U LMH3-5U LMH4-5U LMH5-5U recognises recognises recognises applies key applies demonstrates spoken and pronunciation features of Modern how Modern Modern reproduces and intonation Modern Hebrew Hebrew Hebrew the sounds of patterns of Hebrew pronunciation pronunciation Modern Modern pronunciation and intonation and intonation Hebrew Hebrew and intonation patterns are used to convey meaning

LMHe-6U LMH1-6U LMH2-6U LMH3-6U LMH4-6U LMH5-6U recognises recognises demonstrates applies basic demonstrates demonstrates written Modern basic Modern understanding Modern understanding understanding Hebrew Hebrew writing of basic Hebrew writing of key aspects of how Modern conventions Modern conventions of Modern Hebrew writing Hebrew writing Hebrew writing conventions conventions conventions are used to convey meaning

LMHe-7U LMH1-7U LMH2-7U LMH3-7U LMH4-7U LMH5-7U recognises the recognises demonstrates demonstrates applies analyses the difference Modern understanding understanding features of function of between Hebrew of elements of of Modern Modern complex statements, language Modern Hebrew Hebrew Modern questions and patterns in Hebrew grammatical grammatical Hebrew commands in statements, grammar in structures structures and grammatical Modern questions and familiar sentence structures to Hebrew commands language patterns to extend patterns convey meaning information and ideas

LMHe-8U LMH1-8U LMH2-8U LMH3-8U LMH4-8U LMH5-8U recognises recognises demonstrates recognises identifies analyses that there are features of an awareness how texts and variations in linguistic, different kinds familiar texts of how familiar language use linguistic and structural and of texts texts are vary according structural cultural structured to context and features of features in a purpose texts range of texts

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Objective The role of language and culture – understanding and reflecting on the role of language and culture in the exchange of meaning, and considering how interaction shapes communication and identity*

Early Stage 1 Stage 1 Stage 2 Stage 3 Stage 4 Stage 5 outcome outcome outcome outcome outcome outcome A student: A student: A student: A student: A student: A student:

LMHe-9U LMH1-9U LMH2-9U LMH3-9U LMH4-9U LMH5-9U recognises recognises recognises makes identifies that explains and other similarities and how terms connections language use reflects on the languages differences in and between reflects interrelationship and cultures in communication expressions cultural cultural ideas, between their across cultures reflect practices and values and language, immediate aspects of language use beliefs culture and environment culture identity and the world

* Speaking, listening, reading and writing skills are integral for students who are developing their acquisition of Modern Hebrew. For some students with disability, teachers will need to consider relevant and appropriate adjustments to speaking, listening, reading, writing and communication experiences within the context of the Modern Hebrew K–10 Syllabus.

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Stage Statements

 for your information In NSW syllabuses Stage statements summarise the knowledge, understanding, skills, values and attitudes developed by students as a result of achieving the outcomes for each Stage of learning.

Australian Curriculum achievement standards underpin the development of the Stage statements.

Stage statements are summaries of the knowledge, understanding, skills, values and attitudes that have been developed by students as a result of achieving the outcomes for the relevant Stage of learning.

Prior-to-school learning

Students bring to school a range of knowledge, understanding and skills developed in home and prior-to-school settings. The movement into Early Stage 1 should be seen as a continuum of learning and planned for appropriately.

The Early Years Learning Framework for Australia describes a range of opportunities for students to learn and develop a foundation for future success in learning.

The Early Years Learning Framework for Australia has five learning outcomes that reflect contemporary theories and research evidence about children’s learning. The outcomes are used to guide planning and to assist all children to make progress.

The outcomes are: 1. Children have a strong sense of identity. 2. Children are connected with and contribute to their world. 3. Children have a strong sense of wellbeing. 4. Children are confident and involved learners. 5. Children are effective communicators.

In addition, teachers need to acknowledge the learning that children bring to school, and plan appropriate learning experiences that make connections with existing language and literacy development, including language used at home.

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Early Stage 1

By the end of Early Stage 1, students interact in Modern Hebrew with their teacher and peers through action-related talk and play-based activities. They exchange greetings and respond to simple instructions, question cues and spoken and visual texts with actions, gestures, single words or phrases, including formulaic phrases. They participate in shared listening or viewing of texts such as electronic books or Big Book stories, using pictures and contextual clues to help make meaning, and responding through actions, gestures, drawing or singing. They identify key words in spoken texts, such as names of people or objects, and match simple words to pictures, for example labelling classroom objects in Modern Hebrew and English. They compose their own spoken texts with teacher support, using scaffolds and visual support, such as photographs, to convey simple information about themselves or their family.

Students recognise that Modern Hebrew sounds different to English, and mimic Modern Hebrew pronunciation, approximating sounds. They recognise the difference between statements, questions and commands. They understand that there are different kinds of texts, such as songs, labels and captions, and recognise Modern Hebrew in the written form. They understand that some Modern Hebrew and English words are similar. They recognise that Modern Hebrew is used in the Middle East and other places in the world, and explore different languages that are used by their peers or family, or in their local community. Students have a growing awareness of the culture of Modern Hebrew-speaking communities, and identify some Modern Hebrew cultural practices that are similar or different to their own.

Students with prior learning and/or experience Students with prior learning and/or experience of Modern Hebrew have more developed communicative skills, and knowledge and understanding of language and culture. They interact in Modern Hebrew with their peers and the teacher by exchanging greetings, responding to questions and instructions and taking turns in class activities. They identify key words and specific information in simple spoken and visual texts, and share information, using illustrations and gestures to support meaning. They compose simple spoken and visual texts, using illustrations and actions, and create bilingual word lists and labels for the classroom using scaffolds.

Students use features of the Modern Hebrew sound system, including pitch, accent, rhythm and intonation, and understand that the sounds of Modern Hebrew are represented in words and symbols. They identify the function of statements, questions and commands. They describe aspects of themselves and their family background, and their own prior learning and/or experience of Modern Hebrew.

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Stage 1

By the end of Stage 1, students interact in Modern Hebrew with their teacher and peers to exchange greetings and simple information. They use Modern Hebrew in play-based learning contexts and classroom routines, using modelled language. They identify key words and information in simple texts, such as charts, songs and rhymes, and respond to texts, using key words, phrases, gestures, objects and other supports. They compose simple texts in Modern Hebrew using rehearsed language, and create bilingual labels and captions for objects and visual texts.

Students reproduce the sounds and rhythms of spoken Modern Hebrew, and understand how sounds are represented in Modern Hebrew. They recognise and copy some letters of the Modern Hebrew alphabet, and identify language patterns in simple statements, questions and commands. They identify features of familiar texts, such as greeting cards, and variations in language use when greeting and addressing different people. They recognise that Modern Hebrew and English borrow words and expressions from each other and other languages. Students understand that the ways in which people use language reflect their culture, and relate to where and how they live and what is important to them. They reflect on similarities and differences between Modern Hebrew and their own language and culture.

Students with prior learning and/or experience Students with prior learning and/or experience of Modern Hebrew have more developed communicative skills, and knowledge and understanding of language and culture. They interact in Modern Hebrew with their peers and teacher to exchange personal information, and participate in classroom routines and guided activities by responding to questions, following instructions and seeking permission. They locate and organise key points of information from simple spoken, written, digital and visual texts, and respond to texts in English or by using modelled sentence structures in Modern Hebrew. They compose simple texts, using modelled language and illustrations to support meaning, and create simple bilingual texts in print or digital form, such as word lists, labels or captions for the classroom.

Students apply pronunciation and intonation patterns, including pronunciation of loan words and punctuation. They compose simple texts using combinations of letters of the Modern Hebrew alphabet, recognising how letters are represented in words, parts of speech and basic word order in simple sentences. They reflect on the role of Modern Hebrew language and culture in their own lives.

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Stage 2

By the end of Stage 2, students interact with others in Modern Hebrew to share information and participate in guided activities that involve following instructions and collaborating with peers. They locate and classify information in texts, such as recipes or menus, and respond to texts, using modelled language and graphic, visual or digital supports. They compose texts in Modern Hebrew, using familiar words, formulaic expressions and modelled language, and create bilingual texts, such as descriptions and signs for the classroom.

Students reproduce pronunciation and intonation patterns, and identify sound–writing relationships. They write simple texts using the Modern Hebrew alphabet, and identify basic elements of grammar in familiar language patterns. They recognise structure and language features in familiar texts, and variations in language use according to context and relationships between participants. They recognise frequently used loan words from English and other languages, comparing pronunciation. Students identify terms and expressions in Modern Hebrew that reflect cultural practices, and make comparisons with their own and other communities. They understand that ways of communicating and behaving reflect aspects of personal identity.

Students with prior learning and/or experience Students with prior learning and/or experience of Modern Hebrew have more developed communicative skills, and knowledge and understanding of language and culture. They interact with others in Modern Hebrew to share information, experiences and feelings, and participate in tasks and activities that involve collaborative planning and simple transactions. They locate and organise information from spoken, written, digital and visual texts, and respond to texts, using English or modelled language in Modern Hebrew, in spoken, written and digital modes. They compose texts using formulaic expressions, modelled language and visual supports, and create bilingual texts such as signs or notices, digital picture dictionaries or word banks for the classroom and school community.

Students apply intonation and phrasing patterns of spoken Modern Hebrew. They write texts using the Modern Hebrew alphabet, applying their knowledge of grammatical elements to describe actions, people and objects. They reflect on their experiences when interacting in Modern Hebrew and English-speaking contexts, identifying similarities and differences in language use and behaviours.

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Stage 3

By the end of Stage 3, students interact with others in Modern Hebrew to exchange information and opinions. They engage in learning activities and collaborate with peers to plan a group activity or shared event. They obtain and organise information from spoken, written and digital texts, using contextual and other clues to elicit meaning, and respond to texts in Modern Hebrew or English, using a range of formats. They compose informative and imaginative texts, linking ideas in a series of sentences, and using familiar modelled language and scaffolds. They create bilingual texts, such as signs, notices, games, displays, digital presentations or word banks, for the school community.

Students use key features of pronunciation and intonation, recognising the relationship between sounds, words and meaning, and apply basic writing conventions. They recognise the systematic nature of Modern Hebrew grammar rules, and use basic grammatical structures to present information. They identify how texts vary according to purpose and context, and recognise variations in language use according to context and relationships between participants. They explore the influence of Modern Hebrew language and culture on other languages. Students describe aspects of their own identity, making comparisons between their own cultural practices and language use and those of Modern Hebrew-speaking communities, and considering how this affects intercultural communication.

Students with prior learning and/or experience Students with prior learning and/or experience of Modern Hebrew have more developed communicative skills, and knowledge and understanding of language and culture. They initiate interactions in Modern Hebrew with others to exchange information, ideas and opinions, and collaborate with peers to make choices and arrangements, organise events and complete transactions. They locate and classify information from a range of spoken, written and digital texts, and respond to texts in Modern Hebrew or English, using a range of formats for different audiences. They compose informative and imaginative texts for a variety of purposes and audiences, and create bilingual texts and resources for their own language learning and the school community.

Students apply the Modern Hebrew sound system, including variations in tone, stress and phrasing. They apply basic structures and features of Modern Hebrew grammar to present information and elaborate on meaning. They reflect on their experiences in Modern Hebrew and English-speaking contexts, discussing adjustments made when moving from English to Modern Hebrew and vice versa.

Modern Hebrew K–10 Draft Syllabus for consultation 2019 25

Stage 4

By the end of Stage 4, students interact with others in Modern Hebrew to exchange information and ideas on topics of interest, and engage in collaborative tasks and activities that involve making plans and arrangements. They identify main ideas and specific information in a range of written, spoken and digital texts, and respond in Modern Hebrew or English to information and ideas, in a range of formats for specific audiences. They compose informative and imaginative texts for different audiences, using a range of linguistic structures with the support of stimulus materials and modelled language, and create bilingual texts and learning resources for the classroom.

Students apply Modern Hebrew pronunciation and intonation patterns, including pitch, accent and rhythm, in a range of sentence types and vocabulary. They recognise elements of Modern Hebrew grammar, including the systematic nature of verb conjugation, and use features of Modern Hebrew grammatical structures and sentence patterns to convey information and ideas. They identify variations in linguistic and structural features in a range of texts, explaining how language use varies according to context and the relationship between participants.

Students examine how Modern Hebrew influences, and is influenced by other languages and cultures, identifying borrowed words used in Modern Hebrew and English, and Modern Hebrew words and phrases that have emerged in response to new technology. They explore connections between language and culture in particular words, expressions and communicative behaviours, recognising values that are important in Modern Hebrew society. They share their reactions to intercultural experiences, considering how ways of communicating and expressing identity are shaped by the values and beliefs of a community.

Students with prior learning and/or experience Students with prior learning and/or experience of Modern Hebrew have more developed communicative skills, and knowledge and understanding of language and culture. They interact in Modern Hebrew with peers and known adults on a range of topics and experiences, and engage in collaborative tasks and activities that involve planning, negotiating and making decisions. They obtain and process information from a range of written, spoken and digital texts, and respond in Modern Hebrew or English to information and ideas on a variety of topics, events or experiences, using different modes of presentation for particular audiences. They compose informative and imaginative texts in a range of formats according to purpose and audience, and create bilingual texts and resources for the school and wider community.

Students apply Modern Hebrew pronunciation and intonation patterns, including pronunciation of loan words and punctuation. They use elements of Modern Hebrew grammar and sentence structure to express ideas. They understand how different types of texts are structured and use particular language features according to context, purpose and audience. They recognise that Modern Hebrew has evolved and developed through different periods of influence and change, and how variations in Modern Hebrew language use reflect different levels of formality, authority and status. Students explain ways in which choices in language use reflect cultural ideas, and explore different communicative behaviours across cultures. They reflect on how their own biography, including family origins, traditions and beliefs, has an impact on their sense of identity and ways of communicating.

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Students with a background in Modern Hebrew Students with a background in Modern Hebrew have more sophisticated communicative skills, and knowledge and understanding of language and culture. They interact with peers and known adults to exchange information, opinions and preferences relating to social issues and cultural experiences, and engage in collaborative tasks and activities that involve negotiating, solving problems and justifying decisions. They access and evaluate information in a range of written, spoken and digital texts, and respond in Modern Hebrew to information, ideas and perspectives on a range of topics, events or experiences, using different presentation modes for particular audiences. They compose informative and imaginative texts in a range of formats according to purpose and audience, and create bilingual texts and resources for the school and wider community.

Students apply the Modern Hebrew sound system, explaining features, including variations in tone, stress and phrasing. They apply their knowledge of Modern Hebrew grammar to organise and elaborate on ideas and opinions, and understand how different types of texts are structured and use particular language features according to context, purpose and audience. They recognise that Modern Hebrew has evolved and developed through different periods of influence and change, and how variations in Modern Hebrew language use reflect different levels of formality, authority and status. Students analyse ways in which choices in language use reflect cultural ideas and perspectives, and reflect on how what is considered acceptable in communication varies across cultures. They reflect on how and why being a speaker of Modern Hebrew contributes to their sense of identity and is important to their Modern Hebrew cultural heritage.

Modern Hebrew K–10 Draft Syllabus for consultation 2019 27

Stage 5

By the end of Stage 5, students manipulate Modern Hebrew in sustained interactions with others to exchange information, ideas and opinions. They participate in a range of collaborative tasks, activities and experiences that involve making plans, negotiating and solving problems. They identify and interpret information from a range of written, spoken, visual, digital or multimodal texts, and evaluate and respond in English or Modern Hebrew to information, opinions and ideas, using a range of formats for specific contexts, purposes and audiences. They compose informative and imaginative texts to express ideas, attitudes and values, experimenting with linguistic patterns and structures, and using different formats for a variety of contexts, purposes and audiences. They create a range of bilingual texts and resources for the school and wider community.

Students apply pronunciation, intonation and phrasing patterns of spoken Modern Hebrew. They understand the systematic nature of Modern Hebrew grammatical forms, and use elements of grammar to express complex ideas. They analyse the effects of linguistic and structural features in texts, explaining their interrelationship with context, purpose and audience. They examine the impact of factors such as media, technology, globalisation and popular culture on Modern Hebrew.

Students explain how and why language use varies according to social and cultural contexts, relationships between participants and textual purpose. They understand that language, culture and communication are interrelated and shaped by each other. They reflect on their intercultural experiences, recognising how cultural identity influences ways of communicating, thinking and behaving.

Students with prior learning and/or experience Students with prior learning and/or experience of Modern Hebrew have more developed communicative skills, and knowledge and understanding of language and culture. They initiate and sustain interactions in Modern Hebrew with others to share information, feelings, opinions, ideas and points of view. They participate in a range of collaborative tasks, activities and experiences that involve negotiating and solving problems. They obtain, interpret and evaluate information, ideas and opinions from a range of texts, and respond to texts in Modern Hebrew or English, using different formats, for specific contexts, purposes and audiences. They compose a variety of informative and imaginative texts in different formats, and create a range of bilingual texts, for different contexts, purposes and audiences.

Students apply intonation and phrasing patterns in both formal and informal speech. They use complex grammatical structures, including a range of verb tenses to achieve sophistication in expression, and explain the relationship between context, purpose, audience, linguistic features and cultural elements in a range of personal, reflective, informative and persuasive texts. They research the phenomenon of language change in Modern Hebrew-speaking communities, analysing and comparing language use of previous generations with contemporary use. Students analyse the reciprocal relationship between language, culture and communication, and how this relationship reflects values, attitudes and beliefs. They reflect on how their own identity both influences and is shaped by ways of communicating, thinking and behaving.

Modern Hebrew K–10 Draft Syllabus for consultation 2019 28

Students with a background in Modern Hebrew Students with a background in Modern Hebrew have more sophisticated communicative skills, and knowledge and understanding of language and culture. They initiate and sustain interactions in Modern Hebrew with others to discuss ideas and points of view, and participate in a range of collaborative tasks, activities and experiences that involve planning, negotiation and debate. They analyse written and spoken texts to identify elements such as viewpoint, theme, stylistic devices, cultural influences and values. They respond in Modern Hebrew to information and ideas from different perspectives, using a range of formats for specific contexts, purposes and audiences. They compose a variety of informative and imaginative texts in different formats, experimenting with genre, textual features and stylistic devices, and create a range of bilingual texts, for different contexts, purposes and audiences.

Students apply the Modern Hebrew sound system in both formal and informal speech, understanding how patterns of rhythm, tempo, stress, pitch and intonation are used to enhance the aesthetic features of texts. They apply complex grammatical structures to enhance communication and achieve particular effects. They explain the relationship between context, purpose, audience, linguistic features and cultural elements in a range of personal, reflective, informative and persuasive texts. They research the phenomenon of language change in Modern Hebrew-speaking communities, analysing and comparing language use of previous generations with contemporary use. Students discuss how meanings vary according to cultural assumptions that Modern Hebrew and English speakers bring to interactions, and how mutual understanding can be achieved. They reflect on variations in their own language use and communicative and cultural behaviours in Modern Hebrew and English-speaking contexts.

Modern Hebrew K–10 Draft Syllabus for consultation 2019 29

Content

 for your information For Kindergarten to Year 10, courses of study and educational programs are based on the outcomes of syllabuses. The content describes in more detail how the outcomes are to be interpreted and used, and the intended learning appropriate for the Stage. In considering the intended learning, teachers will make decisions about the sequence, the emphasis to be given to particular areas of content, and any adjustments required based on the needs, interests and abilities of their students.

The knowledge, understanding and skills described in the outcomes and content provide a sound basis for students to successfully move to the next stage of learning.

In general, the examples of content in the Communicating strand are learning tasks (see glossary). Unlike form-focused language activities and exercises (see glossary), the learning tasks involve the achievement of a devised or actual goal or purpose. They provide opportunities to draw on existing language resources and to experiment with new forms in authentic or simulated contexts.

The content has been designed to accommodate a range of student entry points and a range of learners, some of whom may have significant prior learning, experience or background in Modern Hebrew.

In Kindergarten to Year 6, content has been developed for two broad student groups:  students who are studying the language as second or additional language learners; and  students who have prior learning and/or experience.

In Year 7 to Year 10, content has been developed and presented in four ways:  students who are studying the language as second or additional language learners  students who have prior learning and/or experience  students who have experienced some or all of their formal school education in an Modern Hebrew-speaking environment  students undertaking a course based on Life Skills outcomes and content.

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Organisation of content

The following diagram provides an illustrative representation of elements of the course and their relationship.

Strands The content of the syllabus is organised through the two interrelated strands of Communicating and Understanding, and related objectives and outcomes.

The strands reflect important aspects of language learning related to communication, analysis and understanding of language and culture, and reflection. Students reflect on the experience of communicating and on their own language and culture in comparison to those of others.

Modern Hebrew K–10 Draft Syllabus for consultation 2019 31

Macro skills The four macro skills: listening, reading, speaking and writing are related to syllabus objectives within the Communicating strand in the following way:

Interacting Accessing and responding* Composing

Listening Listening Speaking

Reading Reading Writing

Speaking Speaking

Writing Writing

* The response to texts may be in English or Modern Hebrew depending on the outcome or content.

Listening, reading, speaking and writing skills are integral for students who are developing their acquisition of Modern Hebrew. For some students with disability, teachers will need to consider relevant and appropriate adjustments to speaking, listening, reading, writing and communication experiences within the context of the Modern Hebrew K–10 Syllabus.

The use of English The target language is used wherever possible as the primary medium of interaction in both language-oriented and most content-oriented tasks.

English may be used for discussion, explanation or analysis and reflection, providing opportunities for students to develop metalanguage for sharing ideas about language, culture and experience.

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Learning across the curriculum

 for your information NSW syllabuses provide a context within which to develop core knowledge and understanding and skills considered important for the acquisition of effective, higher-order thinking skills that underpin successful participation in further education, work and everyday life, including problem-solving, collaboration, self-management, communication and information technology skills.

Learning across the curriculum content, including the cross-curriculum priorities and general capabilities, assists students to achieve the broad learning outcomes defined in the NESA K–10 Curriculum Framework and Statement of Equity Principles, and in the Melbourne Declaration on Educational Goals for Young Australians (December 2008).

Cross-curriculum priorities enable students to develop understanding about and address the contemporary issues they face.

The cross-curriculum priorities are:  Aboriginal and Torres Strait Islander histories and cultures  Asia and Australia’s engagement with Asia  Sustainability

General capabilities encompass the knowledge, skills, attitudes and behaviours to assist students to live and work successfully in the 21st century.

The general capabilities are:  Critical and creative thinking  Ethical understanding  Information and communication technology capability  Intercultural understanding  Literacy  Numeracy  Personal and social capability

NESA syllabuses include other areas identified as important learning for all students:  Civics and citizenship  Difference and diversity  Work and enterprise

Learning across the curriculum content is incorporated, and identified by icons, in the content of the Modern Hebrew K–10 Syllabus in the following ways.

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Aboriginal and Torres Strait Islander histories and cultures The study of languages provides valuable opportunities for students to make interlinguistic and intercultural comparisons across languages, including Aboriginal and Torres Strait Islander languages, and to develop their understanding of concepts related to the linguistic landscape of Australia. Students explore the languages spoken in their immediate environment and identify local and other Aboriginal languages, off-Country Aboriginal languages and/or Torres Strait Islander languages. They examine cultural symbols and practices across languages, and ways in which people express their culture through traditional stories, songs, dance and crafts. By exploring and reflecting on the interrelationship between language, culture and identity, students are provided with opportunities to understand that the ways in which people use language reflect the values and beliefs of their respective communities, including Australia’s rich and diverse Aboriginal and Torres Strait Islander communities.

When planning and programming content relating to Aboriginal and Torres Strait Islander histories and cultures, teachers are encouraged to:  involve local Aboriginal communities and/or appropriate knowledge holders in determining suitable resources, or to use Aboriginal or Torres Strait Islander authored or endorsed publications  read the Principles and Protocols relating to teaching and learning about Aboriginal and Torres Strait Islander histories and cultures and the involvement of local Aboriginal communities.

Asia and Australia’s engagement with Asia Students learning Modern Hebrew can engage with rich content and contexts for developing their knowledge and understanding of Asian societies, and are provided with opportunities to make comparisons with other Asian societies, languages, cultures, values and beliefs. They have opportunities to learn to communicate and interact in Modern Hebrew in interculturally appropriate ways, exploring concepts, experiences and perspectives from within and across Modern Hebrew- speaking and other Asian cultures. They are provided with opportunities to understand that there are Modern Hebrew-speaking communities in the Middle East, Australia and around the world, and that there is diversity within the Modern Hebrew language. They identify words and expressions that Modern Hebrew and English borrow from each other and other languages. They explore the impact on Modern Hebrew of social, cultural and intercultural influences, such as media, technology, globalisation and popular culture. They develop an appreciation for the place of Australia within the Asia region, including the interconnections of languages and cultures, peoples and communities, histories and economies. Students are provided with opportunities to learn how Australia is situated within the Asia region, and how Australia’s linguistic and cultural identity is continuously evolving, both locally and within an international context.

Sustainability Learning Modern Hebrew provides a context for students to develop their knowledge and understanding of concepts, perspectives and issues related to sustainability in Modern Hebrew- speaking communities in the Middle East, Australia and the world. They engage with a range of texts to obtain, interpret and present information, ideas and opinions on concepts such as the environment, climate, conservation, linguistic and cultural ecologies, and change, both within Modern Hebrew language and culture, and across languages and cultures. Students develop their knowledge, understanding and skills about sustainability within particular cultural contexts. Through interacting with others, negotiating meaning and mutual understanding and reflecting on communication, they can learn to live and work in ways that are both productive and sustainable.

Modern Hebrew K–10 Draft Syllabus for consultation 2019 34

Critical and creative thinking Students develop critical and creative thinking as they interact in Modern Hebrew with people and ideas from diverse backgrounds and perspectives. They participate in a range of collaborative tasks, activities and experiences that involve negotiating, solving problems and making decisions. Students obtain, interpret and organise information, ideas and perspectives from a range of texts, analysing aspects of Modern Hebrew language and culture and making comparisons with other languages and cultures. They develop skills in creative thinking when composing informative and imaginative texts in Modern Hebrew in different formats for a range of contexts, purposes and audiences.

Ethical understanding Students learning Modern Hebrew are encouraged to acknowledge and value difference in their interactions with others and to respect diverse ways of perceiving and acting in the world. They can apply their knowledge of ethics when using ICT to communicate information. When collecting, interpreting and analysing information, ideas and research data related to aspects of language and culture in Modern Hebrew-speaking communities, students are provided with opportunities to learn about ethical procedures for investigating and working with people and places. As they develop their knowledge and understanding of the language, culture, beliefs, values and attitudes of Modern Hebrew-speaking, their own and other communities, students become more aware of their own roles and responsibilities as citizens.

Information and communication technology capability Accessing live Modern Hebrew environments and texts via digital media, contributes to the development of students’ ICT capabilities as well as linguistic and cultural knowledge, and extends the boundaries of the classroom. Students are provided with opportunities to maximise use of the ICT available to them, adapting as technologies evolve and limiting the risks to themselves and others in a digital environment.

Students interact with Modern Hebrew speakers in online contexts, and access multimodal resources, ICT to enhance their learning. They engage with digital texts to obtain, interpret, reorganise and present information, opinions and ideas. They can use word-processing skills to produce written texts in Modern Hebrew. They create informative and imaginative texts in digital formats, using text, sound and images, and produce bilingual resources, such as digital displays or websites, for the school community.

Intercultural understanding The development of intercultural understanding is a central aim of learning languages, as it is integral to communicating in the context of diversity, the development of global citizenship and lifelong learning. Learning languages can enable students to develop their intercultural understanding as they learn to value their own language(s), culture(s) and beliefs, and those of others. They are provided with opportunities to understand the reciprocal relationship between language, culture and identity, and how this relationship reflects the values and beliefs of a community. Students are encouraged to reflect on their own and other cultures in ways that recognise similarities and differences, create connections with others and cultivate mutual respect. Learning to move between languages and cultures is integral to language learning and is the key to the development of students’ intercultural understanding.

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Students learning Modern Hebrew are provided with opportunities to understand that language develops and operates in a sociocultural context. They are encouraged to make connections between social and cultural practices and language use, identifying culture-specific terms and expressions in Modern Hebrew and making comparisons with other languages and cultures. They examine differences in language use and behaviours, explaining variations according to context, purpose, mode of delivery and the roles and relationships of participants. Students are provided with opportunities to understand how cultural identity influences ways of communicating, thinking and behaving. They reflect on their experiences when interacting in Modern Hebrew and English-speaking contexts, considering adjustments made and how this affects intercultural communication.

Literacy Contemporary research has demonstrated explicit links between language learning and improved literacy skills. The study of Modern Hebrew develops students’ understanding of how languages work as systems, thereby enhancing literacy and language skills in Modern Hebrew, as well as English. For background speakers of Modern Hebrew, the knowledge, understanding and skills which students develop through learning their first language also support and enhance the development of literacy in English.

Students learning Modern Hebrew can make connections between spoken language and written Modern Hebrew. They engage with Modern Hebrew texts, using their knowledge of the language to predict the meaning of new words, and compose texts. They are encouraged to use metalanguage to describe linguistic structures and features in texts, recognising that grammatical concepts serve particular functions and represent part of the system of language.

Students identify main ideas and specific information in a range of spoken, written and multimodal texts, explaining textual structure and linguistic features and their relationship with context, purpose and audience. They convey information, ideas and opinions in a variety of text types and formats, and compose informative and imaginative texts in different formats for a range of audiences, purposes and contexts, applying their knowledge of grammatical structures, word order and sentence construction. Students create bilingual texts and resources for the school and wider community, making comparisons between Modern Hebrew and English textual features, and linguistic and cultural elements.

Numeracy Students develop numeracy capability as they communicate in Modern Hebrew in everyday situations. They use Modern Hebrew numbers for counting and measuring. They role-play shopping situations in class, negotiating details such as size, quantity and price, and using currency exchange rates to complete transactions. They use expressions of time to sequence events, and create calendars to share information about class routines, birthdays, including zodiac signs, and Modern Hebrew events and celebrations. They interpret data and statistics from multimodal sources, and construct tables, charts, graphs and diagrams to present information.

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Personal and social capability Students develop personal and social capability as they interact with Modern Hebrew speakers in culturally appropriate ways in a range of contexts and situations, developing understanding of the importance of communicating in a respectful manner. They participate in shared tasks and activities that involve planning, negotiating, and making decisions and arrangements. They work both collaboratively and independently, engaging with Modern Hebrew texts and resources to obtain, interpret and evaluate information, and creating their own informative and imaginative texts to express their ideas, opinions and beliefs.

Students explore connections between Modern Hebrew language and culture in particular words, expressions and communicative behaviours, recognising and empathising with values that are important to Modern Hebrew-speaking communities. They are provided with opportunities to understand that people view and experience the world in different ways, and reflect on their own heritage, values, culture and identity.

Civics and citizenship As students engage in learning Modern Hebrew, they develop the knowledge, understanding, skills, values and attitudes for responsible, informed and active participation in Australian society and as global citizens.

Students are provided with opportunities to understand the concept of community identity within the context of multicultural Australia. They explore the diversity of identities and cultural perspectives within Modern Hebrew-speaking and other Australian communities and the diverse ways in which individuals and communities may express their cultures and identities in Australian society.

Students examine the importance of tradition to a sense of community and national identity, and explore the impact of social, cultural and intercultural influences on Modern Hebrew language and culture, such as media, technology, globalisation and popular culture. They can appreciate the richness of Modern Hebrew language and culture, and the significant social, economic and cultural contributions of Modern Hebrew-speaking communities to Australian society and the world.

Difference and diversity Difference and diversity comprises gender, ethnicity, ability and socioeconomic circumstances.

Through their learning of Modern Hebrew, students develop awareness, understanding and acceptance of difference and diversity in their personal lives, and within the local and global community. Students are provided with opportunities to learn about diverse values, attitudes, customs and traditions in Modern Hebrew-speaking communities, as well as characteristics that are common to their own and other communities. They communicate in Modern Hebrew in diverse contexts, developing understanding of the importance of using culturally appropriate language and behaviour.

The study of Modern Hebrew fosters the ideals of respect for others and appreciation and acceptance of diverse points of view, beliefs, attitudes and values. Students develop their understanding of issues such as age, beliefs, gender, language and ethnicity, and their appreciation of ways in which diversity contributes to a deeper sense of community and national identity.

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Work and enterprise Students need to be prepared for living and working in a world that is more technologically focused, globally connected and internationally competitive. Through their study of Modern Hebrew, students learn about the living and working conditions of Modern Hebrew-speaking communities, and are provided with opportunities to understand the impact of social, economic and technological developments. Students learning Modern Hebrew develop skills in communication, collaboration, negotiation and problem-solving that can equip them for participation in a range of work settings, and can enable them to become more effective and valuable members of the workforce. The ability to communicate in Modern Hebrew broadens future employment opportunities for students in an increasingly globalised world.

Modern Hebrew K–10 Draft Syllabus for consultation 2019 38 Early Stage 1

Content for Early Stage 1

 consult

Communicating

Interacting

Outcome A student: › interacts in simple exchanges in Modern Hebrew LMHe-1C

Content Students:  exchange greetings, for example: – introducing self, eg שלום אני המורה, מי אתה\את? השם שלי הוא המורה …., מה השם שלך? אני בכיתה …. – introducing self, using culturally appropriate gestures – exchanging greetings with peers, younger students, teachers or other adults using appropriate gestures, eg שלום רות/שלום דוד, מה שלומך?, טוב תודה, הכל בסדר – greeting and farewelling others at different times of the day, eg בוקר טוב, צהריים טובים ,נתראה מחר, להתראות – using ‘please’ and ‘thank you’ during social interactions, eg תודה רבה, בבקשה

 participate in class routines and follow simple instructions, for example: – participating in singing the Modern Hebrew alphabet song or the Modern Hebrew number song – responding to the marking of the class roll and to teacher instructions, eg מי בכיתה היום? דויד בכיתה? כן. אני בכיתה. בוקר טוב דויד. בוקר טוב המורה רחל – participating in a game, activity or electronic game using software applications that involves taking turns, eg אפשר לשחק? זה התור שלי? מתי התור שלי?

Content for students with prior learning and/or experience Students:  interact with the teacher and peers by exchanging information, for example: – introducing self to peers, eg השם שלי הוא …, אני בן/בת…. אני גר ב...

Modern Hebrew K–10 Draft Syllabus for consultation 2019 39 Early Stage 1

– asking questions, eg ‘When will the bell ring?’, ‘May I go to the toilet?’ מתי הצלצול? אני יכול ללכת לשירותים? אני יכול ללכת לשתות? – sharing their likes and dislikes, eg אני לא אוהב לדבר באנגלית, אני אוהב לשחק ספורט – sharing information about themselves and their family, eg המשפחה שלי: אבא: אבי אימא: חנה אח: יוסי אחות: גילה סבא וסבתא: יוסף ורבקה – describing their favourite toys and pets using simple sentence structures and familiar vocabulary, eg יש לי כלב קטן בצבע חום. לכלב יש עיניים גדולות. – exchanging information about their weekend using simple sentences, eg בסוף השבוע נסעתי לחוף הים עם המשפחה שלי ביום ראשון הלכתי למסיבה ליום ההולדת של החבר/החברה שלי – understanding the difference between language used at home and at school – using voice-recording software to share information about themselves, eg podcast or interview

 participate in classroom activities by responding to instructions and taking turns, for example:

– learning the rules of a new game, eg Modern Hebrew Hopscotch, What’s the time, Mr Wolf?, Hide-and-Seek, matching and memory electronic games using software applications – understanding and following class instructions, eg נא לשבת בשקט בבקשה לשבת במעגל בבקשה לשבת ליד השולחן שלך – following instructions, eg for a variety of language games בבקשה לשבת במעגל נא לעמוד בשתי שורות מה התשובה? – asking for help or permission, eg אתה יכול לעזור לי? – asking and responding to questions, eg את צריכה עזרה? אתה מבין?אתה יכול לעזור לי?

Modern Hebrew K–10 Draft Syllabus for consultation 2019 40 Early Stage 1

Communicating

Accessing and responding

Outcomes A student: › engages with Modern Hebrew texts LMHe-2C › responds to spoken and visual texts LMHe-3C

Content Students:  participate in shared listening and viewing activities, for example: – participating in singing songs that may include actions, eg ידיים למעלה, עוגת עוגה עוגה, חמישה ברווזים, שלושה דגים – interacting with Modern Hebrew versions of familiar stories in print, online, auditory or digital form, such as electronic books or e-literature, eg זהבה ושלושת הדובים, עמי ותמי, פינוקיו – discussing onomatopoeic sounds in songs, eg לטרקטור של יוסקה , יש לי גלידה, השפן הקטן – following a Big Book story or interactive digital text, such as a contemporary story from an Aboriginal-authored or endorsed text, eg יופי של ציור, גם וגם, כחול, בארץ ישראל

 respond to simple or familiar stories, songs and rhymes through actions, drawing or singing, for example: – singing or responding to songs with actions, eg ידיים למעלה, שלושה דגים, חמישה ברווזים, איפה האגודל? – participating in a card game, eg memory card games using electronic games and software applications – responding to simple questions about familiar stories in Modern Hebrew or English, eg מי בסיפור? את מי אתה אוהב בסיפור? – responding to onomatopoeic sounds through movement or dance – using gestures, facial expressions or other modes of communication to respond to key words or ideas in stories, rhymes or songs

Content for students with prior learning and/or experience Students:  identify key words and specific information in simple spoken and visual texts, for example: – identifying the main idea in picture books or familiar multimodal stories – responding appropriately to questions about picture books or familiar multimodal stories, such as Modern Hebrew fairytales, eg זהבה ושלושת הדובים, עמי ותמי – identifying familiar or repeated words in a song or game – sequencing images to retell a story

Modern Hebrew K–10 Draft Syllabus for consultation 2019 41 Early Stage 1

 share information from texts, using illustrations and gestures to support meaning, for example:

– drawing or selecting a picture or image to share an aspect of a story – re-enacting a story using modelled language and gestures to support meaning, eg זה האדם האהוב עלי בסיפור זה החלק האהוב עלי בסיפור זה המקום האהוב עלי בסיפור – recounting information from a text and recording, if appropriate, using video-recording software – representing a favourite character from a song or story – responding to texts through drawing or illustrating, eg שם הילד\הילדה...? הנה הציור שלי של האדם האהוב עלי בסיפור הילדה הזאת רוצה לאכול את הדייסה של הדובון. – participating in a shared performance of familiar texts, eg songs, poetry, nursery rhymes

– constructing a digital storyboard for a picture book

Modern Hebrew K–10 Draft Syllabus for consultation 2019 42 Early Stage 1

Communicating

Composing

Outcome A student: › composes texts in Modern Hebrew using visual supports and other scaffolds LMHe-4C

Content Students:  describe objects in Modern Hebrew using visual supports, for example: – describing colour of objects around the classroom, school or other environments, eg ספר כחול, עיפרון ירוק, שולחן אדום. – describing the size of objects, eg כיסא גדול, שולחן קטן, ספר גדול – recounting events from a school event using pictures and simple sentences, eg אתמול הלכנו לגן החיות, נסענו באוטובוס גדול, ראיתי ג'ירפה גדולה, אכלתי סנדוויץ לארוחת הצהריים – responding appropriately to question words, eg מה בסל? מי בכיתה? איפה רחל?

 label objects and images in Modern Hebrew, for example: – drawing and/or labelling classroom objects using ICT – assigning labels to a photograph or image using word-processing programs, eg family members אמא, אבא, סבא, סבתא, אח, אחות – assigning labels to familiar objects or places, eg in the school, home or community, eg משרד, ספרייה, כיתה, שירותים, ספריה, חדר מחשב, אולם, חדר מורים דלת, חלון, כיסא, שולחן, לוח, עפרונות, ספרים

Content for students with prior learning and/or experience Students:  compose simple texts using illustrations and actions to support meaning, for example: – composing and participating in performing, if appropriate, simple action chants or repetitive raps – composing a text based on a visual prompt, eg a picture, electronic collage or mind map

– creating a personalised digital photo story, eg ‘Getting ready for school’ אני קם בבוקר, בסוף השבוע אני...,בחופש אני...

 create bilingual word lists and labels for the classroom, for example: – labelling classroom objects in Modern Hebrew and English – creating a bilingual picture dictionary – making a class word wall or display of an event, eg a sports day – contributing to a classroom rules poster in Modern Hebrew and English, eg שקט בבקשה, בבקשה לשבת, בבקשה לעמוד על יד הלוח, בבקשה לשבת על השטיח...

Modern Hebrew K–10 Draft Syllabus for consultation 2019 43 Early Stage 1

Understanding

Systems of language

Outcomes A student: › recognises spoken Modern Hebrew LMHe-5U › recognises written Modern Hebrew LMHe-6U › recognises the difference between statements, questions and commands in Modern Hebrew LMHe-7U › recognises that there are different kinds of texts LMHe-8U

Content Students:  recognise the sounds of Modern Hebrew, for example: – recognising that every Modern Hebrew letter represents a sound – recognising the sounds of the letters of the Modern Hebrew alphabet, eg א ב ג ד ה ו ז ח ט י כ ל מ נ ס ע פ צ ק ר ש ת – learning the rhythm of Modern Hebrew, recognising that the emphasis of a word is on the last syllable – recognising that tone, pitch and volume varies according to speaker’s mood – recognising that statements and questions have different intonation patterns, eg שלום ילדים, בוקר טוב המורה..., מה שלומך? – practising Modern Hebrew sounds by participating in songs and nursery rhymes, eg ג – "יש לי גלידה", ט – "הטרקטור של יוסי", י –" יונתן הקטן" – recognising specific sounds particular to Modern Hebrew, such as guttural sounds, eg ח - חלה, כ - ברכה, ך - ברוך, ע - עיניים

 recognise that Modern Hebrew and English are written differently, for example: – recognising that Modern Hebrew is written from right to left while English is written from left to right – tracing or copying the letters of their name in Modern Hebrew

 recognise the structure of statements, questions and commands in Modern Hebrew, for example:

– recognising statements, questions and commands, eg אתם יושבים כל כך יפה/ בוקר טוב ילדים, מה שלומכם?, בבקשה לשבת על הרצפה – recognising the form of familiar instructions, eg בבקשה לשים את התיקים ליד הקיר, בבקשה להיכנס לכיתה, שבו בבקשה! – recognising basic word order, eg בוקר טוב ילדים, הכלב מסתכל על החתול השמן

Modern Hebrew K–10 Draft Syllabus for consultation 2019 44 Early Stage 1

 understand that some Modern Hebrew and English words are similar, for example: – comparing pronunciation and intonation of Modern Hebrew loan words with English pronunciation and vice versa, eg balloon, banana, guitar, eg בלון, בננה, גיטרה – keeping a class record of Modern Hebrew words that are borrowed from other languages including words originating from Aboriginal languages, eg ‘kookaburra’ originating from ‘gugubarra’, a word in Wiradjuri (central western NSW) and represented in Modern Hebrew as kangaroo’ originating from ‘gangurru’, a word used by the Guugu Yimidhirr People‘ ;קּוקברה ’and ‘wombat ;קֶ נְּגּורּו Far North Queensland) and represented in Modern Hebrew as) originating from Dharug language/dialects (western Sydney) and represented in Modern וֹומְ בָּ ט Hebrew as

 understand that language is organised as ‘text’, for example: – understanding that texts can be spoken, written, digital, visual or multimodal and can be short or long – recognising that books and newspapers are written from right to left – identifying familiar texts such as stories, fables, rhymes, songs or conversations, eg ‘The Three Bears’, ‘The Small Rabbit’ "שלושת הדובים", "השפן הקטן", "ידיים למעלה" – comparing similar Modern Hebrew and English texts such as fairytales, stories and nursery rhymes, eg ‘The Very Hungry Caterpillar’, ‘Rainbow Fish’, eg "הזחל הרעב ", "דג הקשת"

Content for students with prior learning and/or experience Students:  recognise and use features of the Modern Hebrew sound system, including pitch, accent, rhythm and intonation, for example: – recognising different intonation patterns in statements, questions and commands, eg השעה שלוש? השעה שלוש., שבו בבקשה! – identifying distinctive Modern Hebrew sounds in a variety of spoken texts, eg ח - חלה, צ - צדקה, רץ – developing pronunciation, phrasing and intonation by singing, reciting, mimicking or repeating

 recognise that the sounds of Modern Hebrew are represented in letters, for example: – recognising that each individual letter has its own phonetic sound, except for Alef and Ayin, eg א ב ג ד ה ו ז ח ט י כ ל מ נ ס ע פ צ ק ר ש ת – recognising and sounding the initial letter of images of familiar objects – tracing, copying or representing their name in Modern Hebrew using different methods, eg playdough, sand box, ICT – tracing, copying or representing the 22 letters of the Modern Hebrew alphabet – recognising how distinctive Modern Hebrew sounds are represented in the writing system, eg

א ב ג ד ה ו ז ח ט י כ ל מ נ ס ע פ צ ק ר ש ת

Modern Hebrew K–10 Draft Syllabus for consultation 2019 45 Early Stage 1

 identify the function of statements, questions and commands in Modern Hebrew, for example:

– identifying the subject–verb–object basic word order in statements, eg אני אוכל פיצה, יש לי ספר – recognising that adjectives follow the noun, eg עיניים חומות, כלב גדול, ילד טוב, ילדה טובה – identifying different ways to ask questions, eg מי אתה? מי את? אתה ילד? את ילדה? – recognising requests, eg בבקשה לשבת על הרצפה

Modern Hebrew K–10 Draft Syllabus for consultation 2019 46 Early Stage 1

Understanding

The role of language and culture

Outcome A student: › recognises other languages and cultures in their immediate environment and the world LMHe-9U

Content Students:  understand that Modern Hebrew is one of the many languages spoken in Australia, for example:

– discussing where Modern Hebrew might be spoken in the community, eg restaurants, supermarkets, television or radio – discussing different languages spoken by their peers – creating a data display of the different languages represented in the class, including Auslan

 recognise that there are cultural practices that differ from their own, for example: – sharing knowledge of their own cultural identity, such as children having a Biblical name with an English equivalent (David, Noah or Joseph) or no equivalent (Shira, Gal, Noam), or some Aboriginal naming practices – sharing knowledge about celebrations in their own culture(s), and making comparisons with celebrations in other cultures, including Aboriginal or Torres Strait Islander communities, eg Mother’s Day, NAIDOC Week, Anzac Day, Diwali, Chinese New Year, eg טו בשבט, פורים, פסח, יום העצמאות, יום ירושלים, שבועות, ראש השנה, יום הכיפורים, סוכות, שמחת תורה, חנוכה

Content for students with prior learning and/or experience Students:  describe aspects of themselves and their family background, for example: − using drawings, images or photographs to create a personal profile, including where their family is from, who speaks Modern Hebrew and/or other languages or dialects at home, eg

הנה המשפחה שלי. זאת אמא שלי וזה אבא שלי . יש לי אח גדול ואחות קטנה. נולדתי בישראל וגם אחי. אחותי נולדה באוסטרליה. בבית אנחנו מדברים בעברית אבל מחוץ לבית אנחנו מדברים אנגלית. − comparing how children’s games differ across cultures, eg Matkot (beach tennis), Dreidel game, Rummikub (originated by an Israeli immigrant), Go Fish

Modern Hebrew K–10 Draft Syllabus for consultation 2019 47 Stage 1

Content for Stage 1

 consult

Communicating

Interacting

Outcome A student: › participates in classroom interactions and play-based learning activities in Modern Hebrew LMH1-1C

Content Students:  interact with the teacher and peers to exchange greetings and information, for example: – using appropriate greetings for a variety of occasions, eg בוקר טוב, ערב טוב, לילה טוב, שבת שלום, חג שמח, שנה טובה – introducing self to peers in the school, eg . שלום, השם שלי הוא מרים. אני בכיתה ב'. אני בת שמונה . יום ההולדת שלי הוא בעשרה במאי. – using pictures or prompt cards to exchange simple information with peers – sharing likes and dislikes with peers, eg בבית הספר אני אוהב מתמטיקה ומוזיקה. אני לא אוהב אנגלית.

 participate in classroom routines and activities, for example: – engaging in everyday classroom routines with appropriate actions, eg בבקשה לשבת על הרצפה, בבקשה לשבת ליד השולחן , בבקשה לקחת עיפרון, בבקשה לקום. – following teacher instructions, eg נא לקרוא, בבקשה לכתוב, בבקשה לצבוע את ה..., בבקשה להפוך את הדף בבקשה לפתוח את הספרים, בבקשה לסגור את הספרים – participating in games and activities that involve taking turns, eg Go Fish, memory game, Snakes and Ladders – using formulaic phrases when participating in games, eg זה תורך? זה תורי? אני יכול לזרוק את הקוביות עכשיו? – participating in a game or activity that involves guessing or matching, eg memory game, Buzz Off – following game instructions or making a request, eg כל אחד זורק את הקוביות בתור שלו... כל אחד מרים קלף בתור שלו.... בחר קלף.

Modern Hebrew K–10 Draft Syllabus for consultation 2019 48 Stage 1

Content for students with prior learning and/or experience Students:  interact with the teacher and peers to exchange personal information, for example: – introducing self to peers and students from other year groups, eg שלום השם שלי הוא…, נולדתי ב…, אני בן/בת…, אני לומד/ת בכיתה…, אני לומד/ת בבית ספר...,. – initiating and/or participating in a conversation with other students using email or video- conferencing software – describing people and belongings using simple sentences, eg זה החבר שלי,דוד. הוא גבוה ומצחיק. זה השעון שלי. קיבלתי אותו ליום ההולדת שלי. יש לי כלב, קוראים לו ברק, הוא קטן, חום וחמוד. – introducing family, friends and aspects of school, eg במשפחה שלי יש: אמא, אבא, אח, אחות, סבא, סבתא, דוד, דודה. יש לי כלב. סבא שלי גר ב…, סבתא שלי גרה ב…. בבית הספר שלי אני לומד/ת באנגלית. יש לי חבר/חברה, השם שלו/שלה הוא...

 participate in classroom routines and guided activities by responding to questions, following instructions and asking for permission, for example: – following simple instructions to respond to the marking of the class roll, eg דני בכיתה? כן. אני בכיתה. חנה בכיתה? לא. חנה לא בכיתה. – asking and responding to questions about a class activity, eg בבקשה להקיף בעיגול את הכלב בצבע אדום, אני יכול לקבל מחק?, פתח את הספר שלך, לעמוד בבקשה, בבקשה לקרוא!, אני יכול לקרוא? – following class instructions and routines, eg בבקשה לזרוק את האשפה לפח, בבקשה לקחת עיפרון, בבקשה לשיר – participating in games to learn the Modern Hebrew alphabet and its various forms – sharing an experience or event, eg an excursion or a sports carnival, eg אתמול היה לנו קרנבל שחייה. אני שחיתי בארבעה משחים. שחיתי גם במרוץ השליחים. ניצחתי במרוץ אחד . זה היה יום חם ונהניתי מאוד.

Modern Hebrew K–10 Draft Syllabus for consultation 2019 49 Stage 1

Communicating

Accessing and responding

Outcomes A student: › identifies key words and information in simple texts LMH1-2C › responds to texts using a range of supports LMH1-3C

Content Students:  locate specific items of information in texts, such as charts, songs, rhymes or lists, for example:

– recognising their name in Modern Hebrew on a class list – recognising some whole words in familiar contexts such as labels, titles or posters, eg ‘Aladdin and the Magic Lamp’, ‘Ali Baba and the Forty Thieves’, eg "אלאדין ומנורת הקסמים", "עלי באבא וארבעים השודדים" – identifying key words in stories, rhymes or songs, eg names of characters, colours, numbers

– sequencing pictures and simple text to order events, eg אני קם בבוקר, אני הולך לשירותים . אני אוכל ארוחת בוקר. אחר כך אני מתלבש. אחרי ארוחת הבוקר אני רואה טלוויזיה. ואז אני הולך לבית הספר. – identifying information in texts about qualities, eg colour, number, size and shape, eg הכלב חום. הכלב גדול והחתול קטן. יש שלושה ריבועים צהובים וארבעה עיגולים לבנים. – locating names and ages of family members in a family tree

 respond to texts using key words or phrases in English or Modern Hebrew, or gestures, drawings and other supports, for example: – drawing or selecting a picture to represent the descriptions provided in a text – responding to questions, matching pictures or using gestures to respond to texts – engaging with a contemporary story from an Aboriginal-authored or endorsed text in Modern Hebrew – responding to familiar stories in Modern Hebrew by completing a storyboard – responding to games or songs with actions, eg the Modern Hebrew version of ‘Simon says’ or ‘Head, shoulders, knees and toes’, eg "ידיים למעלה על הראש…" המורה מרים אומרת ידיים על הראש. ידיים על הכתפיים. – retelling a Modern Hebrew story in English using digital presentation software

Modern Hebrew K–10 Draft Syllabus for consultation 2019 50 Stage 1

Content for students with prior learning and/or experience Students:  locate and organise key points of information from simple spoken, written, digital and visual texts, for example: – sequencing and/or labelling images such as comics and favourite picture books using word- processing software, eg זהבה ושלושת הדובים, כיפה אדומה, דג הקשת, הזחל הרעב – categorising information from other learning areas using ICT, eg stages of the life cycle of a butterfly/frog – sequencing a series of images and providing a supporting explanation of them – identifying the items purchased in a conversation about shopping, eg אני רוצה לקנות שוקולד, אמא רוצה לקנות ירקות. – locating upcoming events on a simple calendar, eg birthdays and sports days יום ההולדת שלי בעוד שבוע, בעשרה במאי, מחר יהיה קרנבל השחייה, ראש השנה הוא בעוד חודש, בא' בתשרי

 respond to texts using English, or modelled sentence structures in Modern Hebrew, or illustrations to support meaning, for example: – responding to a survey of their peers about a topic of interest, eg מתוך 25 ילדים, 12 ילדים אוהבים את הצבע הכחול. 13 ילדים אוהבים ירוק. מתוך 25 ילדים,14 ילדים משחקים כדורגל, 10 בנים ו4 בנות. – responding to texts through illustrations or movement – responding to questions about a presentation, eg who? where? what? – participating in guided activities, eg drawing or selecting a picture from the descriptions provided in a spoken text – expressing preference for a story or fable and giving reasons, eg אני אוהב את הסיפור על הכלב כי יש לי כלב בבית. אני אוהב את השיר הזה כי אני יכול לנגן את השיר בפסנתר. – responding to a Modern Hebrew version of a familiar children’s story or folktale using puppets, props or actions – responding to favourite characters in stories, rhymes or songs using simple statements, eg

הדוב אוכל דייסה לארוחת בוקר. אני אוכל טוסט, אני אוהב את השמלה שהיא לובשת גם אני משחק כדורגל

Modern Hebrew K–10 Draft Syllabus for consultation 2019 51 Stage 1

Communicating

Composing

Outcome A student: › composes texts in Modern Hebrew using rehearsed language LMH1-4C

Content Students:  compose simple texts using familiar words, phrases and patterns, for example: – composing a short personal profile, eg שלום השם שלי הוא …. אני בן/בת ….. אני בכיתה... – creating a text using digital and word-processing software, drawings and/or pictures to represent family members and friends, eg זאת אמא שלי, השם שלה הוא…, זה אבא שלי, השם שלו הוא…, זאת אחותי , השם שלה הוא…, זה החבר שלי, השם שלו הוא … – creating speech bubbles for a character illustration, including greetings or self-introduction, eg

שלום, השם שלי הוא מרים. אני בת 7 . אני בכיתה ב'. – representing ingredients required for a simple Modern Hebrew meal, eg חלב, פסטה, בצל, פטריות, גלידה – creating print or digital cards for special occasions, using set phrases and formulaic expressions, eg Mother’s or Father’s Day cards, eg יום המשפחה שמח, אבא ואימא, אני אוהב/ת אתכם. – using puppets, props or actions to retell multimodal short stories, eg מגילת אסתר - קוראים את המגילה בחג פורים, פעם אחת בלילה ופעם אחת ביום.

 label objects and caption visual texts, for example: – creating bilingual labels for classroom objects and places around the school using word- processing software, eg דלת, חלון, שולחן , כיסא, שירותים, מטבח, מחשב – creating multilingual labels to represent the meaning of local Aboriginal place names on a map – creating sets of word cards in English and Modern Hebrew, and participating in matching games, eg a memory game or Snap – creating an illustrated Modern Hebrew dictionary of familiar words and expressions, using word-processing and digital presentation software – captioning a photographic display of a class or school event in Modern Hebrew and English, eg NAIDOC Week or World Environment Day, eg יום האם , יום האב, מנקים את אוסטרליה, בגן החיות, יום ספורט בבית הספר

Modern Hebrew K–10 Draft Syllabus for consultation 2019 52 Stage 1

Content for students with prior learning and/or experience Students:  compose simple texts using modelled sentence structures and illustrations to support meaning, for example: – creating an electronic card for a special occasion – contributing to a class digital photo story by adding captions to their own photographs, eg

זה אני, זאת אמא שלי, זה אבא שלי, זה הכלב שלי, שמו…, זה הבית שלי בבונדי – describing family members to peers using photographs from home, eg זה אחי. קוראים לו יוסי. הוא בן חמש. הוא אוהב כדורגל. הוא הכי קטן במשפחה.זאת אחותי. קוראים לה רינה. היא מנגנת בפסנתר . היא הכי גדולה. – creating simple songs, poems or rhymes – participating in creating a puppet play based on a story • drawing or selecting images and composing corresponding descriptions – using modelled sentences to label and describe personal belongings and familiar objects, eg

זאת קופסת האוכל הכחולה שלי, זה הקלמר שלי, בקלמר יש עיפרון, עט ומחק – sequencing captioned pictures of an event such as a sports day, excursion, a class visit or an event from NAIDOC Week, eg בבוקר נוסעים באוטובוס למוזיאון האמנות. אנחנו אוכלים פירות בגינה של המוזיאון.

 create simple print or digital bilingual texts, such as word lists, labels and captions for the classroom, for example: – creating a bilingual dictionary that includes some culture-specific terms, eg מזוזה, סידור, מגילה, הגדה, מחזור, מפה של ישראל – producing a simple multimodal text in Modern Hebrew and English – creating a bilingual personal profile with information on themselves, their family and friends

– making a visual representation of classroom rules in English and Modern Hebrew, using word-processing software, eg בבקשה לשבת בשקט, בבקשה להצביע, בבקשה להקשיב למורה,

Modern Hebrew K–10 Draft Syllabus for consultation 2019 53 Stage 1

Understanding

Systems of language

Outcomes A student: › recognises and reproduces the sounds of Modern Hebrew LMH1-5U › recognises basic Modern Hebrew writing conventions LMH1-6U › recognises Modern Hebrew language patterns in statements, questions and commands LMH1-7U › recognises features of familiar texts LMH1-8U

Content Students:  recognise the sounds and rhythms of spoken Modern Hebrew, for example: – participating in clapping to learn the rhythm of the Modern Hebrew alphabet, eg א ב ג ד ה ו ז ח ט י כ ל מ נ ס ע פ צ ק ר ש ת – participating in syllable drumming or clapping to become accustomed to Modern Hebrew sounds – recognising and producing distinctive Modern Hebrew sounds, eg בָּבַּ - בָּ ּנָּנָּה, בַּ יִת בְּ - בְּ רֹוׁש בִ בִ י - בִ נְּיָּן ,אַּ בִ יר בֵּבֶּ - בֵּ ן ,מַּחְּ בֶּ רֶּ ת ב ,בֹו - ב קֶּ ר ,אָּ בֹורִ יגִ 'ינִי בֻּ, בּו -בֻּבָּ ה, בַּרְּ בּור – identifying distinctive sounds in a variety of spoken texts, eg חָּלָּהלְּשָּ בָּ ת, אַּתְּ יַּלְּדָּ ה, עַּ גָּלָּ ה רָּ אֲתָּ ה,צָּחֲקָּ ה,עֲנַּק, אַּהֲבָּ ה – reciting nursery rhymes using correct intonation and pronunciation – experimenting with sounds by singing, reciting or repeating – practising the different intonation of statements and questions, eg את מורה. את מורה? זה ספר גדול. זה ספר גדול?

 recognise and reproduce the letters of the Modern Hebrew alphabet, for example: – recognising and producing the Modern Hebrew letters and vowels, eg א ב ג ד ה ו ז ח ט י כ ל מ נ ס ע פ צ ק ר ש ת ם ן ך ף ץ ִ ֵ ֶ ַ ָ – locating Modern Hebrew alphabet letters in words – writing or representing their own name in Modern Hebrew – recognising that the letters of the Modern Hebrew alphabet are written distinctively depending on position in the word – recognising that numbers are written from left to right as in English, eg יש לי 25 בלונים – grouping similarly shaped Modern Hebrew letters – matching the correct letter to pictures of words beginning with that letter, eg ב - בלון, ח - חלה, ז - זברה

Modern Hebrew K–10 Draft Syllabus for consultation 2019 54 Stage 1

– identifying high-frequency words and/or expressions related to home or school environments, eg שלום, אמא, אבא, סבא, סבתא, ילד, ילדה, מורה, סטודנט, שירותים, חדר, דלת,תלמיד, תלמידה

 understand basic Modern Hebrew sentence structure and recognise some key elements of Modern Hebrew grammar, for example: – recognising word order in simple phrases and sentences, eg הכלב הירוק, הנערה הגבוהה, המורה היפה, בוקר טוב, יום נעים, אני אוכל בננה, הוא ילד טוב, את ילדה טובה. – recognising simple sentence structure, eg הילד הקטן יושב בכיתה, המורה קורא סיפור לכיתה – recognising simple conjunctions to link words and modelled expressions, eg ה, ו, ל, ב הילדה והילד יושבים בכיתה, אבא רואה טלוויזיה בבית, אני הולכת לפארק אני רוצה לשחק אבל אני עייף, אתה רוצה עיפרון כחול או עיפרון אדום? – responding to imperative verbs in familiar instructions, eg בבקשה לשבת על הרצפה, בבקשה לעמוד ליד השולחן. – recognising that nouns have definite and indefinite articles and gender, eg שולחן, השולחן / ילד, הילד / ילדה, הילדה – identifying gender-specific pronouns, eg .היא גבוהה, הוא נמוך, את שמחה, אתה שמח, אנחנו חכמים, הן שמחות

 recognise that Modern Hebrew and English borrow words and expressions from each other and other languages, for example: – recognising that languages borrow from one another and that both Modern Hebrew and English include many words and expressions from other languages, eg חלה, שבת, גורילה, זברה, טלוויזיה, אופרה, אלבום, אמן – recognising Modern Hebrew loan words from English and other languages and matching words with pictures, eg ‘dinosaur’, ‘balloon’, ‘bus’, ‘opera’ – comparing the spelling changes of loan words – keeping a class record in the form of a poster of loan words, including words originating from Aboriginal languages, eg ‘kookaburra’ originating from ‘gugubarra’, a word in Wiradjuri kangaroo’ originating‘ ;קּוקברה central western NSW) and represented in Modern Hebrew as) from ‘gangurru’, a word used by the Guugu Yimidhirr People (Far North Queensland) and and ‘wombat’ originating from Dharug קֶ נְּגּורּו represented in Modern Hebrew as וֹומְ בָּ ט language/dialects (western Sydney) and represented in Modern Hebrew as

 understand that there are different types of text with particular features, for example: – recognising texts as different forms of communication that are spoken, written, digital or visual, eg photographs, advertisements, songs, picture books, films – beginning to use metalanguage to discuss texts and identifying familiar types of texts, eg a list, a rhyme, tongue twister – recognising that different types of texts have particular features, eg repetition and rhythm in songs, chants and nursery rhymes – recognising features of familiar texts such as greetings in a conversation, the chorus of a song – recognising that texts have a purpose, eg recounts are ways of describing past events and greeting cards can convey feelings, emotions and wishes – identifying how texts such as storybooks are organised, eg identifying the main title and the connections between pictures and text – identifying typical features of familiar Modern Hebrew texts

Modern Hebrew K–10 Draft Syllabus for consultation 2019 55 Stage 1

Content for students with prior learning and/or experience Students:  apply Modern Hebrew pronunciation and intonation patterns, including pronunciation of loan words and punctuation, for example: – participating in shared reading with the teacher, with particular focus on questions, commas and full stops – developing pronunciation, phrasing and intonation skills by singing, reciting or repeating frequently used words and phrases, recognising that statements and questions have different intonation

 recognise and reproduce the letters of the Modern Hebrew alphabet, for example: – producing the Modern Hebrew alphabet – recognising that letters change according to their place in the word עכבר , מלך / אימא , שלום / נחש , עיפרון / הפסקה , קוף / צב , ארץ – using punctuation and vowel signs – recognising various types of Modern Hebrew fonts in written texts

 recognise parts of speech and understand basic rules of word order in simple sentences, for example: – using masculine and feminine forms of singular nouns and adjectives, eg החלה הגדולה בסל, יש לי כלב חום קטן, – using simple present tense verbs to describe daily activities, eg אני הולך לבית הספר, אני אוכלת ארוחת צהריים , אני משחק כדורגל – using the verb form of ‘like’ and ‘dislike’ to express an opinion or preference, eg אני אוהבת שוקולד, אני לא אוהבת ירקות. – recognising that adjectives follow nouns and agree with their gender, eg הכלב החום , הספר הגדול, המורה הגבוהה אומרת "בבקשה לשבת" – using masculine and feminine, singular personal pronouns with appropriate simple present tense, eg אני רואה טלוויזיה בבית, היא משחקת בפארק,הוא גר בבית גדול. – developing metalanguage for communicating about language, using terms such as ‘noun’, ‘verb’, ‘adjective’

Modern Hebrew K–10 Draft Syllabus for consultation 2019 56 Stage 1

Understanding The role of language and culture

Outcome A student: › recognises similarities and differences in communication across cultures LMH1-9U

Content Students:  recognise that the ways of greeting and addressing others vary in different cultural and social contexts, for example: – exploring how language is used differently in Modern Hebrew to reflect different relationships, eg parent–child exchanges – exploring the diversity of languages in Australia, including Aboriginal and Torres Strait Islander languages – recognising that language varies in formality depending on the people involved – recognising that tone, pitch and volume varies according to speaker’s mood – recognising that informal forms of address are very common among speakers of Modern Hebrew and are acceptable across communities, eg מה נשמע? מה העניינים? מה חדש? – explaining how their spoken language at home may vary from the spoken language in class, eg לילה טוב, ערב טוב, חלומות פז – recognising that different forms of address and greetings are used depending on the time of day and the gender, background or social position of the participants, eg בוקר טוב, בוקר אור, צהריים טובים, לילה טוב, ערב טוב, שבת שלום, מה שלומך, מה נשמע? מה העניינים?

 understand that language and culture are closely connected, for example: – understanding that using Modern Hebrew involves different ways of communicating and behaving that may be unfamiliar – exploring the range of languages and cultures at school and in the local community, including local and other Aboriginal languages and cultures and Auslan – understanding that culture involves visible elements such as ways of eating and behaving

– identifying similarities and differences between class interactions in Modern Hebrew and English – recognising ways in which people express their culture through language, music, dance, traditional stories, food, games and celebrations, eg פורים - לקרוא במגילה, לאכול אוזני המן פסח - לאכול מצה, לקרוא בהגדה יום העצמאות - ריקודי עם, מוזיקה ישראלית, לאכול פלאפל חנוכה - לאכול סופגניות, לשחק בסביבון – exploring cultural symbols and practices through games and crafts

Modern Hebrew K–10 Draft Syllabus for consultation 2019 57 Stage 1

 identify what may look or feel similar or different to their own language and culture when interacting in Modern Hebrew, for example: – comparing gestures and facial expressions in other cultures used to convey different messages – comparing ways of behaving in similar contexts, between Modern Hebrew-speaking communities and other cultures, eg eating or entering homes – reflecting on what sounds, looks or feels similar or different to their own language and culture when interacting in Modern Hebrew

Content for students with prior learning and/or experience Students:  reflect on the role of Modern Hebrew language and culture in their own lives, for example: – exploring ways in which Modern Hebrew-speaking communities express their culture through language, music, dance, traditional stories, food, games and/or celebrations – exploring visible expressions of culture, eg flags, maps, traditional dress or landmarks, eg

דגל ישראל, כחול ולבן, הכותל – discussing the role of Modern Hebrew language and culture in their own lives, eg participation in cultural events, food preferences and overseas travel – identifying the significance of gestures in Modern Hebrew, and recognising their own level of comfort with these, eg making or not making eye contact when talking to older people – discussing different ways of showing politeness in Modern Hebrew, eg when making requests or thanking someone – identifying themselves as belonging to a particular cultural and/or language group

Modern Hebrew K–10 Draft Syllabus for consultation 2019 58 Stage 2

Content for Stage 2

 consult

Communicating

Interacting

Outcome A student: › interacts with others to share information and participate in classroom activities in Modern Hebrew LMH2-1C

Content Students:  interact with the teacher and peers in guided exchanges, for example: – introducing self to class, using formal language, eg שלום כיתה. אני המורה … נעים לי מאוד להכיר אתכם. – exchanging greetings appropriate to different contexts, eg בוקר טוב! צהרים טובים! ערב טוב! הי! – using appropriate gestures or other nonverbal language – offering wishes for particular occasions, situations or times of day, eg שבוע טוב! יום הולדת שמח! בהצלחה! – asking and identifying the days of the week according to a class calendar, eg איזה יום היום? היום יום… מחר יום … אתמול היה יום … יום ראשון, יום שני, יום שלישי, יום רביעי, יום חמישי, יום שישי, יום שבת מה התאריך היום? איזה חודש עכשיו? – describing the weather, eg מה מזג האוויר היום? היום יפה, היום נעים, היום קר, היום חם, היום יורד גשם. – exchanging information about themselves, their family, friends or interests, eg מה שמך? שמי … בן כמה אתה? אני בן …. בת כמה את? אני בת ……. מי במשפחה שלך? במשפחה שלי …... איפה אתה גר? אני גר ב …… /איפה את גרה? אני גרה ב ……

 participate in activities with teacher support that involve following instructions and interacting with peers, for example: – responding to teacher instructions and participating in classroom routines, such as marking the roll, identifying the months and days of the week, describing the weather, eg כנסו לכיתה בבקשה. בבקשה לקום. בבקשה לשבת .מי בכיתה? איזה יום היום? איזה חודש עכשיו – following instructions for activities such as cooking or other step-based activities

Modern Hebrew K–10 Draft Syllabus for consultation 2019 59 Stage 2

– responding to simple questions using modelled language and a scaffold, eg מה את/אתה אוהב/ת ללמוד בבית הספר ? מה את/אתה אוהב/ת לאכול כל יום ? מה את/אתה עושה בסוף השבוע? – working collaboratively on a task, eg designing a poster or recording a shopping list

Content for students with prior learning and/or experience Students:  interact with the teacher and peers to share information, experiences and feelings, for example:

– participating in shared blogs, exchanging information with students from a buddy school

– asking and responding to questions about information relating to themselves, their peers, friends and family members, eg מה אתה אוהב לעשות בזמן הפנוי שלך? אני אוהב לבקר את סבא וסבתא. מה את אוהבת לעשות בזמן הפנוי שלך? אני אוהבת לשחק עם הצעצועים שלי. מה התחביבים שלך? התחביבים שלי הם: שחייה, התעמלות וריקודי עם. באיזו שכונה אתה גר? אני גר ב … / באיזו שכונה את גרה? אני גרה ב …… – sharing information about daily routines and favourite activities at home and school, eg

מה סדר היום שלך/שלך? אני קם/קמה בשעה …אני נוסע/ נוסעת לבית הספר באוטו בשעה … מה אתה אוהב לעשות בבית? מה את אוהבת לעשות בבית? לאילו חוגים את/אתה הולכ/ת? – using common expressions and/or appropriate body language when responding to frequently used comments and questions – creating and exchanging simple correspondence such as invitations or birthday cards

– seeking and responding to feedback from peers on their work, eg מצוין! יפה מאוד! נחמד!

 participate in classroom activities and collaborative tasks that involve planning or simple transactions, for example: – following instructions for an activity, eg בבקשה לסיים . בבקשה לצייר. בבקשה להדביק. – asking and responding to questions in group activities, eg כמה ספרים יש? יש שלושה ספרים. מה חסר? העיפרון חסר. מה דומה? התמונות דומות. מה שונה? הציורים שונים. – discussing and negotiating steps for a group presentation about a familiar situation or event

– asking for help in an appropriate manner in classroom situations, eg אתה יכול / את יכולה לעזור לי? אפשר לעזור לי? תוכל/י לעזור לי בבקשה?

– requesting repetition and clarification, eg אתה יכול / את יכולה להיות יותר ספציפי? האם אתה מוכן / את מוכנה לחזור על זה בשבילי שוב? אני לא חושב/ת שאני מבינ/ה למה התכוונת. – using formulaic expressions and interjections to praise and encourage peers, eg כל הכבוד! מעולה! טוב מאוד! – negotiating roles and responsibilities when working collaboratively

Modern Hebrew K–10 Draft Syllabus for consultation 2019 60 Stage 2

Communicating

Accessing and responding

Outcomes A student: › locates and classifies information in texts LMH2-2C › responds to texts in a variety of ways LMH2-3C

Content Students:  obtain specific information from texts, for example: – locating key points of information or known phrases in simple texts – using an information chart or visual representation such as a scoreboard to obtain information, eg which team is the winner – locating specific information in texts, eg the name and number on a phone message, the age of a child interviewed, some food items from a cooking video – locating Modern Hebrew words or phrases at home or in the community to create a digital or print display, eg advertisements, shop signs, recipe books or menus, eg , חלה, כשר. – collating favourite exclamations, words or expressions from different imaginative and expressive texts, eg "אוללה!" - טריכו - אוללה, "אברה קדברה!" -הארי פוטר – locating key points of information from an imaginative text – matching pictures and captions to simple narratives, such as comics

 respond to texts using graphic, visual and digital supports, in English or Modern Hebrew, using simple statements, for example: – sharing the findings of surveys on families, pets, likes and dislikes, sports or other activities

– responding to a story, song or cartoon by retelling or re-enacting the main events, eg "מעשה בחמישה בלונים" מאת מרים רות, "אני רוצה כלב" מאת יונה טפר, "הנעלים של לולו" מאת קמילה ריד – taking on the role of or interviewing a main character – reading a narrative and making connections with their own experiences by using appropriate expressions – responding to images and discussing emotions such as affection, sadness or anger, eg

אני שמח/ה, אני עצוב/ה , אני רגוע/ה כאשר ... – selecting simple descriptive statements to caption a drawing of a character from a story in Modern Hebrew, eg "הלורקס" מאת דוקטור סוס, "הבית של יעל" מאת מרים רות, "מיץ פטל" מאת חיה שנהב. – responding to a weather report and adding appropriate weather icons to a map

Modern Hebrew K–10 Draft Syllabus for consultation 2019 61 Stage 2

Content for students with prior learning and/or experience Students:  locate and organise information from spoken, written, digital and visual texts, for example:

– recognising character traits or behaviours in texts, eg children’s stories that reflect Modern Hebrew culture and traditions – obtaining information from texts, eg brochures, signs or lists – surveying peers on a topic of interest and representing the findings graphically, eg האוכל הכי טעים …הספורט האהוב עלי . .. המקום הכי אהוב עלי… – identifying key information in short spoken texts with new vocabulary and unfamiliar language

– comparing profiles or stories about different people and creating a display with names and short descriptions – locating and sequencing information to describe events – gathering information from the local environment to present to others, eg identifying key places of interest for a display – identifying key aspects from a report of an event, such as a festival – sequencing simple narratives by creating a storyboard using pictures and captions – engaging with authentic print or digital texts, eg advertisements, catalogues, menus or packaging to locate familiar vocabulary in Modern Hebrew

 respond in English or Modern Hebrew to texts, using spoken, written and digital modes, and models, for example: – publishing the findings of a survey in a school newsletter, magazine or online blog post

– responding to questions about characters, ideas and events in a range of print, digital or spoken texts, eg מי בסיפור? מה בסיפור? למה … בסיפור? – comparing Modern Hebrew fables with an Australian story and highlighting similarities and differences in characters and events and the moral of the story, eg "אליעזר והגזר" מאת לוין קיפנוס – presenting information on a cultural ceremony particular to a Modern Hebrew-speaking community, eg יום הזיכרון , יום העצמאות, יום השואה – creating an information brochure for Modern Hebrew-speaking visitors to Australia – reviewing an audio, visual or written text and sharing the review with peers, eg מה אתה/את אוהב/ת או לא אוהב/ת בוידאו או בסיפור? מדוע? – interviewing Modern Hebrew-speaking people in the community and presenting information to the class

Modern Hebrew K–10 Draft Syllabus for consultation 2019 62 Stage 2

Communicating

Composing

Outcome A student: › composes texts in Modern Hebrew using modelled language LMH2-4C

Content Students:  compose simple texts using familiar words, formulaic expressions and modelled language, for example: – creating simple texts describing themselves, their interests, friends or family, eg תאר/י את המשפחה שלך. תאר/י את סדר היום שלך. מה אני אוהב/ת לעשות בזמן הפנוי שלי. – presenting information about an event or a topic of interest to the class using multimodal resources or objects to support meaning, eg אסטרונאוטים טסים לירח. איזה גיבור / איזו גיבורה את/ה רוצה להיות? ואלו כוחות על את/ה רוצה שיהיו לך? – producing and presenting, if appropriate, a print or digital picture book about an imaginary character, place or animal, eg שם החבר/ה הדמיוני/ת שלי … הוא/היא גר/ה ב… לחיית המחמד הדמיונית שלי יש ראש כמו …, גוף כמו …, רגליים כמו … וזנב כמו …. – creating an action song that involves repeated words or phrases, eg "קיפוד על הזקן" מאת דתיה בן דור, "ארץ ישראל שלי" מאת דתיה בן דור – re-creating simple songs and incorporating onomatopoeic sounds, eg "אצא לי השוקה" עממי - "מיאו מיאו, והב והב, קו קו קוריקו קו". "אני מנגן" מאת עוזי חיטמן - "קורדי קורדי קורדיון, סקסו סקסו סקסופון ". – composing a play, poem or song using learnt Modern Hebrew vocabulary and expressions to perform at school assembly – creating a class profile, chart or database about likes, dislikes and interests

 create bilingual texts for the classroom, such as descriptions and signs, for example: – creating a bilingual picture dictionary and identifying words that are identical, similar or different – creating captions for images in a simple bilingual storybook, eg "הזחל הרעב" מאת אריק קרל – creating a bilingual text for the classroom or school community, using scaffolds or modelled examples eg poster, library display or online newsletter item – composing a bilingual profile to be shared online, eg a class blog – composing a bilingual version of a simple text – developing bilingual resources for familiar games, eg Bingo or Snap

Modern Hebrew K–10 Draft Syllabus for consultation 2019 63 Stage 2

Content for students with prior learning and/or experience Students:  compose texts using formulaic expressions, modelled language and visual supports, for example:

– composing and illustrating simple narratives to share with peers – creating or modifying a scaffold for a story, outlining traits of the main characters and sequencing plot – creating visual, auditory or multimodal texts which introduce and describe family members and friends – composing a different ending to a familiar story – creating and/or performing, if appropriate, alternative versions of a story or action song, using voice, rhythm and/or gestures – contributing an item to the school website or newsletter about a particular cultural event, class activity or excursion – creating simple imaginative texts such as comics, short stories or poems – creating and presenting, if appropriate, short plays or animations based on favourite characters in Modern Hebrew fables, eg "מיץ פטל" מאת חיה שנהב – modifying a text by substituting words, eg in a well-known Modern Hebrew song or rhyme, eg

"לכובע שלי שלוש פינות" - עממי

 create bilingual texts such as signs or notices, digital picture dictionaries and word banks for the classroom and school community, for example: – producing a bilingual school map and bilingual signs for Modern Hebrew visitors – composing captions for images in Modern Hebrew and English to create simple bilingual story books in print or digital form, eg The Lorax by Dr Seuss, eg "הלורקס" מאת ד"ר סוס – creating a bilingual invitation for community members to attend a school event – creating a digital picture dictionary, including a guide for pronunciation, to be used by younger learners of Modern Hebrew in the school community – creating simple action songs and raps which include alternative, repetitive phrases in Modern Hebrew and English to perform to the school community – creating an informative print or digital brochure in Modern Hebrew and English about school community activities, eg recycling at school – composing a text in Modern Hebrew and English for the opening of a community event, including Aboriginal protocols such as a smoking ceremony or Acknowledgement of Country

Modern Hebrew K–10 Draft Syllabus for consultation 2019 64 Stage 2

Understanding

Systems of language

Outcomes A student: › recognises pronunciation and intonation patterns of Modern Hebrew LMH2-5U › demonstrates understanding of basic Modern Hebrew writing conventions LMH2-6U › demonstrates understanding of elements of Modern Hebrew grammar in familiar language patterns LMH2-7U › demonstrates an awareness of how familiar texts are structured LMH2-8U

Content Students:  reproduce pronunciation and intonation and recognise sound–writing relationships, for example:

– recognising that vowel marks influence the way words are pronounced, eg ַ אֲ אָּ א ֶאֶּ אֵּ אֱאֵּ א ִאִ י א ֹ אֳ אֹו א ֻאּו א – creating an audio dictionary of frequently used words organised according to vowel sounds, eg חלה, אבא, באה ילד, כלב, שמש ניר, פיל, שיר שן, כן, עט יום, חול, שור – applying pronunciation rules when speaking or reading – emphasising the last syllable in words

 recognise and reproduce Modern Hebrew letter combinations, for example: – recognising that letters change depending on their place in the word, eg מם, נן, פף, צץ, כך,בב, ככּ, פפּ – experimenting with Modern Hebrew words and vowels to construct and deconstruct syllable blocks, eg י/רו/ש/ל/ים, יש/ר/אל, סו/פר/מר/קט – using basic punctuation, such as question marks, commas and full stops

 understand and identify elements of basic grammar and sentence structure, for example: – understanding grammatical concepts, such as noun, verb and adjective, eg ילד גדול הולך /ילדה גדולה הולכת. חבר נחמד בא /חברה נחמדה באה – identifying that nouns and adjectives have definite and indefinite articles and gender, eg ספר, הספר, ספר מצחיק, הספר המצחיק. מילה, המילה, מילה מצחיקה, המילה המצחיקה. סרטים, הסרטים, סרטים מצחיקים, הסרטים המצחיקים. בדיחות, הבדיחות. בדיחות מצחיקות, הבדיחות המצחיקות.

Modern Hebrew K–10 Draft Syllabus for consultation 2019 65 Stage 2

– using masculine and feminine forms of singular nouns and adjectives, eg ילד - ילדה, ילד טוב - ילדה טובה – using simple present tense verbs to describe aspects of their own daily activities, eg אני קם/קמה. אני אוכל/אוכלת. אני לומד/לומדת. אני רוקד/רוקדת. – using different verb forms of ‘like’ and ‘dislike’ to express an opinion or preference, eg אני אוהב / אוהבת . אני לא אוהב / לא אוהבת . – understanding imperative verb forms in familiar instructions, eg בבקשה לקום. בבקשה לכתוב. בבקשה לצייר. – expressing possession of animate and inanimate objects, eg יש לי כלב. יש לך כדור. יש לך דג. יש לו חבר. יש לה ספר. – understanding that adjectives follow nouns and must agree with noun in number and gender, eg ילד חכם , ילדה חכמה, ילדים חכמים, ילדות חכמות – using singular personal pronouns, both masculine and feminine, with appropriate simple present tense verbs to describe aspects of home or school life, eg אני גר בבית. אני יושבת על כסא. אתה לומד בכיתה. את כותבת במחברת. הוא מנגן בחליל היא רצה בגן.

 recognise that Modern Hebrew and English borrow words and expressions from each other and other languages, for example: – recognising that Modern Hebrew has influenced other languages, eg פלאפל, חומוס, טחינה, שבת, אמן, הללויה, – recognising that the Modern Hebrew language, like all languages, is constantly expanding to include new words and expressions,,eg טכנולוגיה, מקדונלדס, פרוזן יוגורט – recognising that some Modern Hebrew words are derived from other languages such, eg אינטרנט, הי, דולר, קפה, תה – recognising that some languages are continually evolving while others are endangered or being revived, eg Indigenous languages around the world, including Aboriginal languages and Torres Strait Islander languages in Australia – recognising Aboriginal language origins of names of Australian animals, eg ‘kookaburra’ originating from ‘gugubarra’, a word in Wiradjuri (central western NSW) and represented in קּוקברה Modern Hebrew as – creating a class list of Modern Hebrew words that are used in English and other languages and comparing how these words are pronounced in Modern Hebrew and English חלה,חזן ,הגדה

 identify particular language features and textual conventions in familiar texts, for example: – recognising features of familiar types of Modern Hebrew texts, eg picture books, digital books or games, video clips or songs – understanding that the Modern Hebrew scripts are written from right to left and that books and papers are written from back to front – comparing features of different types of texts, eg dialogue, letter, email, text message, story, poem or nursery rhyme – recognising differences between written and spoken texts and formal and informal texts, eg

סכו"ם = סכין, כף ומזלג – understanding that familiar spoken Modern Hebrew texts, such as conversations and stories, have particular features relevant to the audiences

Modern Hebrew K–10 Draft Syllabus for consultation 2019 66 Stage 2

Content for students with prior learning and/or experience Students:  understand the intonation and phrasing patterns of spoken Modern Hebrew, for example: – developing pronunciation, phrasing and intonation skills by singing, reciting or repeating frequently used words and phrases, recognising that statements and questions have different intonation, eg אמא נישקה את איילת. אמא את איילת נישקה. את איילת אמא נישקה. יש חלב במקרר? יש חלב במקרר, נכון? האם יש חלב במקרר? חלב יש במקרר? – making appropriate pauses in a sentence, by dividing the sentence into cohesive phrases, eg

איזה בית-קפה נחמד! אני אוהבת לשבת פה , על- יד הנמל. יש מקום על - יד השולחן? כן, יש מקום. בבקשה. תכירו, זאת חנה, חברה מירושלים. – recognising the importance of pauses in speech to allow for turn-taking in conversations, eg

אלון בבית? לא. איפה הוא? הוא בבית הספר. הוא לא בא לקונצרט? לא הוא לא מגיע. – recognising that vocalisation may change the meaning of the word depending on where it is placed, eg יָּעֵּ ן - , ostrichיַּעַּ ן - on account of. זָּכָּר- male, זָּכַּר - recalled, זֵּכֶּר - memory – using basic pronunciation and intonation rules when speaking or reading – applying the characteristics of rising intonations when asking questions or expressing surprise, eg סוף סוף! מאיפה אתה? תמשיך! נפלא! ?מה מספר הטלפון שלך?

 understand that in Modern Hebrew script, some letters change appearance depending on their position, for example: – recognising and reproducing the letters of the alphabet and the vowels, such as the three vowels, eg ספרים, ארנק, כנסת – using basic punctuation, including question marks, commas and full stops, eg אלון, רות, גילה ועופר יושבים בחדר של רות. עופר אומר: " אנחנו מדברים ומדברים, למה אנחנו לא הולכים לקולנוע?" "זה רעיון טוב!" עונה גילה. – recognising that letters change form depending on their place in the word, eg כ/ך, מ/ם, נ/ן, פ/ף, צ/ץ, ב/ב, כ/כ – experimenting with Modern Hebrew words and vowels to construct and deconstruct syllable blocks, eg מת/איימים ,צרט/ה/קונ, עי/תון/ל – applying spelling rules to unknown words in familiar contexts – understanding that all letters blend with long vowels to make syllables, eg מכוניות, ריקודים,רופאים – recognising the different forms of writing in Modern Hebrew, such as print script that is used in newspapers and cursive script which is used in handwriting

 develop knowledge of grammatical elements to describe actions, people and objects, for example: – producing sentences using present-tense verb conjugation, eg הילד אוהב פלאפל. הילדה אוהבת פלאפל. הילדים אוהבים פלאפל. הילדות אוהבות פלאפל. – using subject–verb–object word order in simple sentences relating to home or school environment, eg הילד גר בבית. הוא לומד בבית-הספר. הוא יושב על כיסא

Modern Hebrew K–10 Draft Syllabus for consultation 2019 67 Stage 2

– recognising the use of the definite article and its impact on the meaning of the sentence, eg

כלב / הכלב, ילד חזק/,הילד החזק, ראש עיר/ ראש העיר – applying singular nouns and regular plural noun endings in masculine and feminine forms, eg

דג - דגים, גזר - גזרים, עגבניה - עגבניות, ספה - ספות. – using singular, second person and plural possessive pronoun to describe relationship or ownership, eg שלי /שלנו, שלך / שלכם, שלך / שלכן, שלו / שלהם, שלה /שלהן. – using a range of adjectives in singular and plural form to describe appearance, feelings or personalities, eg קטן,קטנה, קטנים, קטנות צעיר, צעירה, צעירים, צעירות בריא, בריאה, בריאים, בריאות לחוץ, לחוצה, לחוצים, לחוצות עייף, עייפה, עייפים, עייפות חלש, חלשה, חלשים, חלשות כועס, כועסת, כועסים, כועסות נבוך, נבוכה, נבוכים, נבוכות מצחיק, מצחיקה, מצחיקים, מצחיקות – using past tense verbs to recount events, eg אני ביקרתי בצרפת, אתה ביקרת בישראל, את ביקרת במקסיקו, הוא ביקר בקניה, היא ביקרה בהודו אנחנו ביקרנו באיטליה, אתם ביקרתם באמריקה, אתן ביקרתן בסין, הן /הן ביקרו בגרמניה.

– expressing negation in simple and complex sentences, eg הוא לא כאן. זה לא הספר שלי. לא להיכנס. לא, אני לא יכול/ה לבוא. אי אפשר.אל תבוא/י – using imperative forms of simple verbs when giving others instructions, eg כתוב, כתבי, כתבו. שב, שבי, שבו. גזור, גזרי, גזרו. – using adverbs of place and time to expand on expressions, eg כאן, שם, בכל מקום, היום, אתמול, מחר – using a variety of prepositions to expand on spoken or written interactions, eg על, מעל, אחרי, בין, מאחורי – understanding and using simple question words in interactions, eg איך? מי? מה? למה? כמה? איפה? מדוע? – understanding the difference between definite and indefinite articles, and how to refer to a specific or unspecified person, place or object, eg ספינה / הספינה, ראש ממשלה / ראש הממשלה, בחור חכם / הבחור החכם, בחור חכם ויפה / הבחור החכם והיפה, ראש ממשלה חכם/ ראש הממשלה החכם, – expressing frequency and routine, eg קצת, הרבה, לפעמים, כל יום, כרגיל, שגרתי

Modern Hebrew K–10 Draft Syllabus for consultation 2019 68 Stage 2

Understanding

The role of language and culture

Outcome A student: › recognises how terms and expressions reflect aspects of culture LMH2-9U

Content Students:  understand that Modern Hebrew changes according to the context of use and reflects different relationships, for example: – identifying ways in which both Modern Hebrew and English speakers communicate with different people, eg with young children, with unfamiliar adults or with elderly people – recognising that there are variations in Modern Hebrew language use in different countries and regions, including accents, dialects and vocabulary – reflecting on how young people communicate with their own family and friends and with people with whom they are less familiar, and recognising differences in language use and communicative behaviour – understanding how changes in voice intonation and demeanour can change the meaning of words

 make connections between cultural practices and language use, such as culture-specific terms and expressions in Modern Hebrew or English, for example: – understanding that language carries information about the people who use it, and that common expressions often reflect cultural and social values, eg the importance of respect for older people is reflected in terms of address in Modern Hebrew and also seen in Aboriginal and Torres Strait Islander languages, the use of person-first language in relation to people with disability eg כבוד השופט/ת – comparing Modern Hebrew-speaking peoples’ body or nonverbal language with that of Aboriginal Peoples as determined in consultation with the local Aboriginal community

– identifying culturally-specific terms and phrases, eg ‘mate’ in Australian English and comparing with similar expressions in Modern Hebrew and Aboriginal languages and sharing insights into why cultures value certain colloquial language

Modern Hebrew K–10 Draft Syllabus for consultation 2019 69 Stage 2

− identifying cultural symbols such as art forms, flags, national dishes/foods or sporting emblems associated with different Modern Hebrew-speaking countries − identifying and exploring different Australian cultural expressions and symbols, eg national flags, sporting logos, Aboriginal and Torres Strait Islander arts, or national celebrations

 understand that ways of communicating and behaving reflect aspects of personal identity, for example: − exchanging a self-profile with a new Modern Hebrew-speaking friend, selecting key words and simple expressions from word banks − discussing how it feels to use a different language − recognising how they communicate with each other, their families, teachers and adults, identifying differences in behaviour and language and explaining reason for these − discussing identity and language use, and creating visual representation of their own membership of family, friendship groups or communities, eg − reflecting on the experience of learning another language and considering what advantages this brings

Content for students with prior learning and/or experience Students:  reflect on their experiences when interacting in Modern Hebrew and English-speaking contexts, identifying differences in language use and behaviours, for example: − identifying and discussing phrases and expressions used only in Modern Hebrew or in English, analysing cultural contexts in which they are used, eg חבל על הזמן, תתחדש − identifying ways in which interests, such as belonging to a sporting or hobby group or attending a community school reflect Modern Hebrew identity, eg אתה אוהב / את אוהבת לרקוד ריקודי עם? אתה אוהב / את אוהבת לשיר "שירה בציבור"? − reflecting on identity as a Modern Hebrew speaker in Australia − participating in cultural events, eg watching a soccer match between Israel and Australia, performing a Modern Hebrew song to the school community, participating in NAIDOC Week events, celebrating Anzac Day or participating in awareness campaigns such as World Autism Awareness Day − exploring ways in which different Modern Hebrew-speaking communities and countries express their culture through language, music, dance, tradition, stories, food, games or celebrations − comparing Modern Hebrew music, dance, food, celebrations or art with those of the local Aboriginal community

Modern Hebrew K–10 Draft Syllabus for consultation 2019 70 Stage 3

Content for Stage 3

 consult

Communicating

Interacting

Outcome A student: › uses Modern Hebrew to interact with others to exchange information and opinions, and to participate in classroom activities LMH3-1C

Content Students:  initiate interactions and exchange information with the teacher and peers, for example: – simulating first meetings based on assigned information, using expressions, eg שלום! מה שלומך? מה חדש? בן כמה אתה/ בת כמה את? אני בן עשר. אני בת עשר. מהם התחביבים האהובים עליך? אני אוהב להאזין למוסיקה.כמה אנשים במשפחה שלך? יש לי משפחה קטנה. אני ילד יחיד. – initiating an interaction with a peer about a topic of interest, eg מה זה? למה אני צריך את זה? מאיפה אני אשיג/ה את זה? – responding to an email from a Modern Hebrew-speaking new friend – exchanging of ideas and information, eg האם אתה/את מוכן/מוכנה לחזור על זה שוב בשבילי? מצטער על ההפרעה, אבל אני לא מבין את השאלה. אתה חושב/את חושבת שזה רעיון טוב? האם שמעת ש…? כן אני יודע/ת. אני חושב/ת שזה נהדר. אני לא יודע/ת. איך גילית? – comparing routines, interests or favourite activities, using language associated with time, sequence and location, eg אני מגיע/ה לבית הספר בשעה 8:30 .בשבתות אני משחק/ת כדורגל. בערב אני עושה את שיעורי הבית שלי ואני משחק/ת משחקי וידאו. – exchanging personal information about themselves and others to share similarities or similar interests, eg אני רוקד/ת בלט וג'אז. הי! גם אני. איפה אתה/את גר/גרה? אני גר/ה בחיפה. אני לא גר/ה בחיפה, אני גר/ה באילת. – describing significant people such as family members, friends or teachers, eg אבא שלי גבוה ורזה. לחבר/ה שלי יש עיניים כחולות. למורה שלי יש שיער מתולתל ושחור. – apologising and expressing concern or sympathy to teachers or peers, eg סליחה. הכל בסדר? אני מקווה שהמצב ישתפר בקרוב. – expressing gratitude or appreciation to teachers, family members or peers – exchanging correspondence such as greeting cards using modelled language, eg יום הולדת שמח! מזל טוב! שנה טובה!

Modern Hebrew K–10 Draft Syllabus for consultation 2019 71 Stage 3

– participating in a shared blog or other online forum to exchange information with Modern Hebrew-speaking students

 participate in a group activity or shared event, for example: − collaborating with peers when working on group activities − asking or responding to questions about the progress of an activity, eg אילו שאלות עדיין יש לך? איך אתה יודע את זה? למה אתה חושב כך? − creating a presentation or performance for family, friends or the school community to demonstrate their progress in learning and using Modern Hebrew − creating promotional materials, eg a poster about a class event, visit or performance − planning and contributing to organising an activity using expressions related to place, times and numbers, eg מתי האירוע? בשעה שמונה בערב. איפה האירוע? האירוע בבנייני האומה בירושלים. מי מגיע/ה? כל המשפחה מגיעה. − completing a collaborative project such as building a model of a shopping centre in a village in one of the Modern Hebrew-speaking countries or designing an environmentally friendly playground for entertainment and composing spoken, written or digital instructions and specifications using word-processing and digital presentation software − composing a quiz for younger students learning Modern Hebrew, including questions about language and cultural aspects of Modern Hebrew-speaking communities − creating a skit, performance, play or presentation to introduce aspects of Modern Hebrew language and culture to younger students learning Modern Hebrew, eg

Content for students with prior learning and/or experience Students:  initiate interactions with adults and peers to exchange information, ideas and opinions, for example: − taking on roles and responsibilities in the classroom, for example sharing important class announcements and reminders, eg שלום לכולם. אנחנו בודקים מי בכיתה. בבקשה תקראו את המידע מהלוח. − maintaining contact with peers by keeping a weekly journal or blog post of school or home life or leisure activities − recounting an experience with their own family or friends, eg ביום ראשון היה לנו יום נהדר.. נסענו ברכבת להרים. ראינו את המפלים, את עצי האקליפטוס ואת חיות הבר. − sharing information and opinions with peers in class or with online communities about aspects of their lives as members of the Modern Hebrew-speaking community in Australia, eg אני נולדתי באוסטרליה. אני מדבר/ת אנגלית ואני גם מדבר/ת עברית. אני אוהב/ת לאכול וג'ימייט על טוסט ואני גם אוהב/ת לאכול פלאפל − exchanging an email or letter using appropriate formats and appropriate terms to address the recipient, eg שלום! למר/ לגברת … לחבר/ה היקר/ה. − engaging others in conversation and inviting responses on issues, such as favourite sporting teams or players, favourite music groups or books, eg ספר/י על קבוצת הכדורסל האהובה עליך? מי הלהקה האהובה עליך, ולמה אתה/את אוהב/אוהבת אותה? אילו ספרים אתה/את אוהב/אוהבת לקרוא?מדוע?

Modern Hebrew K–10 Draft Syllabus for consultation 2019 72 Stage 3

− describing friends or family members, including physical appearance and personal qualities, eg לסבתא שלי יש עיניים חומות, שיער שיבה ,פה נחמד ואף קטן. היא רגישה, בעלת חוש הומור ולא פטפטנית. − sharing feelings or information about weekend activities, eg היה לי סוף שבוע נהדר

 collaborate with peers in group activities and shared experiences to make choices and arrangements, organise events and complete transactions, for example: − collaborating and contributing to the organisation of a performance item for a school assembly, eg בבקשה לקום להרמת הדגל ושירת ההמנון. היום אנחנו שרים את שיר הראפ שלנו. אנחנו מציגים את האגדה "כיפה אדומה". − composing a story or script that can be performed by the class − allocating roles for a class or whole school activity, such as a fundraising event for a charity, eg כל תלמיד מקבל משימה אחרת: אני עושה את זה, ואתה/את יכול/ה להכין את זה. האם מישהו רוצה לעשות משימה מסוימת? ארי טוב בציור, אולי הוא יכול לצייר את הפוסטר? מה אתה חושב? − creating timelines, schedules or programs and preparing an invitation for visitors to the school, eg מי מוזמן/ מוזמנת לבית הספר? מתי הוא יבוא/ היא תבוא? מי יכין/תכין את ההזמנה? − communicating with peers on the progress of shared learning tasks or activities using appropriate comments and questions, eg האם סיימת את העבודה? האם אתה/ את צריך/ה עזרה? − assisting in organising and hosting Modern Hebrew-speaking visitors to the school, composing the welcome speech and Acknowledgement of Country in Modern Hebrew, developing a list of questions, showing the visitors around the school, eg אני אכתוב את הנאום. אתה/את תכתוב/תכתבי את רשימת השאלות. אתה/את תדריך/י את האורחים. − presenting the results of a group investigation, eg הנה התוצאות: המחקר שלנו הראה ש... − engaging in real or virtual transactions in everyday events by asking for and providing information, such as giving prices or asking for goods and services, eg כמה זה עולה? האם אמא שלי יכולה לשלם בכרטיס אשראי? למי יש את החומוס הכי טוב בארץ? − making suggestions and explaining the reasons for choices made, eg אני מציע/ה … הסיבה היא ... − creating a presentation or performance for family, friends or the school community to demonstrate their progress in learning and using Modern Hebrew

Modern Hebrew K–10 Draft Syllabus for consultation 2019 73 Stage 3

Communicating

Accessing and responding

Outcomes A student: › obtains and processes information in texts, using contextual and other clues LMH3-2C › responds to texts using different formats LMH3-3C

Content Students:  obtain and organise specific information from texts, for example: – presenting a print or multimodal report, using photographs, illustrations, captions or diagrams about a special cultural event in Israel, eg a festival – extracting points of information from online sources, such as a website, book, podcast or magazine, and recording key phrases and vocabulary appropriate to task – communicating findings from surveys of peers or family members on social behaviours such as preferred modes of communication with family overseas – obtaining information on the lifestyles of young Modern Hebrew speakers in the Modern Hebrew-speaking world from informative texts, eg advertisements, video clips, print or electronic magazines, or social media – identifying formal and informal language in texts, eg אולם = אבל, בדד= לבד, קדמה = מזרח – summarising key points in a factual text – identifying specific information in texts, such as the names of familiar cities and the weather conditions and temperatures in a weather forecast – recording details of a cooking procedure from a cooking show in Modern Hebrew

 respond in English or Modern Hebrew to texts, using a range of formats, for example: – responding to an email from a new friend in Modern Hebrew תודה על האימייל. אני שמח/ה שיש לי עם מי לתרגל את העברית שלי. – creating a digital storyboard including captions or word bubbles to represent key events from imaginative texts – comparing favourite characters in a play, story or cartoon, listing words or expressions, eg

הוא איש אמיץ, אנרגטי וחכם. היא אישה יצירתית, מצחיקה וישרה. – introducing a character from a story, cartoon or television series, using graphics – responding to questions about a character or event in different types of imaginative texts, eg

תאר/י את הדמות שלך. תאר/י את האישיות של הדמות שלך. יש לו עינים גדולות, גבות עבות וחיוך יפה. הוא בעל חוש הומור, חברותי וגם חרוץ. מתי קרה האירוע? זה קרה בשבוע שעבר. מה קרה באירוע? הוא טס לארץ רחוקה. – ordering information in correct sequence or creating a timeline, eg בהתחלה ..., אז ... אחרי זה ... בסוף ... לבסוף ... – discussing key messages in texts such as the moral of a fable or key idea in a song, eg

המסר של השיר "מעגל החיים " בסרט "מלך האריות "הוא ...

Modern Hebrew K–10 Draft Syllabus for consultation 2019 74 Stage 3

– researching and presenting information in a poster or infographic about a local tourist site, including significant cultural sites for Aboriginal and Torres Strait Islander Peoples, eg information about local Aboriginal sites to visit and how many of them are protected

– using information gathered from a podcast or a weather forecast to compose a short speech, eg בוקר טוב, היום אני אדבר על

Content for students with prior learning and/or experience Students:  locate and classify information from a range of spoken, written, digital and visual texts, for example: – investigating aspects of life in Modern Hebrew-speaking communities overseas, eg communicating electronically using digital media with relatives to find out more about their own family origins, history or circumstances – extracting key points from a magazine, school newsletter or digital text on topics, eg healthy eating, school lunches, home or school routine – summarising a demonstrated procedure, eg a cookery demonstration or a science investigation – comparing and contrasting different perspectives on issues from various sources, eg how children in different Modern Hebrew-speaking countries describe their school experience

– exploring values or morals in children’s literature, such as fables and traditional stories

– locating and classifying information in texts and sharing the information with others in a different format such as creating a chart to represent preferences – collecting and organising information about a Modern Hebrew cultural event or celebration

 respond in English or Modern Hebrew to ideas and information, using a range of formats for different audiences, for example: – responding to narratives that evoke emotions or opinions by expressing their thoughts or feelings in their journals, eg folktales or films, eg הייתי שמח/ה כאשר … הרגשתי קנאה כאשר … כעסתי מאוד כאשר …כשראיתי את הסרט ריחמתי על הדמות הראשית כי … אהבתי את הסוף! זה היה כל כך לא צפוי! – comparing the cultures of Modern Hebrew-speaking and other communities, including Aboriginal and Torres Strait Islander communities – retelling a popular story or folktale from Modern Hebrew-speaking communities to an English- speaking audience, eg "הכבש השישה עשר" מאת יהונתן גפן – describing personality traits of main characters in a presentation to the class, eg תאר/י את הדמות שלך. מצחיק/ה, חצופ/ה, עצבני/ת – creating a video or interactive text about interesting local places, history or famous people to share with peers or the Modern Hebrew-speaking community – investigating a topic of interest and giving a presentation to a Modern Hebrew-speaking audience, eg endangered animals in Australia, eg גולדן פינץ ', קוול הצפון, כריש לבן

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– using expressions to compare favourite characters or events in imaginative texts such as cartoons, stories or digital games, eg הענק היה מפחיד, אבל עדין ולא אגרסיבי.

Modern Hebrew K–10 Draft Syllabus for consultation 2019 76 Stage 3

Communicating

Composing

Outcome A student: › composes texts in Modern Hebrew using a series of sentences LMH3-4C

Content Students:  compose informative and imaginative texts, using scaffolded models, for different purposes and audiences, for example: – designing and presenting, if appropriate, a commercial for a new or existing technology product – composing a blog post, sharing information about interests and experiences with peers, eg

הבלוג שלנו בכיתה: בבלוג אנחנו רוצים לשתף מידע על מה שאנחנו אוהבים לעשות ומה שעשינו. .. – constructing a visual, digital or narrative profile of the cultural diversity in the local community, including the local Aboriginal community, for visitors arriving from Modern Hebrew-speaking communities, eg אנחנו רוצים להציג את השכונה היפה שלנו. – composing a procedural text using word-processing software, eg a list of instructions on how to make chicken soup with matzo balls or school rules for new students from Israel – creating a video to present information or ideas to a particular audience, eg a virtual tour of the school for exchange student groups – creating an interactive display or performance to inform younger children of the benefits of learning Modern Hebrew, eg למה אתה צריך ללמוד עברית? ישנם יתרונות רבים ... – adapting a Modern Hebrew children’s story, song or cartoon to suit younger students, eg performing a puppet show, eg "אצלינו בחצר" מאת נעמי שמר – creating a word and phrase bank to describe personality of characters in imaginative texts, eg

אנרגטי, יצירתי, חברותי, ביישן, מצחיק, .

 create bilingual texts, such as signs, notices, games, displays, websites or word banks, for the school community, for example: – creating bilingual texts for the classroom or school community, eg invitations to attend performances, or posters and infographics advertising a significant school event – creating bilingual learning resources, eg memory cards, print or digital glossaries, and posters

– creating a game with instructions in both Modern Hebrew and English – participating in performing a skit for school assembly using Modern Hebrew for the performance and English for subtitles or supporting explanations – explaining expressions and gestures used in Modern Hebrew and English by creating a bilingual digital presentation – creating an interactive map displaying the diversity of languages in the local area, including Aboriginal languages and Auslan

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Content for students with prior learning and/or experience Students:  compose informative and imaginative texts for a variety of purposes and audiences, for example:

– using multimodal texts to present information about the school or neighbourhood for a buddy school in a Modern Hebrew-speaking community, eg a virtual tour – conveying information relating to significant people, places or events in Modern Hebrew- speaking communities through different types of texts, such as a poster for a concert, a profile of a famous Modern Hebrew-speaking writer or actor – communicating aspects of their personal world, such as family celebrations and other special occasions – presenting key ideas relating to aspects of lifestyle in the local community, including information about the local Aboriginal community, eg the influence of Aboriginal Peoples in sport or an appreciation of Aboriginal bush food/tucker – creating profiles of the characters in different types of imaginative texts, such as film, short stories, fables or cartoons using word-processing software, eg שם, גיל, תאר/י את הדמות שלך.  create bilingual texts and resources for their own language learning and the school community, for example: – creating shared bilingual resources of Modern Hebrew and English expressions used in formal and informal everyday interactions, print or digital word banks, or glossaries – using bilingual dictionaries and digital translating tools to create bilingual texts, comparing their version with that of their peers to identify differences in translation, eg captions, menus or timetables − creating bilingual lists of Modern Hebrew and English expressions for their own use in everyday interactions with friends and family − creating bilingual texts such as raps, songs or board games with instructions, eg ”צוללת צהובה” מאת הביטלס − creating a poster or digital presentation of culture-specific Modern Hebrew terms and expressions and appropriate English translations, eg תעשו חיים, , בתיאבון, רפואה שלימה, תתחדש

Modern Hebrew K–10 Draft Syllabus for consultation 2019 78 Stage 3

Understanding

Systems of language

Outcomes A student: › applies key features of Modern Hebrew pronunciation and intonation LMH3-5U › applies basic Modern Hebrew writing conventions LMH3-6U › demonstrates understanding of Modern Hebrew grammatical structures LMH3-7U › recognises how texts and language use vary according to context and purpose LMH3-8U

Content Students:  reproduce pronunciation, intonation and stress, recognising the relationship between sounds, words and meaning, for example: − recognising that vowel marks influence the way words are pronounced, eg ַ אֲ אָּ א ֶאֶּ אֵּ אֱאֵּ א ִאִ י א אֳ אֹו א ֹו ֻ אּו א − discriminating between the use of consonants and vowels in words − applying pronunciation rules when speaking or reading, such as emphasising the final syllable of the word − recognising how tone can convey emotions and shades of meaning as well as help distinguish between colloquial and formal language − understanding that certain sounds in Modern Hebrew words can be dropped from pronunciation, such as the schwa nach sound − comparing sounds used in Modern Hebrew with sounds used in other languages, including local Aboriginal languages − using exclamations to indicate agreement, disagreement, intention or understanding, eg באמת! בוודאי! נכון! − recognising the need for pauses or changes of tone to enhance meaning

 identify and reproduce Modern Hebrew letter combinations and understand that letters change appearance depending on the position, for example: − recognising that certain letters in Modern Hebrew appear in different variations, eg מם, נן, פף, צץ, כך, בב, ככּ, פפּ

 recognise the systematic nature of Modern Hebrew grammar rules, for example: − recognising different question words, eg מי? מה? איפה? − using the present tense of regular and irregular verbs, eg סוגר סוגרת סוגרים סוגרות, קונה קונה קונים קונות − producing complex sentences using present tense, eg האיש מצייר חתול אבל הוא לא מצייר כלב. יש לי כדור גדול וגם כדור קטן. אבא שלי צוחק כאשר אני מספר בדיחות.

Modern Hebrew K–10 Draft Syllabus for consultation 2019 79 Stage 3

− recognising that sentences can contain one or more verbs and are joined by conjunctions, eg

דן הולך ורץ מהר לבית הספר. רינה כותבת וקוראת בכיתה. − developing and applying understanding of verb conjugation, suffixes and a range of adjectives and adverbs to construct simple sentences, eg האיש הגבוה קפץ מהר למים. הילדה הצעירה שרה בקול רם. − using metalanguage to talk about grammar, eg "לכתוב" זה פועל, "עט" זה שם עצם, "יפה" זה שם תואר. − participating in games such as ‘matching pairs’ to reinforce grammatical rules, such as single and plural pronouns, masculine and feminine verbs, aligning adjectives to nouns, eg שלי - שלנו, שלך - שלכם, שלך - שלכן, שלו - שלהם, שלה - שלהן ילד עושה, ילדה עושה ,ילדים עושים, ילדות עושות. בית קטן, שנה אחרונה, חדרים נקיים,קבוצות גדולות − using a range of nouns, including more irregular plural forms, eg אישה - נשים, ביצה - ביצים, בית - בתים − applying gender rules for nouns and adjectives, eg ילד חכם, ילדה חכמה, ילדים חכמים, ילדות חכמות חלונות פתוחים, מקומות טובים, דרך ארוכה, דרכים ארוכות − recognising the use of negative constructions, eg אני לא מוכנה. הוא לא יודע מה השעה. הם לא משחקים כדורסל.

 recognise that the Modern Hebrew language is both influenced by and in turn influences other languages and cultures, for example: − investigating the influence of the Modern Hebrew language and culture on other languages by creating a glossary of Modern Hebrew words, eg vocabulary associated with food, eg מצה, חלה, כשר, אמן, הללויה − recognising that all languages change, that some are constantly growing and expanding while others are being revitalised, eg many international Indigenous languages and Aboriginal languages − investigating the influence of other languages on the Modern Hebrew language, eg טוויטר, גוגל, גיאוגרפיה − understanding that the Modern Hebrew language, like all languages, is constantly expanding to include new words and expressions in response to changing technologies, digital media and intercultural experiences, eg מצלמה דיגיטלית, אינטרנט קפה, אייפון

 identify how the features of text organisation vary according to purpose and audience, for example: − identifying the significance of features for different types of text, eg opening and closing emails, letters or phone conversations, eg היי, מה נשמע? מה קורה? בוקר טוב! תודה רבה! דרישת שלום. − identifying the purpose and audience of a range of familiar texts, eg songs, poems, short plays or videos − comparing features of different types of texts with a common topic, eg examining a print report, a television report or social media news update about an accident and discussing how the different features of each text combine to make similar meaning − discussing key features and purpose of different types of texts, eg a shopping list serves as a reminder of items to be purchased, whereas a permission note seeks permission from another person to do or have something − making connections between the degree of formality of a situation and the form of Modern Hebrew used, eg news readers pronounce the letter He as an audible h, whereas many

Modern Hebrew K–10 Draft Syllabus for consultation 2019 80 Stage 3

is pronounced matˈʔim by מתאים .Hebrew speakers pronounce it like they pronounce Alef news readers and maˈtim more colloquially − analysing how different types of texts create specific effects through language, eg superlatives, adjectives and imperative verb forms in advertisements designed to persuade, eg פחות, יותר, הכי, קנו עכשיו, נפלא, ממש טוב!

Content for students with prior learning and/or experience Students:  apply the Modern Hebrew sound system, including variations in tone, stress and phrasing, for example: − making appropriate pauses in a sentence, by dividing the sentence into cohesive chunks, eg when reading aloud − applying spacing rules between words to enhance clarity of meaning in written texts − understanding that words with the same letters have different meanings depending on the vowel, eg אֹוכֵּל=eater - אֹוכֶּל= food, קֶּרֶּ ן=animal horn קָּרַּ ן= radiate, קָּׁשַּ ר= bind - קֶּׁשֶּ ר= connection − recognising the importance of pauses in speech to allow for turn-taking in conversations

− using appropriate intonation when asking questions or expressing surprise, eg אפשר לעזור לך? מי דופק בדלת? עשית את זה כל כך טוב!

− recognising the different system of pronunciation of loan words from other languages in Modern Hebrew, eg סופרמרקט ,ברקוד, לוגו,

 extend knowledge of the Modern Hebrew alphabet and use an increasing range of combinations, for example: − understanding that in Modern Hebrew script some letters change appearance depending on their position, eg פ/ף, מ/ם, כ/ך, צ/ץ, נ/ן − developing strategies to recognise and produce individual syllable blocks − using vocalisation when writing in Modern Hebrew

 understand and use basic structures and features of Modern Hebrew grammar to elaborate on meaning, for example: − building compound sentences to express ideas, opinion, preferences or reasons, eg הוא הביע את דעתו, אבל אני לא מסכים איתו. החופשה שלנו היתה נפלאה, למרות הקור. בחנות לא היה שוקולד; לכן, הם היו צריכים לאפות סוג אחר של עוגיות. − understanding that Modern Hebrew uses the dual form with nouns, verbs and adjectives in both masculine and feminine, eg ילדה שמחה רוקדת. ילד עצוב כועס. − applying the noun–adjective agreement rule and the irregular plural form, eg כדור שחור - כדורים שחורים חלון פתוח - חלונות פתוחים דרך ארוכה - דרכים ארוכות − understanding the use of singular and plural third-person possessive pronouns to indicate relationships, eg שלו / שלה

Modern Hebrew K–10 Draft Syllabus for consultation 2019 81 Stage 3

שלהם / שלהן − applying linking devices to add cohesion to a paragraph, eg לדוגמה, לסיכום, למרות זאת − applying the rules of past tense verb conjugation to describe past actions and events, eg אני אכלתי לחם. אתה אכלת מלפפון. את אכלת ביצה. הוא אכל בננה. היא אכלה תפוז. אנחנו אכלנו אגוזים. אתם אכלתם סופגניות. אתן אכלתן לחמניות.הם/הן אכלו גבינה.

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Understanding

The role of language and culture

Outcome A student: › makes connections between cultural practices and language use LMH3-9U

Content Students:  understand that Modern Hebrew changes according to the context of use and reflects different relationships, for example: − identifying how language use reflects relationships and indicates respect, such as expressing familiarity with friends by using first names rather than surnames or showing respect for authority figures, eg המורה גילה, המורה דוד − explaining why Modern Hebrew is expressed differently according to context, purpose and audience, such as in the classroom or playground or young people addressing older people or between close friends or strangers − understanding the importance of using appropriate forms of address when interacting with people of different age and status, eg .כבוד השופט. כבוד הרב... − reflecting on the use of colloquial or abbreviated language by young people in informal written or digital contexts, eg the language of text messages as well as the use of borrowed words from other languages, eg סֹופָּ ”ש= סוף שבוע, בד”כ = בדרך כלל, הלו, ביי  understand that language use is shaped by the values and beliefs of a community, for example:

− understanding formulaic expressions, such as those exchanged before and after meals or when giving or receiving gifts, and reflecting on the experience of using such exchanges, eg

בתיאבון, תודה,להתראות, סליחה, מה נשמע? − identifying elements of Australian English words and colloquialisms, expressions and behaviours and discussing how they might be explained to people from different language backgrounds, such as ‘the bush’, ‘fair go’, ‘she’ll be right’, ‘mate’, eg יהיה טוב, אחי, בואו נהיה הוגנים − understanding similarities and differences between ways of communicating and interacting between young Modern Hebrew and English speakers in different contexts and situations, eg expressions of politeness or turn-taking in conversations

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 describe aspects of their own identity and reflect on differences between Modern Hebrew and their own language and culture, considering how this affects intercultural communication, for example: − comparing responses to the experience of learning the Modern Hebrew language and culture and considering whether the initial attitude or understandings have changed, eg בתחילה לא הבנתי מדוע אני צריך/ה ללמוד את השפה העברית. היום אני מאוד שמח/ה שלמדתי את השפה ושאני יכול לדבר ולתקשר עם אנשים שמדברים עברית. − recognising ways in which the behaviour of Modern Hebrew speakers reflects values, traditions or culture such as prioritising the group rather than the individual − comparing interactions between Modern Hebrew speakers and with interactions in similar Australian contexts − exploring how children from Modern Hebrew-speaking communities around the world use different words and expressions

Content for students with prior learning and/or experience Students:  reflect on their experiences in Modern Hebrew and English-speaking contexts, discussing adjustments made when moving from English to Modern Hebrew and vice versa, for example:

− identifying and comparing cultural images and/or language used in Modern Hebrew and English print media advertising or tourist brochures, considering how and why they are used and what message they convey − engaging with Modern Hebrew-speaking peers in diverse contexts, identifying situations in which misunderstanding or miscommunication may occur, and exploring strategies to overcome these, eg שטויות במיץ עגבניות, תתחדשי, על הפנים − discussing language choices required in diverse contexts across languages, eg apologising, congratulating, expressing thanks, declining, rejecting or complaining, eg סליחה שאיחרתי, לא התכוונתי לזה, אני לא אעשה את זה שוב, תודה, תודה רבה ,תודה רבה לך לא, אני לא יכול/ה לעשות את זה, אין סיכוי שאני אכנס לבריכה הזאת , אין מצב שהוא ינצח בתחרות, אתה/את צריכ/ה להתלונן בפני מר הילטון. − discussing the most challenging aspects of moving from a Modern Hebrew-speaking community to an English-speaking community, eg the social context

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Content for Stage 4

 consult

Communicating

Interacting

Outcome A student: › uses Modern Hebrew to interact with others to exchange information, ideas and opinions, and make plans LMH4-1C

Related Life Skills outcome: LMHLS-1C

Content Students:  interact with peers and known adults on topics of interest, for example: − exchanging greetings with peers and teachers in various contexts, eg שלום, מה שלומך, בוקר טוב, נעים מאוד, בסדר תודה, ברוך הבא − interacting with peers about daily routine and comparing experiences, eg אני קם בשעה שש בבוקר. מתי אתה קם? אני הולך לישון בשעה תשע וחצי בלילה. מתי אתה הולך לישון? כל יום אני לומד משמונה וחצי בבוקר עד שלוש ועשרים אחרי הצהריים. מתי אתה לומד? ביום רביעי יש לי חוג קראטה וביום חמישי חוג שחמט. לאילו חוגים אתה הולך? − interacting in Modern Hebrew to perform routine social tasks, eg responding to praise, encouraging or instructing − responding to requests, commands and asking for clarification, eg לא, לא עשיתי שיעורי בית. אני לא מבין את השאלה. מה אני צריך לעשות עכשיו? − communicating using vocabulary related to school or home, eg מה אתם לומדים ביום שני? אני אוהבת ללמוד עברית. בכיתה שלנו יש לוחות גדולים והרבה ספרים. בבית הספר שלנו יש שתי הפסקות. בהפסקה אני אוהב לשחק כדורסל עם החברים שלי. כשיורד גשם אני אוהב ללכת לספרייה ולקרוא ספרים. − ordering a meal and sharing food at a restaurant and displaying appropriate etiquette

− exchanging information with real or virtual visiting students from Israel or a buddy school, such as name, age, birthday, phone number, email address, family members, nationality, eg

שלום, אני דויד, מי אתה? אני בן שתיים-עשרה, בן כמה אתה? יום ההולדת שלי ביולי, מתי יום ההולדת שלך? מספר הטלפון שלי ………, מה מספר הטלפון שלך? כתובת האימייל שלי... ,מהי כתובת האימייל שלך? במשפחה שלי יש אבא, אימא ואחות, מי במשפחה שלך? אני אוסטרלי.

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 engage in collaborative activities that involve planning and making arrangements, for example:

− participating in class activities such as word, board or electronic games/software applications, using set phrases in Modern Hebrew, eg זה התור שלי, עכשיו התור שלך, ניצחתי, מהם החוקים של המשחק? מי מתחיל? − planning and contributing to the performance of a play, dialogue or speech, eg דיאלוג היכרות בין שני תלמידים, שיחה בין מורה ותלמיד חדש, נאום על המשפחה. − engaging in face-to-face dialogues or virtual conversations using social networking applications or video-conferencing software, to discuss and negotiate a date for a class party or a birthday party, eg אפשר לעשות את המסיבה ביום רביעי? ביום רביעי אני לומדת גיטרה, אולי אפשר ביום חמישי? באיזו שעה? איפה תתקיים המסיבה? כמה אורחים אני יכולה להזמין? − collaborating with peers to create a song about days of the week or numbers, using online learning tools − planning and participating in learning experiences that combine linguistic and cultural elements, eg an excursion to an Israeli restaurant, exhibition, festival or performance

− asking, giving and following directions to real or virtual locations, using electronic information devices, apps, street maps or directories and using appropriate language, eg סליחה, איך מגיעים למוזיאון? אתה צריך ללכת ישר עד שאתה מגיע לרמזור. ברמזור אתה צריך לפנות שמאלה. − participating in real or virtual scenarios such as shopping, selecting items, ordering food in a restaurant, eg אפשר לראות את התפריט בבקשה? אני רוצה להזמין פיצה וקולה. מה יש לקינוח? אפשר לקבל את החשבון בבקשה? איזו חולצה יפה. כמה היא עולה? יש הנחה על המחיר הזה? אני לא מצליחה להחליט איזו שמלה לקנות: את השמלה הכחולה או את השמלה הירוקה...

Content for students with prior learning and/or experience Students:  interact with peers and known adults on a range of topics and experiences, for example: − engaging in face-to-face or online communication with peers about shared interests or experiences − making comparisons between their own daily routine and that of peers, family or students in Israel − participating in simulated transactions, eg bargaining in shops and markets using appropriate gestures, expressions and relevant question–answer exchanges − exchanging information with peers and the teacher about a variety of topics, such as family, friends, routines, school or leisure activities using a range of tools, eg אימייל: היי שירה, מה את עושה ביום שלישי אחרי בית הספר? אני הולכת לשיעור אומנות עד חמש. את רוצה ללכת איתי לסרט אחר כך? − initiating and maintaining conversations by using connectives to acknowledge, agree and expand on ideas, eg אני מסכים איתך, המסיבה באמת היתה מוצלחת, אבל אני חושב שהיה כדאי לעשות אותה בפארק ולא באולם הספורט. − proposing and justifying opinions and ideas using language-specific vocabulary and grammatical features such as negative, interrogative and affirmative forms, eg בניגוד למה שאמא שלי חושבת, אני חושב שזה לא כל כך נורא לראות טלוויזיה. בעצם, יש בזה תועלת. אני נרגעת במהלך הצפייה בטלוויזיה. מה דעתך?

Modern Hebrew K–10 Draft Syllabus for consultation 2019 86 Stage 4

− discussing an important environmental or social issue, eg climate change, accessible environments for people with disability  engage in collaborative activities that involve planning, making decisions and negotiating, for example: – participating in class activities such as word, board or digital games, eg עכשיו תורי, זה התור שלך, ניצחתי, אל תרמה, מה החוקים של המשחק? – collaborating to plan invitations to local Aboriginal and Modern Hebrew community representatives to engage and share aspects of Aboriginal and Israeli cultures and traditions

– discussing and planning promotional materials for school activities or events, eg כדאי לכתוב גם מתי המסיבה תסתיים? צריכים לכתוב גם את הכתובת של בית הספר? אנחנו צריכים לתאר מה יהיה במסיבה. אל תשכחו לכתוב על התחפושות. – planning a trip or an excursion to Israel using multimodal texts to provide information on tourist attractions, itineraries, guide maps or activities, eg ביום ראשון נטייל בעיר העתיקה בירושלים. נבקר במוזיאון ישראל ומוזיאון המדע. ביום שני ניסע לים המלח ונטפס גם על הר המצדה. – planning and creating a play about specific aspects of the Modern Hebrew-speaking communities, eg dialects, traditions, daily routines or school life – participating in organising an event to represent the cultural aspects of the Modern Hebrew- speaking community such as a traditional market day, eg נשף פורים יתקיים ביום רביעי באולם הספורט של בית הספר. הנשף יתחיל בשעה שמונה בערב ויסתיים בשעה עשר וחצי.

Content for students with a background in Modern Hebrew Students:  interact with peers and known adults to exchange information, opinions and preferences relating to social issues and cultural experiences, for example: – expressing opinions about their new high school life, eg אני כל כך אוהבת את בית הספר החדש שלי. אני במיוחד אוהבת לשחק במגרשי הספורט הגדולים ולשחות בבריכת השחייה המחוממת. – initiating and maintaining communication on a variety of topics using a range of modes, such as face-to-face class debates, multimodal presentations, group discussions or virtual discussions on issues concerning the school community, eg אני כל כך כועסת כי המנהל החליט שחייב ללמוד ספורט גם בכיתה י"ב. מה דעתכם? – conducting an interview with community representatives, including members of the local Aboriginal community about the importance of learning languages in Australia – exchanging ideas with their Modern Hebrew-speaking peers about the diversity of the English language in the Australian context – comparing and contrasting Australian food experiences with those from Israel, eg lunch in Australia versus lunch in Modern Hebrew-speaking countries, eg באוסטרליה אנחנו אוכלים ארוחת צהריים בבית הספר. אפשר להביא אוכל מהבית או לקנות אוכל בקפיטריה. בישראל, הילדים אוכלים ארוחת צהריים בבית אחרי שהם חוזרים מבית הספר. – comparing aspects of their personal world, such as home and social lives, including involvement in different cultural practices – discussing cultural and traditional aspects of a place of interest in Israel, eg אני כל כך אוהבת לבקר בכותל המערבי. כאן עמד פעם בית המקדש.

Modern Hebrew K–10 Draft Syllabus for consultation 2019 87 Stage 4

 engage in collaborative tasks that involve negotiating, solving problems and justifying decisions, for example: – planning and/or participating in events relating to aspects of Australian way of life, eg music, climate, landscape or recreational activities, and sharing experiences with members of their local Modern Hebrew-speaking communities in Australia – planning and presenting, if appropriate, a dramatic performance in which they respectfully compare aspects of Australian popular culture, including that of Aboriginal and/or Torres Strait Islander Peoples, with that of Israel – planning and running, if appropriate, a simulated class garage sale or specific shop, preparing labels and promotional materials, rehearsing language for advertising, buying, negotiating, swapping or bargaining – collaborating with peers to plan home or school events such as a birthday party, housewarming, class excursion or school performance, discussing alternatives and making decisions בואו נארגן מסיבת הפתעה ליונתן. כדי להקל על כולנו, אני חושבת שכדאי להכין רשימה מה כל ילד צריך לעשות. – identifying a teenage or local issue of concern and working with others to devise a solution, eg communication breakdown with parents, the issue of littering/graffiti in the local community, the lack of facilities for local young people, access to facilities in the local community for people with disability, eg לאחרונה אני מתווכחת הרבה עם ההורים שלי מפני שאני מדברת הרבה בטלפון. אני מאוד מוטרדת מהמצב של חצר בית הספר מפני שהיא מאוד מלוכלכת. – planning a trip to an Australian landmark, negotiating where to go, discussing how to get there, justifying the decision for accommodation and deciding the format of the digital presentation of information to peers and teacher, eg בשבוע הבא אנחנו ניסע להרים הכחולים. אנחנו נישן באכסנייה כי המלון יותר מידי יקר. נגיע לאתר באוטובוס פרטי. אולי כדאי לפרסם את הטיול בעיתון בית הספר?

Modern Hebrew K–10 Draft Syllabus for consultation 2019 88 Stage 4

Communicating

Accessing and responding

Outcomes A student: › identifies main ideas in, and obtains information from texts LMH4-2C › organises and responds to information and ideas in texts for different audiences LMH4-3C

Related Life Skills outcomes: LMHLS-2C, LMHLS-3C

Content Students:  locate information and identify gist in a range of spoken, written and digital texts, for example:

– identifying the speakers and setting of a conversation, eg בשיחה מדברים אימא ובן. הם מדברים בבית, על שיעורי הבית של הבן. – identifying the main idea in simple short texts, eg מה יש בכיתה? מה עושים הילדים בהפסקה? – locating specific information from print, audio or visual texts, eg timetable, calendar, family tree, advertisement, blog post, online article, sign – identify information in an email or other communication from a student in Israel – summarising a simple written, audio or visual text in English and identifying key ideas – sequencing actions or events from a text such as a magazine article or online sports report, using conjunctions and adverbs related to time, eg נבחרת השחייה של בית הספר מתאמנת שלוש פעמים בשבוע: בימי שני ושלישי משש עד שבע בבוקר, וביום חמישי משבע עד שמונה בערב. השחיינים מתאמנים קשה מאוד. בתחילת האימון הם שוחים לאט 100 מטרים לחימום. אחר כך הם שוחים מהר ומתאמנים בסגנונות שחייה שונים. בסוף האימון הם שוב שוחים לאט כדי לשחרר את השרירים. – identifying vocabulary and expressions used in an informative text such as a poster, website, brochure or menu for use in their own short reports on similar topics, eg תפריט: מנות ראשונות, מנות עיקריות, קינוחים, משקאות קרים, משקאות חמים.

 respond in English or Modern Hebrew to information and ideas in a variety of spoken, written and digital forms for specific contexts, for example: – presenting the findings from a class survey using graphing or modelling software, in English or Modern Hebrew to another class, eg לפי הסקר על השפות שהילדים מדברים בבית, 75% מהתלמידים מדברים רק אנגלית בבית, ו 25% מדברים אנגלית ושפה נוספת. – recognising main ideas in a text such as a song, film or video clip, eg הקשיבו לשיר / צפו בסרטון וכתבו: מה הילדים עושים בסוף השבוע ?מה הילדים לומדים בבית הספר? – creating a personal profile from information in visual or audio texts about people in Israel, eg

דני גר בתל-אביב, בישראל. הוא בן שלוש-עשרה. יש לו שני אחים ושלוש אחיות. הוא לומד בבית הספר "כרמל". הוא לומד בכיתה ז'. – sequencing elements of multimodal texts such as a song, cartoon or simple narrative, eg creating a digital storyboard including pictures and captions

Modern Hebrew K–10 Draft Syllabus for consultation 2019 89 Stage 4

– responding to questions about characters or events in different types of texts, eg מי הדמות המרכזית בסיפור? מה אנחנו יודעים עליה? – responding to texts such as stories, poems, songs or cartoons, using modelled and scaffolded language to express opinions, eg אני חושב שבסיפור דינה היא חברה טובה כי היא עוזרת לשלומית לעשות שיעורי בית כל יום. לפי דעתי המשורר מתאר יפה את החדר שלו כי הוא משתמש בהרבה תיאורים: "השולחן החדש", "החלונות הגדולים", "השטיח הצבעוני" וכו'. – sequencing elements of a cartoon, comic or simple narrative, eg by creating a storyboard using pictures and captions

Content for students with prior learning and/or experience Students:  obtain and process information from a range of spoken, written and digital texts, for example:

– collating information from a range of Modern Hebrew media on a topic of interest, eg popular culture, sport or youth issues – identifying main ideas in multimodal texts about weather, leisure activities or family, eg

בשנים האחרונות האקלים משתנה, והטמפרטורות בקיץ גבוהות יותר / היום הרבה אנשים עוסקים בפעילות גופנית / יש משפחות שגרות יחד עם הסבים והסבתות שלהן. – identifying language devices used in presentations to engage the audience, such as emotive language, imagery, rhetorical questions, eg עייפים? רוצים לנוח? כדאי לכם לבלות סוף שבוע שקט וקסום במלון "שלום". – comparing perspectives represented in spoken or written texts, eg בעיתון שקראתי היום כתוב שכדור הארץ מתחמם בגלל זיהום האוויר. אבל במאמר אחר שקראתי היה כתוב שהתחממות כדור הארץ לא בהכרח קשורה לזיהום אוויר. – comparing how various sources, such as magazines, newspapers, podcasts or websites use language to convey meaning – identifying key words and expressions in a variety of texts that describe a place, a person or an event – responding to questions from peers about key procedures and main ingredients in a cooking program, eg כדי להכין את העוגה צריך: כוס חלב, שתי ביצים, חצי כוס קמח וכף שמן. בהתחלה,מחממים את החלב, ואז מוסיפים אותו לתערובת הביצים, השמן והקמח. מכניסים את התערובת לתבנית, ואופים במשך ארבעים דקות.

Modern Hebrew K–10 Draft Syllabus for consultation 2019 90 Stage 4

 respond in English or Modern Hebrew to information and ideas on a range of topics, events or experiences, using different modes of presentation for particular audiences, for example: – collating and presenting data relating to urban and country lifestyles in Israel using graphing and modelling software – collating and sharing information on a local issue in a multimedia display in both Modern Hebrew and English, eg לפי הסקר, רוב האנשים בשכונה מעדיפים פארקים וגני שעשועים על פני בניית בניינים גבוהים. – presenting information from surveys, interviews or media sources about a range of topics, eg tourist places to visit in the Modern Hebrew-speaking world – participating in shared reading of imaginative texts and sharing opinions about the theme

– researching and presenting information related to a recent music festival or concert, play or film – summarising information from a range of informative and imaginative texts about famous personalities, characters and events, eg מנחם בגין היה ראש הממשלה הראשון שחתם על הסכם שלום עם מדינת ערב: מצרים.

Content for students with a background in Modern Hebrew Students:  access and evaluate information from a range of spoken, written and digital texts, for example:

– summarising key information in English from diverse spoken texts, eg speeches, dialogues, news reports or interviews – choosing texts such as videos, blogs, articles, interviews, podcasts or websites to gather information and facts about famous people, including Aboriginal and/or Torres Strait Islander Peoples and people with disability, eg דויד בן גוריון, מנחם בגין, יצחק רבין, גולדה מאיר, חנה סנש. – comparing and evaluating information from a range of community-endorsed texts about festivals, celebrations or special occasions in Australia and Israel, including those of Aboriginal and/or Torres Strait Islander Peoples and presenting information to peers

– sharing opinions and ideas relating to characters, settings and plot imaginative texts, such as songs, cartoons, folktales or stories – evaluating the relevance and reliability of information from various sources on a topic of enquiry, eg אני חושבת שהמאמר מסביר את האירוע באופן ברור יותר מהסרט הדוקומנטרי, אבל, הסרט מעניין יותר והדוגמאות שהוא מציג אותנטיות. – accessing diverse sources about the use of social media and other forms of electronic communication for a report to peers in a school in Israel

Modern Hebrew K–10 Draft Syllabus for consultation 2019 91 Stage 4

 respond in Modern Hebrew to information, ideas and perspectives on a range of topics, events or experiences, using a variety of presentation modes for particular audiences, for example:

– analysing and presenting data in Modern Hebrew or English on topics of interest using word- processing and graphing software – presenting information from a range of sources to two different audiences, adapting the language and format choices, eg a group of younger children and a parent group

– accessing information about a current issue and adapting the information to create a script for a performance – summarising information on educational or social topics and expressing their own perspective on the information obtained with reference and quotes for a presentation to the class

– researching and presenting information related to a recent music festival or concert, play or film, video or podcast series

Modern Hebrew K–10 Draft Syllabus for consultation 2019 92 Stage 4

Communicating

Composing

Outcome A student: › applies a range of linguistic structures to compose texts in Modern Hebrew, using a range of formats for different audiences LMH4-4C

Related Life Skills outcome: LMHLS-4C

Content Students:  compose informative and imaginative texts in spoken, written and multimodal forms for a variety of purposes and audiences, using stimulus materials and modelled language, for example:

− composing multimodal texts related to familiar topics including images, diagrams, cartoons or audio to introduce oneself, friends and/or family to classmates − creating a greeting card or a note to a friend, relative or person in Israel for a special occasion using word-processing software, eg לדני היקר, מזל טוב ליום ההולדת שלך, אני מאחל לך שנה טובה ומוצלחת. מחיים − creating texts to present information or ideas to a specific audience, such as advertising an event, creating a virtual tour of the school, reporting on a concert, eg טיול וירטואלי בבית הספר: זה בית הספר שלנו. בצד ימין יש אולם ספורט גדול. מאחורי אולם הספורט יש חדר מוסיקה וחדר מחשבים. זה הבניין החדש. בקומה הראשונה בבניין יש בריכה יפה ומחוממת ובקומה השנייה יש הרבה כיתות לימוד. על יד הבניין החדש יש מגרש כדורגל גדול ומגרש טניס. − composing and presenting, if appropriate, a dialogue, rap, poem or song − creating a digital persona in a Modern Hebrew-speaking online world, incorporating common cultural aspects − creating, performing and recording imaginative texts with peers using voice recording and digital presentation softwares, eg a game show, talent show or short play

 create bilingual texts and resources for the school and wider community, for example: − creating bilingual texts and resources for the school or community, eg דלת - door, לוח - board, תמונה - picture − creating print or digital flashcards for peers to learn new vocabulary − creating bilingual charts with English translations and pictures to represent simple vocabulary

− creating print or digital glossaries and charts for the classroom − composing bilingual texts to display in the school, eg captioned photo montage, poster − designing bilingual menus, signs, electronic brochures or books for the school community, eg the canteen, map of school, signs or school rules − liaising with the local Aboriginal community to create print or digital glossaries about local Aboriginal histories in Modern Hebrew

Modern Hebrew K–10 Draft Syllabus for consultation 2019 93 Stage 4

Content for students with prior learning and/or experience Students:  compose informative and imaginative texts in a variety of formats for different purposes and audiences, for example: − creating a text, such as a brochure, poster, website, audio post or infographic, about an upcoming event, eg a Modern Hebrew language performance or a school exchange visit, eg

אל תשכחו לבוא להצגה של כיתות ז' ו-ח'. ההצגה היא חלק מחגיגות "יום ההרמוניה" בבית הספר. מקווים לראות את כולכם ביום רביעי הקרוב בשעה ארבע אחר הצהריים באולם הספורט. − composing and presenting, if appropriate, a documentary for Modern Hebrew-speaking parents in Modern Hebrew about aspects of Israel’s cultural diversity, tradition or tourist attractions − creating texts such as electronic books, blogs, electronic-posters, webpage or podcast to promote school multicultural events, activities or performances − creating a presentation using digital presentation software, describing favourite places in Israel or aspects of Israeli culture for display, eg in the classroom or school library − composing a biography using ICT, eg blog post, digital presentation or online newspaper article − creating different text types for a specific audience such as digital and print advertisements, diary and journal entries and using appropriate persuasive or reflecting language, eg יומן אישי: יומני היקר, איזה יום נהדר היה לי היום. נסעתי לבקר את חיים בירושלים. איזו עיר יפה ומיוחדת. פרסומת: אתם יצירתיים? רוצים ללמוד אומנות? אתם במקום הנכון! במוסד שלנו תוכלו לפתח את כשרונותיכם וללמוד מגוון מקצועות באווירה תומכת. − creating a story in the form of a slideshow, using modelled language and speech bubbles, captions or other visual/audio aids to enhance effect − creating the next scene, a new character or an alternative ending for Modern Hebrew imaginative print or digital texts, eg a folktale, short story, drama or film − composing a review of an Aboriginal-authored or endorsed text in Modern Hebrew

 create bilingual texts and resources for the school and wider community, for example: − creating a video or digital presentation demonstrating the process of making something using video recording software, eg a simple dish or craft, with subtitles in English − creating and presenting multimodal or digital imaginative texts such as songs, poems, plays, stories or video clips with translations to entertain a variety of audiences − creating a bilingual brochure, notice, video, podcast or blog to promote educational or cultural events such as Harmony Day, NAIDOC Week, Modern Hebrew cultural performances, Modern Hebrew language classes, activities or events, eg רוצים לשפר את העברית שלכם? הצטרפו אלינו בכל יום שני בשעה חמש אחר הצהריים במועדון השכונתי. − creating a virtual tour using augmented reality software of an Israeli city promoting the cultural aspects and tourist attractions and presenting it to the school community with subtitles in Modern Hebrew or English − creating a bilingual glossary of useful expressions for travelling in Israel, eg אוטובוס - bus , מונית - taxi , כמה זה עולה? -? How much does it cost איפה התחנה? - ?Where is the station – creating a bilingual digital presentation illustrating commonalities among cultures within the Australian community, including Aboriginal and Torres Strait Islander Peoples, and Modern Hebrew-speaking Australians, eg importance of family and language, respect for the elderly

Modern Hebrew K–10 Draft Syllabus for consultation 2019 94 Stage 4

Content for students with a background in Modern Hebrew Students:  compose informative and imaginative texts in a variety of formats for different purposes and audiences, for example: − presenting information about the lifestyle of people in Israel using multiple text types and modes of presentation − re-creating the content of a spoken or written text about a pre-learnt topic, in a different text type such as transforming an advertisement into an interview − composing a report for the school newsletter about the health benefits of eating Israeli food

− creating a multimodal documentary in Modern Hebrew about Australian tourist attractions including the significance for Aboriginal and Torres Strait Islander Peoples of the sites associated with those tourist attractions, eg the Sydney Opera House on Gadigal Country at Bennelong Point − composing poems or raps to be posted on the school website or included in the school magazine − composing the script of a play about ‘A Typical Day in the Life of a Student’ in Israel − creating a digital story in Modern Hebrew, considering plot, characters and setting

 create bilingual texts and resources for the school and wider community, for example: − creating a bilingual electronic brochure to compare aspects of school life in Israel and in Australia, eg school subjects, timetables, sports, weekend − creating a bilingual story based on pre-learnt topics, eg school life, celebrations, travel, culture

− composing a bilingual blog for the school community in which aspects of Israeli culture are presented, eg cuisine, music, dress − producing a bilingual text in Modern Hebrew and English about a community event, eg a concert or an interview with a celebrity, for a poster for a community radio station − creating a short film with English subtitles using video editing software, about social interactions among different speakers of Modern Hebrew, explaining cultural elements that may vary in different parts of the Modern Hebrew-speaking communities − creating a bilingual multimodal presentation demonstrating the diversity of cultures and languages in the school community, including acknowledgement of Aboriginal custodians, and the benefits for the students, teachers and the school community − translating texts from Modern Hebrew to English and English to Modern Hebrew and maintaining integrity of meaning − understanding that some Modern Hebrew expressions or idioms cannot be translated directly into English and vice versa, eg אל תסתכל בקנקן אלא במה שיש בו - Don't judge a book by its cover לא בא לי - I don't feel like / חבל על הזמן - It is a waste of time / על הפנים - terrible

Modern Hebrew K–10 Draft Syllabus for consultation 2019 95 Stage 4

Understanding

Systems of language

Outcomes A student: › applies Modern Hebrew pronunciation and intonation patterns LMH4-5U › demonstrates understanding of key aspects of Modern Hebrew writing conventions LMH4-6U › applies features of Modern Hebrew grammatical structures and sentence patterns to convey information and ideas LMH4-7U › identifies variations in linguistic and structural features of texts LMH4-8U

Related Life Skills outcomes: LMHLS-5U, LMHLS-6U, LMHLS-7U, LMHLS-8U

Content Students:  recognise and use features of the Modern Hebrew sound system, including pitch, accent, rhythm and intonation, for example: − recognising and imitating Modern Hebrew sounds, including distinctive sounds, eg those represented by individual letters, eg א, ב, ג ,ד, ה, ו, ז, ח, ט, י, כ, ל, מ, נ, ס, ע, פ, צ, ק, ר, ש, ת, ך, ם, ן, ף,ץ − understanding that Modern Hebrew, unlike English, is a phonetic language, that is pronounced the way it is written − recognising that Modern Hebrew has different sounds from English, eg ח, כ, צ − understanding ways to ask questions, eg rising intonation with a declarative sentence or by using the interrogative pronouns, eg אתה יוסף. אתה יוסף? היא גרה בישראל. היא גרה בישראל? איפה אתה גר? לאן אתה הולך? − understanding orders or instructions, eg שבו בבקשה! בבקשה לשבת, בבקשה לא לדבר עכשיו! בבקשה לכתוב במחברות.ענו על השאלות. קראו את הסיפור בעמוד − reading simple pre-learnt texts using correct intonation to convey meaning, eg changing the tone of voice in case of exclamation, interrogation, negation and stress

 recognise and use features of the Modern Hebrew writing system, for example: − understanding that the Modern Hebrew alphabet starts from right to left − understanding that some letters vary in shape according to their position in a word, for example the letter changes if it is placed at the end of the word, eg כ-ך, מכתב, מלך / מ-ם, מורה, שמיים / נ-ן, מנגו, מלפפון / פ-ף, עייפים, עייף / צ-ץ, ציפור, עץ − applying knowledge of sight words when decoding unknown words using syllabification – writing the sounds of the Modern Hebrew alphabet correctly and distinguishing between consonants and vowels, eg ׁשָּמַּ יִם, ׁשִ יר / אֹור, אֲוִיר – recognising that written Modern Hebrew does not always include the vowels, eg תְּ מּונָּה, תמונה

Modern Hebrew K–10 Draft Syllabus for consultation 2019 96 Stage 4

– recognising the difference between print and cursive script − applying their knowledge of letter–sound relationship to develop strategies to read simple and more complicated words, eg אּו-נִי-בֶּ -רְּ -סִ י-טָּ ה, מָּ -תֶּ -מָּ -טִ י-קָּ ה  understand elements of Modern Hebrew grammar, including the systematic nature of verb conjugation, for example: − understanding that some words are orthographically similar but semantically different, eg מִדְּ בָּ ר )desert(, מְּדַּ בֵּ ר )speak( מִסְּ פָּּ ר )number(, מְּ סַּפֵּּ ר )tell( סָּפַּ ר ) (,counted סֵּפֶּ ר )(book − understanding that some words have the same pronunciation but have different spelling and meaning, eg אם, עם / אל, על / לא, לו / עט, עת − using suffixes and the roots of words to read and decode meaning of words, eg כתבתי, הלכנו, לי, לך, שלי, שלכם − understanding that adding and removing suffixes can make new words and change the gender and number of nouns, eg ילד, ילדים, ילדה, ילדות / חבר, חברה, חברים, חברות − using knowledge of root and pattern combination to read and spell new words, eg כ.ת.ב: כתובת - לכתוב/ י.ש.ב:, ישיבה - לשבת / ס.פ.ר: ספרייה - ספר − identifying the difference between proper nouns and common nouns, eg ספר, מחברת, כיתה, ילדה / יונתן, ירושלים, שרה, ישראל − identifying the demonstrative pronouns and recognising that they change with gender and number, eg זה ספר, אלה ספרים, זאת מחברת, אלה מחברות − recognising how a noun becomes definite and indefinite, eg אני יושב על כיסא, אני יושב על הכיסא. − identifying the difference between definite and indefinite nouns, eg הוא רואה תוכנית טלוויזיה. הוא רואה את התוכנית בטלוויזיה. − identifying that adjectives always come after the noun, eg שולחן גדול, מיטה טובה, מחשבים חדשים, כיתות קטנות − identifying that adjectives agree with the noun in gender and number − identifying the function of parts of speech in Modern Hebrew, eg התלמיד )נושא( נותן )נשוא( את העבודה )מושא( למורה. − applying the standard word order in Modern Hebrew of verb–subject–object, eg אני קונה בגדים,היא קוראת עיתון. − recognising that Modern Hebrew sentences can be nominal or verbal, eg אנחנו תלמידים בכיתה / אנחנו לומדים עברית בכיתה. − applying the function of the present tense such as expressing habits, facts, and wishes, eg אני משחק כדורגל כל יום, אנחנו לומדים עברית בבית הספר, היא רוצה לקנות שמלה חדשה. − recognising that verbs in Modern Hebrew could be used in the imperative, affirmative and negative forms, eg שבו בבקשה, כתבו במחברות, ענו על השאלות, לא לדבר, לא לפתוח את הספרים עכשיו. − using tenses in simple sentences to describe current and past actions, eg הם לומדים בספרייה היום. הם למדו בספרייה אתמול. − recognising the use of prepositions in sentences, eg אני מטייל בירושלים. אני מישראל. אני הולכת לקולנוע. − recognising the function of possessive pronouns in Modern Hebrew, eg זה הילקוט שלי. זה לא הילקוט שלך.

Modern Hebrew K–10 Draft Syllabus for consultation 2019 97 Stage 4

− identifying the differences and similarities in the function of the personal pronouns in Modern Hebrew and English, eg אתה, את : אתה כותב, את כותבת./ אתם, אתן: אתם מדברים, אתן מדברות / הם, הן: הם לומדים, הן לומדות − identifying the use of the interrogative pronouns in sentences, eg מי גר בירושלים? / איפה התלמידים לומדים? / מה אתה רוצה לאכול? / לאן היא הולכת? − using the negative form to express a statement, a question or a command, eg אני לא רוצה לשחק בפארק עכשיו, אתה לא הולך לעבודה עכשיו? אתם לא יכולים לדבר עכשיו! − identifying cardinal and ordinal numbers, eg אחת, שתיים, שלוש / ראשון, שני, שלישי − recognising that numbers change according to the gender of the noun, eg חמש מחברות, חמישה ספרים / שלוש מורות, שלושה מורים − recognising the function of connectives and conjunctions, eg אני ומנחם נוסעים לתל אביב, אבל יעל נוסעת לירושלים.

 recognising how Modern Hebrew influences and is influenced by factors such as technology, and other languages and cultures, for example: − recognising that languages and cultures change continuously due to contact with each other and in response to new ideas and developments in communications and technology

− examining how English is influencing and modifying Modern Hebrew language use in particular settings such as in the entertainment industry, films and television programs and to express global concepts, eg אינטרנט, אימייל, סמארטפון, טוקבק, רילוקיישן, ריאליטי, − recognising that the Modern Hebrew language has borrowed English words which in turn were borrowed and adapted from Aboriginal languages, eg ‘kookaburra’ originating from ‘gugubarra’; a word in Wiradjuri (central western NSW) and represented in Modern Hebrew as kangaroo’ originating from ‘gangurru’; a word used by the Guugu Yimidhirr People‘ ;קּוקברה ’and ‘wombat ;קֶ נְּגּורּו far north Queensland) and represented in Modern Hebrew as) originating from Dharug language/dialects (western Sydney) and represented in Modern וֹומְ בָּ ט Hebrew as – recognising that some international Indigenous languages and many Aboriginal and Torres Strait Islander languages are growing and adapting, while others are endangered, or being revitalised − recognising that the Modern Hebrew language borrows and adapts words and expressions from English and other languages including Aboriginal and/or Torres Strait Islander languages, eg מילים: פיצה, בלט, שניצל, טלויזיה, אבוקדו, קנגורו, קרוטונים, מדיטציה, קולקציה ביטויים: עם האוכל בא התיאבון )מצרפתית(, קור כלבים )מרוסית( − recognising the different vocabulary areas to which borrowed Modern Hebrew words belong, eg terms relating to food, fashion or entertainment, arts, politics, education or employment eg

אוכל: קבב, שניצל, צ'יפס, המבורגר, סטייק אופנה: חליפת טרנינג, תספורת קארה, חצאית מיני, שמלת מקסי, פיג'מה, ג'ינס, ז'קט בידור: סלבס, פפראצי, אופרה, פסטיבל, פרמיירה, סינגל אומנות: גלריה, מוזיאון, קטלוג, קליגרפיה, קנבס פוליטיקה: פוליטקאי, אקטואליה, דמוקרטי, רפובליקני, פופוליזם − recognising that other languages borrow from Hebrew, eg הללויה, אמן, כשר, משיח, שבת, גטו ,חוצפה, ישראלי

Modern Hebrew K–10 Draft Syllabus for consultation 2019 98 Stage 4

 identify textual conventions of familiar spoken, written and multimodal texts, for example: − identifying a variety of text types and recognising the difference in structure and linguistic features − comparing language features and structures of different text types, eg invitations, recipes, advertisements − discussing differences in registers in a variety of contexts מה שלומך? מה נשמע? מה העניינים? מה המצב? − deconstructing a variety of simple texts and discussing how they are constructed to address the purpose and the audience, eg advertisement, letter, invitation, instruction manual − identifying how textual cohesion is created by using elements such as conjunctions to sequence and link ideas and maintain the flow of expression, eg קודם אני מתלבשת ואחר כך אני אוכלת ארוחת בוקר. / אני מאוד אוהבת דרמה, אבל יוסי אוהב ספורט. − exploring ways to initiate an interaction by selecting and manipulating modelled structures in new contexts, eg שלום, איך קוראים לך?, סליחה, מה השעה? − recognising the importance of form of address in the Modern Hebrew language and culture, eg אדוני, גברת

Modern Hebrew K–10 Draft Syllabus for consultation 2019 99 Stage 4

Content for students with prior learning and/or experience Students:  apply Modern Hebrew pronunciation and intonation patterns, and punctuation, for example: − understanding the tone and intonation of the Modern Hebrew language, including stress to emphasise fluency and indicate emotions − exploring ways in which rhythm, pace and voice projection affect interpretation and effectiveness of a given text, and apply to their own presentations − experimenting with reading a variety of text types − using knowledge of punctuation to change the tone and pitch of voice when reading aloud − using textual understanding when reading new words, eg את צריכה לעשות שיעורי בית כל יום / איפה שמת את המחברת שלך? − understanding and using the declarative, exclamatory, imperative and interrogative tone − understanding and applying punctuation marks appropriately to convey meaning, eg exclamation marks, question marks, inverted commas, quotation marks

 apply knowledge of letter combinations and writing conventions to form words and texts, for example: − understanding that the marks used in Modern Hebrew script influence pronunciation and meaning in words and sentences, eg צ', ג', ז' − applying spacing rules between words in order to support clarity of meaning − using appropriate punctuation to adjust flow of ideas and enhance cohesion in texts − applying the spelling rules, eg מצטער ולא מצתער )צט( / פסטיבל ולא פּסטיבל )מילים לועזיות( − applying grammatical rules to spell verbs, nouns and adjectives correctly by adding the appropriate suffix, eg ישראל - ישראלי / משפחה - משפחתי / פטפט - פטפטן

 understand and use elements of Modern Hebrew grammar and sentence structure to express ideas, for example: − using prefixes, suffixes and roots to read and decode meaning of more complex words, eg הכתבה / דרכון / בישולים / מאכלים − using knowledge of word order to create texts, using verbal or nominal sentences, subject– verb–object or a subject and a predicate, eg הילדים ארזו את המזוודות לפני הטיול. / המורה בדקה את המבחנים במשך שלוש שעות − applying their understanding of parts of speech to categorise words into groups such as nouns, pronouns, adjectives, verbs, adverbs, prepositions, conjunctions, − applying their understanding of parts of speech to compose sentences that reflect their daily activities, eg התעוררתי בשעה שש. אחר כך, התרחצתי במים חמים, התלבשתי בבגדים חמים, ואכלתי ארוחת בוקר בריאה ומזינה. בשעה שבע בדיוק, לקחתי את התיק שלי ונסעתי לבית הספר. − applying understanding of the function of the present/past tense to compose short texts using appropriate conjunctions to assist sequencing, eg daily routines, reports, descriptions, greeting cards, eg אתמול חזרתי מבית הספר בשעה שלוש אחר הצהריים. בחמש הלכתי לשיעור פסנתר ובשש חזרתי הביתה וראיתי טלוויזיה. אחר כך הכנתי שיעורי בית. כל יום אני חוזר מבית הספר בשעה שלוש אחר הצהריים. בחמש אני הולך לשיעור פסנתר ובשש אני חוזר הביתה ורואה טלוויזיה. אחר כך אני עושה שיעורי בית.

Modern Hebrew K–10 Draft Syllabus for consultation 2019 100 Stage 4

− applying past tense when composing short texts such as narratives, diary entries or recounts, eg יומני היקר, אתמול היה יום מדהים. בבוקר יוני התקשר אליי וביקש ממני ללכת איתו לסרט. פגשתי אותו בקולנוע בשעה שתים עשרה... − understanding the function of the imperative form, eg שבו בבקשה, כתבו במחברות, ענו על השאלות − applying the rules of the interrogative form using pre-learnt interrogative pronouns to form interrogative sentences, eg איפה הספר שלי? מי לא בא לכיתה היום? מתי אתם מתחילים ללמוד כל יום? איך הגעת לבית הספר היום? − using conjugations and linking words to connect ideas, eg הילד לא הרגיש טוב ולכן הלך הביתה מוקדם. כתוצאה מכך, הוא לא כתב את המבחן. − applying the rule of ordinal and cardinal number agreements, eg שני ילדים ושתי ילדות ישבו בקולנוע בשורה השנייה, ודיברו אחד עם השני. − using metalanguage to describe grammatical concepts and to organise learning resources, eg verb charts, vocabulary lists and groups of pronouns, adverbs and adjectives

 understand that the Modern Hebrew language has evolved and developed through different periods of influence and change, for example: − recognising that the Modern Hebrew language, like all languages, is expanding due to the developments in technology, digital media, and intercultural experiences, eg אינטרנט, טכנולוגיה, אינסטגרם, אימייל, מסרון − reflecting on the use of symbols such as ‘emoji’ to convey information, feelings, emotions and ideas and their influence on the Modern Hebrew language − comparing how certain ideas and concepts are represented differently in classical and contemporary Modern Hebrew films through the language used − examining Modern Hebrew words and phrases that have emerged as a result of developments in technology, eg אס אם אס, סמארטפון, טוקבק, טלוויזיה חכמה, אַּ פּ,סַּ יְּבֶּ ר, בוטים, − understanding the meaning of new words and phrases in Modern Hebrew that have developed as a result of globalisation and changing lifestyles, eg רילוקיישן, גלובליזציה, סינגל, פירסינג, ספוילר, פֵּיְּקנְּיּוז − discussing how changes to the Modern Hebrew language reflect changes in traditional customs and cultural practices, eg in family celebrations or community festivals

 understand how different types of texts are structured and use particular language features to suit different contexts, purposes and audiences, for example: − recognising key features and structures of familiar texts in Modern Hebrew, eg lost property announcements, commercials, print or digital advertisements − comparing different text types, eg a recount, a letter, meme, an article, a radio report and analysing the way grammar is manipulated to suit the purpose of the text − comparing formal and informal language registers, eg informal letters, formal speeches, interviews − using tenses appropriately in Modern Hebrew to suit the text types, eg using past tense to write a recount − comparing and contrasting how context, purpose and audience influence the structure and language features used in a variety of texts in Modern Hebrew and English

Modern Hebrew K–10 Draft Syllabus for consultation 2019 101 Stage 4

Content for students with a background in Modern Hebrew Students:  apply the Modern Hebrew sound system, explaining features, including variations in tone, stress and phrasing, for example: − analysing ways in which rhythm, pace and voice projection affect interpretation and effectiveness of a given text and applying appropriate strategies to their own presentations − using tone, pitch and pace appropriate to the context, purpose and audience  apply knowledge of Modern Hebrew grammar to organise and elaborate on ideas and opinions, for example: − using a range of grammatical structures to justify opinions, eg על פי הכתוב ניתן להסיק שהמשורר אוהב את אווירת החג. ניתן לשער אפוא ש. − understanding and applying the rules of the negative form and how particles are placed before the verb to indicate negation in the past, present and future tenses, eg לא הלכתי למסיבה. הילדים לא הולכים לשיעור. אינני יודעת מה לעשות. אני לא אוכל להגיע למסיבה. − applying linking devices including relative pronouns, conjunctions and connectives to compose cohesive sentences and texts, eg לקראת בחינת הסיום, הם קראו את כל המאמרים שהיו בספר. בנוסף, הם גם קראו מאמרים באינטרנט והקשיבו להרצאות ביוטיוב. − restructuring sentences by using conjunctions, prepositions and adverbs to convey the idea of time, cause, place and manner, eg מכיוון שהוא רצה לנצח במירוץ, הוא קם בכל בוקר מוקדם, הגיע לאיצטדיון הגדול, והתאמן שעות ארוכות בכל כוחו. − understanding the rules of gender and number agreement such as subject–verb, noun– adjective, demonstrative pronoun–noun, eg המוכרת עבדה קשה בחנות./ המוכרת החרוצה מכרה הרבה מוצרים היום. / המוכרת הזאת מאוד נחמדה. − understanding the function of the passive and active voice in Modern Hebrew and the effect that both have on the meaning of the text, eg הם שלחו חבילות בדואר. החבילות נשלחו ביום שלישי שעבר. – expressing future plans, eg מחר נלך להופעה בפארק הירקון. אחר כך נאכל במסעדה ונבקר חברים. – using the interrogative pronouns and expressions to ask questions and make requests, eg מתי אתם רוצים ללכת למסעדה האיטלקית? לאן אתם רוצים ללכת? למה אתם רוצים לאכול במסעדה איטלקית?

 understand how different types of texts are structured and use particular language features to suit different contexts, purposes and audiences, for example: − manipulating the language to suit the text type, eg a recount or a description − examining the structure and word choices used in a range of texts for specific audiences and purposes, such as setting and plot in a narrative, introduction, body and conclusion in a speech, character development in a film or novel, eg ברוכים הבאים לתערוכה של תלמידי כיתה י"ב… מסביב תוכלו לראות את העבודות המיוחדות והמרשימות של התלמידים… אני בטוח שתסכימו איתי שהתלמידים שלנו מוכשרים ויצירתיים מאוד. זאת הייתה זכות גדולה ללמד וללוות את התלמידים בתהליך הלמידה שלהם. • exploring the effective use of literary devices in texts, such as similes and personification, eg

המתחרה היה חזק כאריה. / הקירות זעקו כששמעו את דבריו. − choosing appropriate language for different contexts, purposes and audiences such as rhetorical questions and persuasive language, eg אתם באמת מאמינים שזה פיתרון טוב? אין לי ספק שתאהבו את התערוכה הזאת.

Modern Hebrew K–10 Draft Syllabus for consultation 2019 102 Stage 4

− experimenting with formal and informal language registers used according to purpose and contexts, eg informal language, formal letters, script of an interview or a diary entry − discussing the impact of stylistic devices on the effectiveness of texts, eg repetition for emphasis, simile for descriptive illustration, rhetorical questions to draw attention − explaining relationships between language, structure and textual purpose to predict and/or confirm text meaning

Modern Hebrew K–10 Draft Syllabus for consultation 2019 103 Stage 4

Understanding

The role of language and culture

Outcome A student: › identifies that language use reflects cultural ideas, values and beliefs LMH4-9U

Related Life Skills outcome: LMHLS-9U

Content Students:  understand how language use varies according to context and the relationship between participants, for example: – understanding that language use may vary according to the intended audience, eg מה שלומך? מה שלומכם? )פורמלי( מה העניינים? )בלתי פורמלי( – recognising the variety of expressions used according to relationship, age and familiarity, eg for teachers מר for friends אחי using – comparing language use and other aspects and mode of communication in informal and formal exchanges, eg אדון נכבד / היי דני / בכבוד רב / באהבה – examining samples of language from a variety of texts to explore differences in communicative style and expression between social groups – recognising differences and similarities between the Modern Hebrew, English and Aboriginal languages, such as using ‘Uncle’ or ‘Aunty’ to show respect to adults – recognising differences and similarities between variations represented within the class or school, eg למה לא עשית שיעורי בית? )יחיד( / למה לא עשיתם שיעורי בית )רבים(. אדוני המורה )פורמלי( / היי חבר'ה )בלתי פורמלי(

 explore connections between language and culture in particular words, expressions and communicative behaviours, for example: – understanding the use of expressions that reflect cultural etiquette, eg at mealtimes בתיאבון , לחיים – recognising that form of address and greetings may vary according to the time of the day, eg

בוקר טוב, צהריים טובים, ערב טוב, לילה טוב – understanding how body language and gestures are used for communication – identifying and recording elements in interactions between Modern Hebrew speakers in different contexts that reflect cultural attitudes or behaviours,

 recognise their own and others’ ways of expressing identity, reflecting on the relationship between language, culture and identity, for example: – understanding traditional and modern ways of celebrating festivals and the values that underpin them – recognising differences and similarities in etiquette between Israel and Australia

Modern Hebrew K–10 Draft Syllabus for consultation 2019 104 Stage 4

– recognising social norms and practices, eg personal space, acceptable topics of conversation, inclusion of people with disability – researching similarities and differences in traditions and ways of doing things, eg the many varieties of Israeli food, eg פתיתים, מעורב ירושלמי, שקדי מרק, במבה, ביסלי, פלאפל, חומוס, פיתה – exploring interactions between Modern Hebrew speakers by watching Modern Hebrew films and recognising cultural attitudes and behaviour – comparing aspects of identity across the Modern Hebrew-speaking communities

Content for students with prior learning and/or experience Students:  understand variations in Modern Hebrew language use that reflect different levels of formality, status and authority, for example: – exploring language used in a variety of texts and explaining the change between written and spoken texts such as different levels of formality, eg conversations, letters, emails or text messages – discussing how language reflects cultural knowledge, concepts and values, eg the importance of seeking agreement and compromise and how this is reflected in the way people express disagreement – explaining variation in language use between people of different ages, relationships, educational levels or careers – recognising that language use changes according to the text type and modality, eg comparing written messages and text messages, letters and emails, diaries and blog posts

 explain ways in which choices in language use reflect cultural ideas, and explore different communicative behaviours across cultures, for example: – identifying and reflecting on how emotions and attitudes, eg respect or embarrassment, and personal views are reflected in the choice of language and/or nonverbal communication in various social settings – explaining how ceremony, language and cultural protocols are significant to speakers of Modern Hebrew and across cultures, including Aboriginal and Torres Strait Islander People

 exploring and reflecting on how their own biography, including family origins, traditions and beliefs, affects their sense of identity and ways of communicating, for example: – reflecting on how their own cultural etiquette, behaviour, body language or gestures may be interpreted when interacting with Modern Hebrew speakers – identifying events, relationships and experiences that have contributed to building a personal and/or collective sense of identity, eg המשפחה שלי/ בר המצווה שלי / החברים שלי / המורים שלי / חגיגת החגים היהודיים – exploring the importance of music and traditional dance as an expression of identity and emotions and comparing with the music and dance of Aboriginal Peoples, eg ריקוד ההורה / הבה נגילה / מוסיקה ישראלית – sharing cultural and intercultural experiences by researching and presenting information about places of interests in Israel – comparing specific cultural experiences with those of people from a range of cultures, including those of Aboriginal and/or Torres Strait Islander Peoples – identifying and discussing how values or attitudes are reflected in Modern Hebrew and English, such as expressing optimism, thanks, appreciation or making an apology – considering how differences between ways of using language reflect cultural influences – examining how and why language and cultural practices are interconnected

Modern Hebrew K–10 Draft Syllabus for consultation 2019 105 Stage 4

– exchanging views on the benefits of speaking more than one language, eg gaining insights and different perspectives and opportunities for new experiences

Content for students with a background in Modern Hebrew Students:  analyse ways in which choices in language use reflect cultural ideas and perspectives, and reflect on how what is considered acceptable in communication varies across cultures, for example: – understanding that language used in formal and informal contexts varies across cultures, eg greetings, meal etiquette ברוכים הבאים / היי, מה נשמע? – recognising that language use may vary according to ethnicity or age – identifying and analysing how cultural beliefs can affect the way we behave – evaluating cultural influences in texts, and how these are affected by the audience and purpose – examining the meaning in, and nuances of culture-specific descriptions, eg physical traits, character traits – comparing the use of idioms and colloquialisms between languages to identify different cultural perspectives, eg כבד את אביך ואת אמך / מה ששנוא עליך אל תעשה לחברך / והדרת פני זקן / דרך ארץ קדמה לתורה

 reflect on how and why being a speaker of Modern Hebrew contributes to their sense of identity and is important to their cultural heritage, for example: – explaining how cultural values such as gender, social class, ability and age can affect their sense of identity – examining the impact of living in Australia on their cultural identity, values and beliefs – discussing and reflecting on the challenges and the opportunities that they face in Australia as speakers of Modern Hebrew – researching famous Modern Hebrew speakers who have contributed to and influenced literature, science, history in Israel and the world and developing a presentation using digital presentation software – comparing the values, customs and beliefs of their cultural heritage with those of a range of cultures, including Aboriginal and/or Torres Strait Islander cultures – analysing the importance of language learning and how this has affected their identity in the Australian multicultural society – reporting on evidence relating to the influence of Modern Hebrew language and culture in the local and broader Australian community and how this has influenced their sense of self, eg restaurants, the entertainment industry and the media, Modern Hebrew radio and television, Israeli films and education (Modern Hebrew bilingual schools)

Modern Hebrew K–10 Draft Syllabus for consultation 2019 106 Stage 5

Content for Stage 5

 consult

Communicating

Interacting

Outcome A student: › manipulates Modern Hebrew in sustained interactions to exchange information, ideas and opinions, and make plans and negotiate LMH5-1C

Related Life Skills outcome: LMHLS-1C

Content Students:  initiate and sustain interactions to share information, opinions and ideas, for example: – initiating a conversation with a new friend by asking and expanding on questions, eg שלום, איפה אתה גר? מה אתה אוהב לעשות בסוף השבוע? – exchanging information and opinions on a range of topics such as home, school, leisure or travelling eg אני אוהב ללכת לחוף הים עם חברים. מה את אוהבת לעשות?איזה מקצוע אתה הכי אוהב? אני הכי אוהב עברית. – expressing ideas, wishes and feelings, and describing plans for school holidays or weekend, eg בחופשה, אני מאוד רוצה לנסוע למקום שקט. אני אוהבת לטייל בטבע. בסוף השבוע אני אוהבת לאכול במסעדות עם המשפחה שלי. – communicating with peers and young Modern Hebrew speakers via email, online conferencing or school-based exchanges, about shared interests, eg popular culture, sports, special events – sharing information about a significant or special event in their own life, eg celebrations, holidays

 participate in a range of collaborative tasks, activities and experiences that involve negotiating and solving problems, for example: – requesting assistance in a shopping situation, such as asking if a certain item or product is available, eg סליחה, אני מחפשת עטים. איפה העטים? סליחה, יש לכם עוגיות שוקולד? – engaging in social interactions with peers and teachers, eg presenting gifts, accepting and declining invitations, making excuses and apologising, using appropriate protocols such as forms of politeness and respect, eg תודה על ההזמנה. אני אשמח לבוא למסיבה. / אני מצטער שלא אוכל לבוא למסיבה שלך. יש לי חתונה ביום הזה.

Modern Hebrew K–10 Draft Syllabus for consultation 2019 107 Stage 5

– participating in a virtual interaction, eg job interview, celebrity interview – collaborating on a digital design such as a virtual ideal home or leisure centre, negotiating with peers in relation to different elements and priorities, eg לדעתי, צריך גם ספרייה. מה אתם חושבים? הכי חשוב זה מגרשי הספורט. – participating in organising a simulated class event such as garage sale, grocery shop or an auction, preparing labels and prices, using transactional language, eg הפלאפל יעלה $2.00 והמיץ, דולר וחצי. – organising social, cultural or sports events, and planning location, date and time, eg

תחרות הספורט תהיה במועדון הספורט בצפון סידני בשני למרץ בשעה 9.00 בבוקר.

Content for students with prior learning and/or experience Students:  initiate and sustain interactions with peers and known adults to share information, feelings, opinions, ideas and points of view, for example: – extending others’ responses by providing suggestions on sports and giving health advice, eg

אני מסכים איתך שחשוב לשמור על כושר גופני ולשחק ספורט – engaging in face-to-face or online discussions with Modern Hebrew-speaking peers, using descriptive and expressive language to describe significant events, special occasions or milestones in their lives – contributing to online discussions with young people in Modern Hebrew-speaking contexts, comparing aspects of school and home life, eg באוסטרליה, לא לומדים ביום ראשון. בהשוואה לכם, אנחנו גם לובשים תלבושת אחידה לבית הספר. – discussing the positive impacts of learning Modern Hebrew and/or other languages, including Aboriginal and Torres Strait Islander languages – discussing future plans, eg career, family, further education, volunteering or travel בעתיד, אני רוצה לטייל בעולם. אחר-כך אני רוצה ללמוד באוניברסיטה .

 participate in a range of collaborative tasks, activities and experiences that involve negotiating and solving problems, for example: – planning and negotiating collaboratively in scenarios related to travelling or living in Israel, such as using transport, eating out or visiting tourist attractions, eg הכי קל זה לנסוע באוטובוס. אפשר גם לנסוע ברכבת או במונית שירות. / אפשר ללכת למסעדה איטלקית או למסעדה יפנית. מה אתם מעדיפים? – clarifying, expressing preference for, and summarising arrangements for a social outing, eg

אמרת שנלך בשבע בערב? אבוא לבית שלך ברבע לשבע ואז נלך לסרט. בסדר? – interacting in class activities such as games or events, by taking turns, expressing agreement/disagreement or giving encouragement/praise or critique, eg עכשיו זה התור שלך, דינה, את יכולה לענות על השאלות./ מצויין - התשובה שלך נהדרת, כל הכבוד! – making complaints and recommendations, and seeking solutions, eg אני רוצה להתלונן על השירות בחנות. אין מספיק אנשים שיכולים לעזור לנו. – participating in a debate and expressing opinions, eg לדעתי, אנחנו צריכים לשמור על סביבה נקייה בבית הספר לפני שאנחנו דואגים לכל העולם. – engaging in a real or imaginary transaction for goods or services, and negotiating a refund of money or exchange of an item, eg אני רוצה להחזיר את הסוודר שקניתי כי הוא לא מתאים לי. אני מבקשת שתחזיר לי את הכסף.

Modern Hebrew K–10 Draft Syllabus for consultation 2019 108 Stage 5

Content for students with a background in Modern Hebrew Students:  initiate and sustain interactions with others to discuss ideas and points of view, for example:

– sustaining interactions by asking for and providing specific information and elaborating on ideas, eg מה דעתך על תלבושת אחידה? לתלבושת אחידה יש גם יתרונות וגם חסרונות. יתרון אחד הוא שכולם שווים. – discussing solutions with Modern Hebrew-speaking people in the community to resolve a problem or issue in the school or local area, eg מה אפשר לעשות כדי שלא יהיו פקקים בבוקר? לדעתי, אפשרות אחת היא לשים עוד רמזורים. – conducting an interview with a migrant from Israel about their experiences of living in Australia, eg איך הרגשת כשהגעת לראשונה לאוסטרליה? איך את מרגיש עכשיו? – presenting a speech on a current issue, followed by a question and answer session on that topic – initiating or leading a debate on a topic that interests students, such as peer pressure, bullying, eg אנחנו באמת חייבים לטפל בבעיות בריונות ולחץ חברתי בבית הספר הזה.

 participate in a range of collaborative tasks, activities and experiences that involve planning, negotiation and debate, for example: – participating in a school campaign to promote awareness of a social issue or charity fundraising, eg צרכים לעשות משהו בבית הספר כדי לעורר את מודעות התלמידים לבצורת באפריקה. – discussing various social issues using online and digital forms of communication such as emails, school chat forums and community websites, eg youth, employment opportunities or issues related to freedom, inclusion and equality, eg לדעתי, מנצלים את בני הנוער ולא משלמים להם שכר הוגן. צריכים לעורר את המודעות ולפרסם את החברות שלא משלמות שכר הוגן. – planning a group event, designing activities and inviting friends, and composing a diary entry to reflect on the event – collaborating using shared online documents to produce a film script and organising filming, editing and captioning of the film, if appropriate

Modern Hebrew K–10 Draft Syllabus for consultation 2019 109 Stage 5

Communicating

Accessing and responding

Outcomes A student: › identifies and interprets information in a range of texts LMH5-2C › evaluates and responds to information, opinions and ideas in texts, using a range of formats for specific contexts, purposes and audiences LMH5-3C

Related Life Skills outcomes: LMHLS-2C, LMHLS-3C

Content Students:  obtain and synthesise information and ideas from spoken, written, visual or multimodal texts, for example: – summarising key points in a range of media texts, including weather reports, interviews or video clips, eg מזג האוויר משתנה מקיץ לסתיו. הטמפרטורות כבר ירדו בערים הגדולות. – identifying the key ideas in a Modern Hebrew poem or song, eg מה אפשר ללמוד מהשיר? מה המשורר חושב על הסתיו? – identifying the context, purpose and target audience of texts, eg advertisements, messages, memes or announcements – using graphing software to organise and summarise information from spoken, written or visual texts that reflect different aspects of culture related to topics such as entertainment and special occasions, eg לכמה ילדים בכיתה יש יום הולדת בחודש אפריל? מי חגג את בר/בת המצווה בישראל? – understanding the gist of an authentic text and showing understanding of the text in general, such as finding interesting and age-appropriate articles in print or digital media – summarising and presenting key information about geography, history, health or science from texts such as an advertisement, video clip or report review, eg מה כדאי לעשות כדי לשמור על בריאות טובה לפי הסרטון?

 respond in English or Modern Hebrew to information, ideas and opinions, using a variety of text types and formats according to context, purpose and audience, for example: – composing a short text to report on topics of interest, eg היתרונות והחסרונות של קריאת ספרים במחשב. – providing a range of alternative views on a researched topic – reviewing a song or music clip with Modern Hebrew-speaking peers and identifying aspects that they enjoyed or disliked, eg השיר יפה. הוא גורם לי להרגיש טוב. הקליפ גם טוב - מאוד יצירתי. הריקוד פשוט נהדר.. – expressing views on songs, stories or films, eg אני מאוד אוהב את הסרט הזה. הוא מצחיק והשחקנים מצויינים. אני ממליץ לך ללכת לראות אותו. – responding to a range of advertisements by collaboratively creating and designing an advertisement using graphic design or video editing software, to sell a real or imaginary product or service – responding to texts by modifying key aspects, eg creating a new title for the text, creating a new scene, changing the ending or introducing a new character

Modern Hebrew K–10 Draft Syllabus for consultation 2019 110 Stage 5

– researching and preparing multimodal presentations on aspects of lifestyles and cultural practices, eg fashion, music or regional cooking

Content for students with prior learning and/or experience Students:  obtain, interpret and evaluate information, ideas and opinions from a range of texts, for example:

– identifying underlying values, cultural references and the purpose and intended audiences of different types of texts, eg advertisements or posters – analysing and interpreting information collected from various sources, including digital or online sources by summarising, sequencing and prioritising, considering context, purpose and audience, and drawing conclusions – examining a concept or issue, including those drawn from Aboriginal and Torres Strait Islander communities and other learning areas, eg the arts, history, science, geography or health – analysing and comparing perspectives represented in spoken, visual or written texts, eg המחבר טוען שיש שוויון בין גברים ונשים אבל הוא לא מציג עובדות. הוא מציג רק דעות. – examining language techniques used in contemporary drama, television programs, poetry, podcasts or film such as hyperbole, imagery, humour or music, eg הוא היה חזק כמו אריה. המשורר משתמש בדימוי שבו הוא משווה את האיש לאריה כדי להדגיש כמה שהאיש חזק. – discussing the effectiveness of different advertisements for the same type of products, eg

הפרסומת הראשונה מאוד מועילה כי היא מצחיקה ומעניינת. הפרסומת השנייה משעממת ולכן היא לא מועילה. – analysing and evaluating the lyrics of contemporary Modern Hebrew songs, identifying themes, messages and cultural aspects expressed through language, eg בשיר המשורר משתמש בסרקזים כדי להראות כמה שגזענות היא תופעה לא מקובלת. – extracting key points and ideas from print or digital texts on an issue or topic, such as the weather or leisure activities for young people, and discussing information with peers using expressions, eg יש סוגים שונים של ספורט, למשל גלישה בים, שנורקל, צלילה, וכל אחד צריך לבחור מה הוא רוצה לעשות. איזה כיף יהיה לצלול בין דגי הים.

 respond in English or Modern Hebrew to information, ideas and opinions, using different formats for specific contexts, purposes and audiences, for example: – gathering information from sources to develop an electronic travel guide, book or brochure for a proposed class visit to Israel – responding to ideas presented in various texts, such as poems, films, blog posts, songs, podcasts or video clips, by expressing personal opinions, eg אני לא אוהבת את הגישה של ההורים בסרט. לדעתי, הורים צריכים להיות הורים לילדיהם ולא חברים. – responding to a range of imaginative texts, including digital, online or multimodal texts, such as short stories, films, podcasts or poetry, by identifying technical aspects and analysing elements of language that convey emotions and values – discussing how texts such as short films or video clips portray social issues, eg relationships, wealth and poverty or cultural change, and values such as honesty or equality – modifying an existing text such as song lyrics, poems or short stories, eg creating an alternative ending or introducing a new character

Modern Hebrew K–10 Draft Syllabus for consultation 2019 111 Stage 5

– obtaining information from print or digital sources in order to debate issues of interest such as the environment, technology, expectations of teenagers, inclusion of others or the generation gap, using persuasive or evaluative language, eg אין ספק שיש פער בין הדורות. כל אחד יודע שהדור המבוגר לא מבין את הדור הצעיר. אני משוכנע שגם אתה שמת לב לתגובות של המבוגרים. אני בטוחה שתסכים איתי ש…..

Content for students with a background in Modern Hebrew Students:  access a variety of informative and imaginative texts to identify and analyse in written and spoken forms textual elements such as viewpoints, themes, stylistic devices, influences and values, for example: – exploring how the author’s personal values or experiences in news articles or historical accounts of world events influence the way in which the event is reported – researching a topic of global significance and identifying how texts reflect different perspectives and priorities – distinguishing between fact and opinion in texts such as articles and reports in print or digital form, using critical literacy skills to recognise bias by evaluating textual purpose used, eg

נקודת המבט של כותב המאמר איננה אובייקטיבית. הוא משתמש בשפה רגשית כדי להשפיע על הקורא במקום להציג את העובדות. הוא משתמש בביטויים כמו "זה גועל נפש". – identifying bias in texts, examining the values that influence bias, and discussing how bias differs from opinion and perspective – identifying themes, messages and cultural aspects expressed through language in contemporary Modern Hebrew songs – analysing the main messages the author wishes to convey in poems and short stories, discussing the values presented in the texts and connecting them to their own experiences

– recognising how similar ideas are conveyed in different genres, eg memoirs, poems, interviews or moral tales

 respond in Modern Hebrew to information, ideas and opinions on a range of issues from different perspectives, using a variety of formats for specific contexts, purposes and audiences, for example: – composing a book or film review for a popular review website – developing an information kit, supported by visuals, about the local city or region to provide to Modern Hebrew-speaking visitors via a local tourism website, with details on histories, including Aboriginal histories and identifying the local Aboriginal custodians, as well as languages and significant sites and information about climate, environment and contemporary cultural activities – discussing how texts such as short films, video clips or podcasts portray social issues, eg relationships, wealth and poverty, or cultural change, and values such as honesty equality or inclusion – exploring how values and practices may have changed over time by comparing texts from different eras, eg by analysing the lyrics of Modern Hebrew popular songs

Modern Hebrew K–10 Draft Syllabus for consultation 2019 112 Stage 5

Communicating

Composing

Outcome A student: › experiments with linguistic patterns and structures to compose texts in Modern Hebrew, using a range of formats for a variety of contexts, purposes and audiences LMH5-4C

Related Life Skills outcome: LMHLS-4C

Content Students:  compose a range of informative and imaginative texts using a variety of formats for different contexts, purposes and audiences, for example: – informing others about an issue of interest and upcoming events in texts such as notices, newspaper announcements or blog posts, eg הקונצרט של רוני כהן יהיה באצטדיון רמת גן במוצאי שבת בשעה שמונה בערב. – creating a digital presentation or electronic book to showcase Aboriginal and Torres Strait Islander cultures to young Modern Hebrew-speaking visitors to Australia, demonstrating knowledge of cultural protocols, including the protection of Indigenous cultural and intellectual property – creating a poster, video, podcast or webpage article to raise the awareness of an issue that affects young people, eg בואו נתאמן ונשמור על בריאות טובה! – creating a digital presentation comparing different cultural perspectives on a particular topic or a video of a cooking demonstration – creating a group presentation of ideas and words and expressions relating to aspects of lifestyle, eg צריך להתאמן, צריך לאכול אוכל בריא, לא כדאי לאכול ג'אנק פוד, כדאי לישון מספיק שעות בלילה. – composing and performing or filming an imaginative text, eg play, rap or video clip, using expressive language and movement – creating a short play in groups, describing a significant cultural aspect or tradition and performing the plays in class

 create a range of bilingual texts and resources for the school and wider community, for example:

– creating an online bilingual class profile to send to a school in Israel, or to present to Modern Hebrew-speaking visitors to the school, including translations and/or explanation of key terms and expressions associated with events or school celebrations – producing bilingual signs for places such as restaurants, shops, pools, schools, hospitals, streets or construction sites, for non-English speakers, eg כניסה - entrance, שירותים - toilets, חדר מורים - staff room, אולם - hall, יציאה - exit – creating subtitles, captions or commentaries for texts in English and Modern Hebrew, eg an electronic brochure, digital presentation or video clip that informs the school community of aspects of Israeli cultures – designing menus or programs using word-processing programs, for themed events, with key items/information in Modern Hebrew and explanatory notes in English, such as eating

Modern Hebrew K–10 Draft Syllabus for consultation 2019 113 Stage 5

different foods at different festivals, for example apple and honey on Rosh Hashana, eg

פורים בבית הספר: בשעה הראשונה - קריאת המגילה. בשעה השנייה - מצעד תחפושות, בשעה השלישית-החלפת משלוחי מנות בין הילדים. – composing and presenting, if appropriate, a group performance in Modern Hebrew, eg a folkloric dance or a puppet or mimic play for members of the school community, and adding English captions or narration using video editing software, eg ריקוד ההורה the traditional Hora Dance

Content for students with prior learning and/or experience Students:  compose a range of informative and imaginative texts using different formats to express ideas, attitudes and values, for example: – creating an informative text such as a poster, electronic brochure, cartoon, podcast or short play, eg a poster promoting healthy lifestyle, an electronic brochure promoting a holiday destination, or producing a cartoon to express traditional values – evaluating and reporting on a contemporary social, ethical or environmental sustainability issue using a range of presentation techniques, eg flow charts, digital presentations or audio report or video presentations – adapting existing texts to change the emotional effect, or to represent different cultural values or experiences, eg by changing the location, characters or era of a familiar story or cartoon,

– creating the next scene, a new character or an alternative ending to an Modern Hebrew story or film script – composing and presenting an imaginative poem or song that relates to significant celebrations or events in Australia and Israel, eg NAIDOC Week (with permission from the local Aboriginal community), ANZAC Day, Teacher’s Day, New Year’s Eve, International Day of People with Disability

 create a range of bilingual texts using different formats for a variety of contexts, purposes and audiences, for example: – creating bilingual instructions for Modern Hebrew-speaking visitors about how to play various Australian and Israeli traditional sports, eg מטקות: במשחק הזה, כל אחד מחזיק מטקה ביד וצריך להכות את הכדור לשחקן השני. כדורגל: צריך לבעוט את הכדור לשער. – creating a bilingual text, such as video with subtitles, explaining cultural practices in Australia for Modern Hebrew-speaking viewers, eg bushwalking, Anzac Day commemorations, Melbourne Cup, Clean up Australia Day – creating a multimodal profile of the local community, including historical and current information of the local Aboriginal community – producing digital texts in both Modern Hebrew and English, such as electronic books and brochures, for different contexts, purposes and audiences, eg Modern Hebrew-speaking students studying in Australia, Modern Hebrew-speaking tourists, or Australian schools hosting Modern Hebrew-speaking visitors, and reflecting on the process of working in both languages – creating a bilingual script for performances that reflect on significant Israeli or Australian celebrations or historical events, eg היום, אנחנו חוגגים את חג הפורים. אנחנו זוכרים איך שמרדכי ואסתר הצילו את העם היהודי. – creating captions or commentaries in Modern Hebrew and English to accompany texts, eg song lyrics, video, film extracts or parts of a television program

Modern Hebrew K–10 Draft Syllabus for consultation 2019 114 Stage 5

– sharing a bilingual text with peers using online forums and discussing the best ways of achieving consistency in meaning

Content for students with a background in Modern Hebrew Students:  compose a range of informative and imaginative texts, using a variety of formats for different contexts, purposes and audiences, and experimenting with genre, textual features and stylistic devices, for example: – debating their own perception and view on an issue, such as employment in rural communities, the impact of social media on young people, the inclusion of people with disability in sport eg לדעתי, למרות היתרונות של המדיה החברתית, יש לה גם השפעה מאוד שלילית: צעירים מבלים שעות בחדרי הצ'ט ולא יודעים איך לתקשר פנים אל פנים. – persuading others to express their opinions or think seriously about a particular issue of interest in texts such as blogs, eg אני מאוד מוטרדת מההשפעה של התפתחות התעשייה על החיות בסביבה. לדעתי, צריכים לפעול כדי לעצור את הבנייה באזור. מה דעתכם? – creating various types of imaginative texts, such as songs, stories or video clips, to convey messages that reflect their own knowledge and/or perspectives on values and practices, such as the value of education in modern society, eg בכפר קטן היתה ילדה שרצתה ללכת לבית הספר. למרות שהאחים שלה למדו בבית הספר המקומי בכפר, בנות לא הלכו לבית הספר. הילדה ראתה את האחים שלה קוראים ועושים מתמטיקה והיא רצתה להיות כמוהם. כל יום, כאשר היא ניקתה את הבית ועזרה לאמא שלה, היא חשבה רק על איך זה יהיה ללמוד יחד עם ילדים אחרים בבית ספר. – experimenting with different literary techniques such as personification, metaphor and idiom, eg הרעמים שאגו וההרים בכו. – composing a song, poem, monologue or dialogue, and performing it, if appropriate, to evoke amusement, sympathy or surprise – composing a diary or blog to express their own opinions on imaginative texts such as films, stories or poems, eg יומני היקר, היום ראיתי סרט שהעציב אותי וממש גרם לי לחשוב. הסרט סיפר את הסיפור של ילד שקט ושונה, שהלך לבית ספר חדש. הילדים בשכבה שלו בקושי דיברו איתו ולעגו לו מכיוון שהוא לא היה כמוהם. – creating a multimodal documentary in Modern Hebrew about Australian tourist attractions, including the significance for Aboriginal and Torres Strait Islander Peoples of the sites associated with these tourist attractions, eg the Sydney Opera House on Gadigal Country

 create a range of bilingual texts using different formats for a variety of contexts, purposes and audiences, for example: – translating literary texts, eg poems, songs or short stories, using print and online dictionaries to develop their own linguistic repertoire and an understanding of the risks of word-for-word translation – producing bilingual texts, eg storybook for primary school students that explores a contemporary issue, eg an environmental issue – creating a bilingual advertising campaign, print or digital poster or video explaining cultural practices in Australia for Modern Hebrew•-speaking viewers, eg bushwalking, weekends away, ANZAC Day commemorations

Modern Hebrew K–10 Draft Syllabus for consultation 2019 115 Stage 5

– creating an English-language commentary to an Modern Hebrew-language sitcom, discussing how to transfer or explain the humour or dramatic effects of the original text for non-Modern Hebrew speakers – creating bilingual texts, such as community information leaflets, electronic brochures, menus, timetables or instructions which cater to the needs of members of both language communities

– creating a bilingual multimodal presentation demonstrating the diversity of cultures and languages in the school community, including those of Aboriginal and/or Torres Strait Islander Peoples and the benefits for the students, teachers and the school community

Modern Hebrew K–10 Draft Syllabus for consultation 2019 116 Stage 5

Understanding

Systems of language

Outcomes A student: › demonstrates how Modern Hebrew pronunciation and intonation are used to convey meaning LMH5-5U › demonstrates understanding of how Modern Hebrew writing conventions are used to convey meaning LMH5-6U › analyses the function of complex Modern Hebrew grammatical structures to extend meaning LMH5-7U › analyses linguistic, structural and cultural features in a range of texts LMH5-8U

Related Life Skills outcomes: LMHLS-5U, LMHLS-6U, LMHLS-7U, LMHLS-8U

Content Students:  understand the intonation and phrasing patterns of spoken Modern Hebrew, for example: – identifying ways in which stress, intonation and/or body language convey meaning, eg אתם באים למשחק היום? אתה שלחת את המכתב? – understanding the need for pauses or changes of tone in complex sentences with embedded clauses – understanding how tone can convey emotions and shade meaning, such as distinguishing between colloquial or formal language, eg מה זה הבלאגן הזה בחדר?!/ למה החדר לא מסודר? – recognising the role of pronunciation, rhythm and pace in creating effects in an spoken text such as a story, poem, song or conversation

 recognise and use the Modern Hebrew alphabet to construct their own texts, for example: – recognising that certain letters in Modern Hebrew appear in different variations, depending on their position in the word, eg מ ם - מים/, נ ן - גנן/, צ ץ -נוצץ/ כ ך כריך/,פ ף - כפוף – applying spacing rules between words and using their knowledge of writing conventions to expand on ideas in texts – making choices in relation to the use of punctuation, such as adjusting the flow of ideas, increasing text cohesion and enhancing expression, eg הילד, שגר בקומה הראשונה, עובר לגור בירושלים. eg ,ק, כ and א, ה, ע applying the spelling rules relating to – קורא קורה/ דרקון, דרכון

 understand and use Modern Hebrew language and grammatical forms, and explore how to use/combine these elements to express complex ideas, for example: – further developing metalanguage to describe and apply grammatical concepts and language elements, and to organise learning resources, eg verb charts and lists of vocabulary and sentence structures

Modern Hebrew K–10 Draft Syllabus for consultation 2019 117 Stage 5

– conjugating verbs in correct tense, eg כותב, כותבת, כותבים, כותבות כתבתי,כתבת, כתבת, כתב, כבתה, כתבנו, כתבתם, כתבתן ,כתבו, כתבו אכתוב, תכתוב, תכתבי, יכתוב, תכתוב, נכתוב, תכתבו, תכתבו, יכתבו, יכתבו – using the conditional forms, eg אם אתם רוצים ללמוד, אתם צריכים להקשיב בכיתה. – using the function of comparative and superlative forms of adverbs and adjectives, eg יונתן רץ מהר, שחר רץ יותר מהר וגל רץ הכי מהר. – applying knowledge of noun–adjectives for the irregular plural form, eg מילים יפות, שולחנות גדולים – using expressions to indicate preference and to compare, eg אני מעדיפה את הסרט הזה כי הוא מצחיק יותר מהסרט הקודם. – creating compound and complex sentences by embedded clauses, eg השכנים,שבאו לגור לידינו, מכירים את סבא וסבתא. – understanding the difference between nominal and verbal sentences, eg אני מאמריקה/ אני עברתי מאמריקה לישראל. – identifying the function of interrogative pronouns, eg מי לקח את הספר?/ מה אתם עושים?/ מתי הם הלכו?/ איך אתם מרגישים? /לאן דינה נוסעת? – applying the function of the active and passive voice, eg המשורר המפורסם כתב את השיר - השיר נכתב על ידי המשורר המפורסם. – using cohesive devices to sequence ideas, eg קודם ארזתי את התיק שלי, אחר-כך הלכתי לבית הספר. – using simple and compound sentences to structure arguments, and explain or justify a position in relation to personal and social issues, such as using connectives, eg לדעתי, טוב ללמוד שפה שנייה כי זה יעשיר את החיים שלי. בנוסף, זה יעזור לי כאשר אסע לישראל . אני מבינה את מה שאתה אומר אבל לדעתי, אתה לא צודק. אני חושבת שזה חשוב לשמור על סביבה נקייה בבית הספר וגם לחסוך באנרגיה. – using evaluative and comparative language to discuss different learning resources such as textbooks, online encyclopaedias or electronic dictionaries, eg הספר הזה טוב אבל הספר השני יותר טוב והספר שלי הכי טוב./ קל להשתמש במילון הזה אבל יותר קל להשתמש במילון אלקטרוני.

 investigate the impact of factors such as media, technology, globalisation and popular culture on Modern Hebrew, for example: – considering how globalisation has accelerated the introduction of English words and expressions into Modern Hebrew – discussing possible benefits and disadvantages associated with the blending and mixing of languages, eg fashion/food/music – researching and reporting on the influence of Modern Hebrew language and culture in the local and broader Australian community, eg the use of the word ‘kosher’ in the broader community to indicate something is legitimate or proper – discussing how language changes over time, eg viewing classical and contemporary films in Modern Hebrew and comparing changes in language expressions, gestures and/or body language – acknowledging how the global world has changed the way in which certain concepts are represented in the media, eg diversity, sustainability

Modern Hebrew K–10 Draft Syllabus for consultation 2019 118 Stage 5

– examining how English is influencing and modifying Modern Hebrew language, such as the language used to express global concepts, eg אנחנו חיים בעולם של גלובליזציה./ בישראל יש הרבה חברות סטארט-אפ

 apply knowledge of the interrelationship between linguistic elements, structure, context, purpose and audience to a range of texts, for example: – applying understanding of textual features of different text types to construct simple narratives, messages, slogans or song lyrics, identifying how the choice of language and text structure works to achieve purpose – comparing a number of samples of a particular type of text, such as online diary entries, to analyse ideas and reflections through the language features used, eg לדעתי, השימוש של הכותב במטפורה )למשל: אני מרגיש שאני עומד בפרשת דרכים( מראה שיש לו ספקות. מצד שני, השימוש שלו בהאנשה )אפילו ההורים מסכימים איתי( מראה שהוא נחוש בדעתו להמשיך בדרכו. – exploring a range of imaginative texts to compare the use of language features such as imagery and exaggeration, and discussing how these are used to convey meaning and to entertain – experimenting with language appropriate to particular types of texts, eg descriptive language in documentaries, reflective language in blogs posts, diary or journal entries, and persuasive language in advertisements and speeches – understanding the use of abbreviations in Modern Hebrew, eg ביה"ס - בית הספר, נתב"ג - נמל תעופה בן גוריון

Content for students with prior learning and/or experience Students:  apply intonation and phrasing patterns in both formal and informal speech, for example: – understanding that certain sounds in Modern Hebrew words can be dropped from pronunciation, eg קראתי, שיר. – recognising the need for a pause or change of tone in complex sentences with embedded clauses, eg מכיוון שכאב לי הלב על הילדה, ומאחר וידעתי שאף אחד בכיתה לא ילך למסיבה שלה, החלטתי ללכת, למרות שהייתי צריכה ללמוד לבחינות. – applying understanding of how tone can convey emotions and shade meaning, such as distinguishing between colloquial or formal language, eg אני לא סובל את ההתנהגות הזאת./ אני לא אוהב את ההתנהגות הזאת./ ההתנהגות הזאת לא מקובלת עלי. – reflecting on the role of pronunciation, rhythm, word stress and intonation in effective communication, and applying this knowledge to their own interactions – recognising and responding to challenges associated with clarity and pace in audio texts, eg a radio or airport announcement, recorded phone message, text to speech application – using authentic pronunciation and spelling rules when reading texts in Modern Hebrew, and evaluating their own spelling and pronunciation in relation to their understanding and expression

Modern Hebrew K–10 Draft Syllabus for consultation 2019 119 Stage 5

 understand the rules of writing conventions and apply these to their own constructions, for example: – applying spacing rules between words and using knowledge of writing conventions to expand on ideas in written text – applying punctuation marks appropriately to convey meaning, eg exclamation marks, question marks, inverted commas, quotation marks – applying understanding of grammatical rules to spell verbs, nouns and adjectives correctly by adding the appropriate suffix – appling grammatical rules to form the future tense by using the appropriate prefixes and suffixes, eg אני אטוס, אתה תטוס, את תטוסי, הוא יטוס, היא תטוס, אנחנו נטוס, אתם תטוסו, אתן תטוסו, הם יטוסו, הן יטוסו. – understanding that in writing Modern Hebrew, the vowels do not need to be included and the word maintains its meaning, eg אוכלוסיה, הנאה, מסכנה – understanding that Modern Hebrew can be written with or without vowels and that in some cases the context determines the meaning of the word. eg מִדְּבָּ ר מְּדַּ בֵּ ר: : אני מדבר אנגלית. במדבר, אין הרבה מים./אֶּ ת אַּתְּ : את בכיתה ד? אני רואה את הילד בחצר.

 understand how sophistication in expression can be achieved by the use of a variety of verb and adjective conjugations, and other complex grammatical structures, for example: – further developing metalanguage to describe and increase control of grammatical concepts and language elements, and to organise learning resources, eg verb charts and lists of vocabulary and sentence structures – understanding that sentences can contain one or more verbs and can be joined by cohesive devices, eg למרות שהבנתי את החומר, החלטתי ללכת להרצאה וגם הלכתי לדבר עם המרצה אחר-כך. – identifying that Modern Hebrew uses singular, dual and plural forms of pronouns in both masculine and feminine forms, eg אני,אתה ,את, הוא היא, אנחנו, אתם, אתן, הם, הן./אותי, אותך, אותך, אותו, אותה, אותנו, אתכם, אתכן, אותם, אותן. – manipulating interrogative verb forms to ask a range of questions, eg הידעת? – applying indirect object pronouns and passive voice to express ideas objectively in texts such as articles or speeches, eg החלון נשבר על ידי הכדור שנבעט על ידי שני הבנים. – increasing cohesion within paragraphs by using conjunctions, eg הילדים שכחו לקחת איתם את המצלמה. בנוסף, ירד גשם חזק ולכן לא יכולנו לצלם את האירוע. – extending use of negative forms, eg אף פעם לא הייתי שם./ לא עשיתי שום דבר / אף אחד לא בא. – using comparative and superlative forms of adjectives to describe people and objects, eg אני מודה שאני עקשן אבל יוני יותר עקשן ממני ודני הוא הכי עקשן . – using imperative verb tenses to persuade, encourage and advise others, eg חישבו על כך: אם אנחנו לא נעשה משהו לעזור להם, אז מי יעשה? – using appropriate expressions to express doubt, uncertainty or emotion, eg אני תוהה אם הבנים יצליחו להגיע לפסגת ההר /לא נראה לי שהקבוצה תנצח./ לצערי, הם הגיעו רק למקום השני.

Modern Hebrew K–10 Draft Syllabus for consultation 2019 120 Stage 5

 research the phenomenon of language change in Modern Hebrew, analysing and comparing language use of previous generations with contemporary use, for example: – identifying examples of ways in which social and cultural influences affect languages

– investigating the state and nature of Modern Hebrew, considering issues, eg language revival and reclamation, and drawing comparisons with revival, reclamation and maintenance of Aboriginal languages and Torres Strait Islander languages in Australia – reflecting on changes in their own use of the Modern Hebrew language, identifying new terms and behaviours that they have adopted into their everyday language in response to changes in communicating electronically using digital media, eg social media, text messaging or blogs posts – researching and reporting on the influence of Modern Hebrew language and culture in the local and broader Australian community

 understand the relationship between context, purpose, audience, linguistic features and cultural elements in different types of personal, reflective, informative and persuasive texts, for example:

– identifying the use of cohesive devices, eg conjunctions, to sequence and link ideas and actions in both Modern Hebrew and English media texts – exploring differences in genres such as cover letters for job applications or letters of complaint, noting protocols and conventions, eg stating the purpose of a formal letter at the beginning – discussing and/or evaluating how language is used to express ideas and justify opinions in texts such as debates or talk shows on topical issues of interest to teenagers, eg לדעתי, הוא דיבר בהכללות בלי עובדות או נתונים, כשדיבר על אחוז התאונות הנגרמות על ידי נהגים צעירים. אני משוכנע שיש הרבה יותר נהגים זקנים שעושים תאונות דרכים ממה שהוא אמר. – examining a range of spoken or written texts, discussing similarities and differences in and connections between context, purpose and audience, and what the texts reveal about social relationships and processes, eg reflections on status or concepts of respect and politeness

Content for students with a background in Modern Hebrew Students:  apply the Modern Hebrew sound system in both formal and informal speech, understanding how patterns of rhythm, tempo, stress, pitch and intonation are used to enhance the aesthetic features of texts, for example: – experimenting with rhythm, tempo, stress, pitch and intonation in different situations, analysing and comparing how differently they are used, eg when reading a story to an audience, or having a casual conversation with peers – making connections between informal and formal forms of language and tone of voice, rhythm and pitch evident in a conversation

 understand and apply complex grammatical structures to enhance communication and achieve particular effects, for example: – using passive, causative and passive-causative forms, eg התאונה נגרמה על ידי הנהג - הנהג גרם לתאונה./ החלונות נשברו על ידי הילדים ששיחקו עם כדור בחוץ.- הילדים ששיחקו עם כדור בחוץ שברו את החלונות. – using reflective language, eg אם הייתה לי שוב את ההזדמנות, הייתי עושה משהו אחר לגמרי./ כשאני חושב על זה עכשיו, אני לא כל-כך בטוח שעשיתי את הדבר הנכון.

Modern Hebrew K–10 Draft Syllabus for consultation 2019 121 Stage 5

– using more complex sentences in order to increase the cohesion and sophistication of their arguments, eg מאחר ולא הגענו בזמן,כתוצאה מהפקקים, לא יכולנו להיכנס להופעה, והיינו צריכים להמתין עד להפסקה. – using singular, dual and plural forms of masculine and feminine pronouns to construct a range of texts, eg פגשנו אותם בכניסה למלון וחיכינו שם עד שהיא הגיעה.

 understand the relationship between context, purpose, audience, linguistic features and cultural elements in different types of personal, reflective, informative and persuasive texts, for example:

– identifying stylistic features of formal text types, eg אדוני הנכבד, אני כותבת לך בקשר למאמר שהופיע בעיתון ביום ראשון….. בכבוד רב, גילה כהן. – comparing the way an argument is developed in English and Modern Hebrew – composing well-developed and cohesive texts by using a variety of sentences that differ in forms complexity and length – understanding and exploring the effective use of literary devices in texts – examining ways in which authors use characterisation to incite emotion towards characters in literary texts, eg directly describing a character’s personality compared to indirectly portraying the character’s personality through their actions or through the reactions of others

Modern Hebrew K–10 Draft Syllabus for consultation 2019 122 Stage 5

Understanding

The role of language and culture

Outcome A student: › explains and reflects on the interrelationship between language, culture and identity LMH5-9U

Related Life Skills outcome: LMHLS-9U

Content Students:  analyse and explain how and why language use varies according to social and cultural contexts, relationships and purposes, for example: – identifying and discussing how values or attitudes are reflected in Modern Hebrew and English, eg ברוך השם, בעזרת השם, יהיה בסדר – using culturally appropriate expressions in social interactions, such as expressing thanks or appreciation or making an apology, eg תודה רבה./ תודה מכל הלב/. אני נורא מצטער שלא באתי למסיבה שלך אבל הייתה לי מסיבה אחרת./ תודה רבה על המתנה היפה. – explaining how elements such as body language or use of personal space or silence contribute to interactions and reflect the status of relationships, eg handshake, use of titles

 understand that language, culture and communication are interrelated and shaped by each other, for example: – recognising that language and cultural practices are interconnected – understanding that language carries cultural associations and indicates priorities in regard to individual, collective and family relationships – discussing and reflecting on how using persuasive or emotive language can mobilise actions and reactions – considering the dynamic nature of both identity and culture, and reflecting on how identification with different communities and languages affects their sense of individual or group identity – analysing the relationship between culture, identity and representation, eg by comparing responses to media representations of cultural difference or diversity – analysing the relationship between Aboriginal and Torres Strait Islander People with their respective Country and/or Place and how this is represented in language

Modern Hebrew K–10 Draft Syllabus for consultation 2019 123 Stage 5

 reflect on intercultural experiences as a learner of Modern Hebrew, recognising how cultural identity influences ways of communicating, thinking and behaving, for example: – identifying similarities and differences between their own ways of communicating and the ways young Modern Hebrew speakers in different contexts and situations communicate, such as the expression of politeness or turn-taking in conversations, – reflecting on personal encounters with cultural practices that have helped shape their attitudes towards the world around them – discussing and reflecting on how language use, eg persuasive, motivational or emotive language, can effect changes in social attitudes and mobilise actions and reactions – discussing incidences in Modern Hebrew-language exchanges when miscommunication may have occurred, and reflecting on why or how this happened – analysing language choices and/or gestures used by Modern Hebrew speakers and considering how to use these in their own communication

Content for students with prior learning and/or experience Students:  analyse and explain how and why language use varies according to social and cultural contexts, relationships and purposes, for example: – evaluating how language choices reflect social relations and priorities, eg היי אורי, איזה כיף היה לשמוע ממך/ לאדון לוי שלום, שמחתי לקבל את מכתבך. – investigating the nature and use of the Modern Hebrew language in different contexts of interaction, eg by asking students when, with whom and for what purpose they use Modern Hebrew or English, and reflecting on similarities and differences in interactions in both languages – reflecting on how various views on social or cultural roles and relationships are reflected in texts such as traditional sayings, idioms, proverbs, poetry or song lyrics, eg כבד את אביך ואת אמך ואהבת לרעך כמוך יהי כבוד חברך חביב עליך כשלך – comparing interactions and analysing how aspects of the language used in varying social contexts reflect certain values and world views – examining how words, expressions and actions reflect relationships and social hierarchies, eg use of the terms to address, eg אדון לוי, מה שלומך? / שלום לכם, גבירותי ורבותי/ היי חבר'ה, מה העניינים? – exploring the use of repetition to add emphasis and strengthen ideas, eg אנחנו צריכים לשמור על החיות, להציל אותם מהכחדה. אנחנו צריכים לדאוג לסביבה ולא לזרוק אשפה. אם אנחנו לא נדאג להם, מי ידאג להם?! – exploring how texts achieve different effects, eg moving from generic terms to specific detail

 analyse the reciprocal relationship between language, culture and communication, and how this relationship reflects values, attitudes and beliefs, for example: – recognising the importance of learning Modern Hebrew and other languages in order to develop intercultural understanding and an appreciation of different values and beliefs

– discussing their own and others’ attitudes towards cultural difference and diversity, including the use of stereotypes and generalisations, and considering how these affect communication

– identifying similarities and differences between ways of communicating and interactions between young Modern Hebrew speakers in different contexts and situations, eg the expression of politeness and turn-taking in conversations

Modern Hebrew K–10 Draft Syllabus for consultation 2019 124 Stage 5

– exploring a range of Modern Hebrew and English idioms and proverbs and analysing the cultural values and perspectives they reflect, eg ואהבת לרעך כמוך -Love thy neighbour like thyself אל תסתכל בקנקן אלא במה שיש בו -Don't judge a book by its cover אם אין אני לי, מי ל? - ?If I am not for myself, who is for me וכשאני לעצמי, מה אני? - ?If I am only for myself, what am I ואם לא עכשיו, איימתי? - ?If not now, when

 reflect on how their own cultural identity both influences and is shaped by ways of communicating, thinking and behaving, for example: – composing a cultural identity profile to exchange with non-Modern Hebrew speakers, making decisions about what points of information will be of most interest to others – reflecting on choices made to present oneself to others in particular ways to reveal or conceal aspects of identity when interacting across cultures, identifying differences in the way they communicate and behave in different contexts – exploring how individual ways of communicating and behaving reflect and help to shape their own cultural identity – reflecting and reporting on how learning Modern Hebrew provides insights into language and culture in general, and how their own assumptions have changed as a result of intercultural language learning

Content for students with a background in Modern Hebrew Students:  analyse how and why language use varies according to social and cultural contexts, relationships and purposes, for example: – examining a level of politeness in language and how the language changes, depending on the audience, eg נשמח לראותכם בשמחתנו / יהיה כיף אם תוכלו להצטרף אלינו במסיבה. – exploring words that stem from traditional roles, eg כהונה )מכהן ( מלוכה )ממלך( – analysing how language and imagery can manipulate the audience

 discuss how meanings vary according to cultural assumptions that Modern Hebrew and English speakers bring to interactions, and how mutual understanding can be achieved, for example:

– reflecting on their own cultural values and evaluating how these intersect with mainstream values when interacting in Modern Hebrew and English-speaking contexts – discussing and comparing the similarities and differences in cultures and what is acceptable behaviour

 reflect on their language choices, and communicative and cultural behaviours in Modern Hebrew and English-speaking contexts, for example: – reflecting on how their language choices, including the use of English and Modern Hebrew, are indications of their sense of identity within a particular context – considering the differences in their sense of identity in Australia as compared with living in Israel

Modern Hebrew K–10 Draft Syllabus for consultation 2019 125 Life Skills

Years 7–10 Life Skills Outcomes and Content

 for your information The Years 7–10 Life Skills outcomes and content are developed from the objectives of the Modern Hebrew K–10 Syllabus.

Before deciding that a student should undertake a course based on Life Skills outcomes and content, consideration should be given to other ways of assisting the student to engage with the regular course outcomes. This assistance may include a range of adjustments to teaching, learning and assessment activities.

If the adjustments do not provide a student with sufficient access to some or all of the Stage 4 and Stage 5 outcomes, a decision can be explored for the student to undertake Life Skills outcomes and content. This decision should be made through the collaborative curriculum planning process involving the student and parent/carer and other significant individuals. School principals are responsible for the management of the collaborative curriculum planning process.

The following points need to be taken into consideration:  students are required to demonstrate achievement of one or more Life Skills outcomes  specific Life Skills outcomes should be selected based on the needs, strengths, goals, interests and prior learning of each student  achievement of an outcome may be demonstrated through selected Life Skills content  outcomes may be demonstrated independently or with support.

Further information in relation to planning, implementing and assessing Life Skills outcomes and content can be found in support materials for:  Languages  Special education  Life Skills.

Modern Hebrew K–10 Draft Syllabus for consultation 2019 126 Life Skills

Years 7–10 Life Skills Outcomes

 for your information

Table of objectives and outcomes

Communicating strand Objective Students:  Interacting: exchanging information, ideas and opinions, and socialising, planning and negotiating*

Life Skills outcome A student:

LMHLS-1C uses Modern Hebrew to interact with others in everyday contexts

Objective  Accessing and responding: obtaining, processing and responding to information through a range of spoken, written, digital and/or multimodal texts*

Life Skills outcomes A student:

LMHLS-2C accesses and obtains information from a range of texts

LMHLS-3C responds to information and ideas for a range of purposes and/or audiences

Objective  Composing: creating spoken, written, bilingual, digital and/or multimodal texts*

Life Skills outcome A student:

LMHLS-4C composes texts in Modern Hebrew using a range of formats

* Speaking, listening, reading and writing skills are integral for students who are developing their acquisition of Modern Hebrew. For some students with disability, teachers will need to consider relevant and appropriate adjustments to speaking, listening, reading, writing and communication experiences within the context of the Modern Hebrew K–10 Syllabus.

Modern Hebrew K–10 Draft Syllabus for consultation 2019 127 Life Skills

Understanding strand Objective  Systems of language: understanding the language system, including sound, writing, grammar and text structure; and how language changes over time and place*

Life Skills outcomes A student:

LMHLS-5U explores Modern Hebrew pronunciation and intonation patterns

LMHLS-6U engages with letter combinations and/or symbols in Modern Hebrew

LMHLS-7U explores Modern Hebrew language patterns and structures

LMHLS-8U engages with a variety of text structures

Objective  The role of language and culture: understanding and reflecting on the role of language and culture in the exchange of meaning, and considering how interaction shapes communication and identity*

Life Skills outcome A student:

LMHLS-9U explores their own and other languages and cultures

* Speaking, listening, reading and writing skills are integral for students who are developing their acquisition of Modern Hebrew. For some students with disability, teachers will need to consider relevant and appropriate adjustments to speaking, listening, reading, writing and communication experiences within the context of the Modern Hebrew K–10 Syllabus.

Values and attitudes objectives Students:  develop an interest in and enjoyment of language learning  appreciate and value their own heritage, culture and identity  appreciate and respect the culture, beliefs and values of others through language learning.

Modern Hebrew K–10 Draft Syllabus for consultation 2019 128 Life Skills

Years 7–10 Life Skills and Related Syllabus Outcomes

Communicating strand Objective  Interacting: exchanging information, ideas and opinions, and socialising, planning and negotiating

Life Skills outcome Related Stage 4 and 5 outcomes A student: A student:

LMHLS-1C LMH4-1C uses Modern Hebrew to interact with others in uses Modern Hebrew to interact with others to everyday contexts exchange information, ideas and opinions, and make plans

LMH5-1C manipulates Modern Hebrew in sustained interactions to exchange information, ideas and opinions, and make plans and negotiate

Objective  Accessing and responding: obtaining, processing and responding to information through a range of spoken, written, digital and/or multimodal texts

Life Skills outcomes Related Stage 4 and 5 outcomes A student: A student:

LMHLS-2C LMH4-2C accesses and obtains information from a range identifies main ideas in, and obtains information of texts from texts

LMH5-2C identifies and interprets information in a range of texts

LMHLS-3C LMH4-3C responds to information and ideas for a range of organises and responds to information and ideas purposes and/or audiences in texts for different audiences

LMH5-3C evaluates and responds to information, opinions and ideas in texts, using a range of formats for specific contexts, purposes and audiences

Modern Hebrew K–10 Draft Syllabus for consultation 2019 129 Life Skills

Objective  Composing: creating spoken, written, bilingual, digital and/or multimodal texts

Life Skills outcome Related Stage 4 and 5 outcomes A student: A student:

LMHLS-4C LMH4-4C composes texts in Modern Hebrew using a applies a range of linguistic structures to range of formats compose texts in Modern Hebrew using a range of formats for different audiences

LMH5-4C experiments with linguistic patterns and structures to compose texts in Modern Hebrew, using a range of formats for a variety of contexts, purposes and audiences

Modern Hebrew K–10 Draft Syllabus for consultation 2019 130 Life Skills

Understanding strand Objective  Systems of language: understanding the language system, including sound, writing, grammar and text structure; and how language changes over time and place

Life Skills outcomes Related Stage 4 and 5 outcomes A student: A student:

LMHLS-5U LMH4-5U explores Modern Hebrew pronunciation and applies Modern Hebrew pronunciation and intonation patterns intonation patterns

LMH5-5U demonstrates how Modern Hebrew pronunciation and intonation are used to convey meaning

LMHLS-6U LMH4-6U engages with letter combinations and/or symbols demonstrates understanding of key aspects of in Modern Hebrew Modern Hebrew writing conventions

LMH5-6U demonstrates understanding of how Modern Hebrew writing conventions are used to convey meaning

LMHLS-7U LMH4-7U explores Modern Hebrew language patterns and applies features of Modern Hebrew grammatical structures structures and sentence patterns to convey information and ideas

LMH5-7U analyses the function of complex Modern Hebrew grammatical structures to extend meaning

LMHLS-8U LMH4-8U engages with a variety of text structures identifies variations in linguistic and structural features of texts

LMH5-8U analyses linguistic, structural and cultural features in a range of texts

Modern Hebrew K–10 Draft Syllabus for consultation 2019 131 Life Skills

Objective  The role of language and culture: understanding and reflecting on the role of language and culture in the exchange of meaning; and considering how interaction shapes communication and identity

Life Skills outcome Related Stage 4 and 5 outcomes A student: A student:

LMHLS-9U LMH4-9U explores their own and other languages and identifies that language use reflects cultural cultures ideas, values and beliefs

LMH5-9U explains and reflects on the interrelationship between language, culture and identity

Modern Hebrew K–10 Draft Syllabus for consultation 2019 132 Life Skills

Years 7–10 Life Skills Content

 for your information The Years 7–10 Life Skills content is suggested.

Content describes the intended learning for students as they work towards achieving one or more of the Life Skills outcomes. It provides the foundations for students to progress to the next stage of schooling or post-school opportunities.

Teachers will make decisions about the choice of outcomes and selection of content regarding the sequence, emphasis and any adjustments required based on the needs, strengths, goals, interests and prior learning of students. Examples provided in the content are suggestions only. Teachers may use the examples provided or use other examples to meet the particular needs of individual students.

Modern Hebrew K–10 Draft Syllabus for consultation 2019 133 Life Skills

 consult

Communicating

Interacting

Outcome A student: › uses Modern Hebrew to interact with others in everyday contexts LMHLS-1C

Related Stage 4/5 outcomes: LMH4-1C, LMH5-1C

Content Students:  use language to interact with peers and known adults, for example: – recognising basic greetings, eg שלום, מה שלומך, בוקר- טוב – responding to greetings, eg הכל בסדר, נעים מאוד, בוקר טוב – using ‘please’ and ‘thank you’ when interacting with others – recognising nonverbal communication that can be used to convey meaning, eg smile, handshake – introducing themselves to others, eg שלום, אני דני – offering wishes on special occasions, eg מזל טוב, חג שמח – responding to questions in everyday situations, eg אני בן חמש -עשרה, אני גר בסידני. – exchanging personal details with others, eg שלום, אני דינה. אני בת חמש-עשרה, אני גרה בסידני. – recognising everyday objects, content and/or concepts in Modern Hebrew, eg ילד, ילדה, שולחן, כיסא, כיתה, מורה. – initiating questions, eg מי אתה? איפה אתה גר? בן כמה אתה? – participating in a conversation, eg שלום, נעים להכיר. איפה אתה גר? – recognising and responding to Modern Hebrew words related to topics of interest, eg אתה עושה ספורט? אתה משחק בקבוצה? מה אתה אוהב לעשות? – sharing information about aspects of their personal world, such as family, friends, entertainment, sport or leisure, eg אני גר בסידני, יש לי שלושה אחים, החברים שלי הם דני ויוסי, אני משחק כדורגל. – sharing opinions and ideas about what they like and dislike, eg אני אוהב ספורט. אני לא אוהב מתמטיקה.

Modern Hebrew K–10 Draft Syllabus for consultation 2019 134 Life Skills

 engage in everyday collaborative activities and participate in classroom routines, for example:

– responding to cues for turn-taking, eg עכשיו התור שלי – responding to ‘yes’ and ‘no’ questions about learning activities, eg כן, אני לומד עברית. לא, אני לא קורא ספרים בספרייה. – identifying the time for a particular activity, eg אנחנו לומדים מתמטיקה בשעה תשע בבוקר. – using simple directional or positional terms to give directions or indicate where things are, eg

ברמזור, תפנה ימינה , ואחר-כך שמאלה. הספר על השולחן, החתול מתחת למיטה. – expressing needs and wants, eg using a choice board to indicate preference for an activity

– following instructions, eg to participate in a game, to put their pencil down – participating or collaborating with others in a shared event, eg popular Modern Hebrew game or song, planning an outing, arranging to meet for lunch, organising a birthday party – responding to questions about class routines, eg אפשר לעזור לי בבקשה? סיימת? סיימתי – following activities on a class schedule or lessons on a school timetable – seeking help or permission, eg אפשר לעזור בבקשה? אפשר לחזור על השאלה, בבקשה? – accepting or declining an invitation, eg תודה על ההזמנה, אני שמח לבוא למסיבה/ תודה על ההזמנה. אני מצטער אבל לא יכול לבוא. – expressing opinions, eg אוסטרליה היא יפה. הקבוצה שלי הכי טובה.

Content for students with prior learning, experience and/or background Students:  initiate and sustain interactions with peers and known adults, for example: – introducing others, eg רוני, זה דני וזאת דינה – initiating interactions about daily routines, eg אני קם כל יום בשעה שבע. מתי אתה קם? – responding to questions about themselves, eg אני בן חמש-עשרה. אני גר בסידני, אני לומד עברית בבית הספר. – sustaining interactions by using modelled closed or open questions, eg גם אתה גר בסידני? איפה את גרה? מה את לומדת בבית הספר? – using modelled language to share an opinion and/or point of view in an email or online forum, such as why their sports team should win the competition, eg אני לא אוהב מתמטיקה. אני חושב שעברית המקצוע הכי טוב. – participating in a conversation and elaborating on ideas, eg אני אוהב אוכל מתוק. אני אוהב גלידה. אני הכי אוהב גלידת שוקולד. – using formulaic language to share their thoughts, feelings and/or preferences, such as about owning and caring for a pet, eg אני אוהבת כלבים. הכלב שלי הוא החבר הכי טוב שלי. – sharing experiences in a blog or email with a Modern Hebrew-speaking friend or student about life at an Australian school, eg באוסטרליה אנחנו לא לומדים ביום ראשון. אנחנו לובשים תלבושת אחידה.

Modern Hebrew K–10 Draft Syllabus for consultation 2019 135 Life Skills

– following a scaffold to share information on a topic of interest such as sport or movies, eg איזו קבוצת כדורגל הכי טובה? אני אוהב ספורט כי….. ראיית סרט טוב בזמן האחרון?  engage in everyday collaborative activities that involve planning and negotiating, and participate in classroom routines, for example: – giving and following instructions, eg בבקשה לשבת. לא לדבר עכשיו. – giving and following directions to a location using online tools or maps – seeking clarification from others, eg אני לא מבין. אתה יכול להסביר? – responding to open-ended questions about learning activities, eg מה אתה אוהב ללמוד? איך אומרים בעברית ' to sit" – experiencing different roles in group activities – negotiating tasks in group work – using electronic communication to collaborate with others in a shared event, eg planning a weekend outing, arranging to meet for lunch, organising a birthday party – elaborating on ideas and opinions, such as why it is not a good idea to go out this weekend, eg אני לא הולך לסרט ביום ראשון כי אני צריך ללמוד למבחן – offering suggestions and advice to solve problems, eg אתה יכול לדבר עם אבא ואימא או לדבר עם יוסי. – collaborating with others to make decisions and/or solve problems in group activities, such as choosing when and where to meet, which restaurant to eat at, which film to see and at what time, eg אני רוצה ללכת למסעדה האיטלקית. איפה אתם רוצים לאכול? אני רוצה לראות את "הארי פוטר". איזה סרט אתם רוצים לראות? – collaborating with others to express opinions, thoughts and ideas, eg אני אוהב את התמונה הזאת. גם את אוהבת את התמונה הזאת או את התמונה השנייה? מה אתם חושבים?

Modern Hebrew K–10 Draft Syllabus for consultation 2019 136 Life Skills

Communicating

Accessing and responding

Outcomes A student: › accesses and obtains information from a range of texts LMHLS-2C › responds to information and ideas for a range of purposes and/or audiences LMHLS-3C

Related Stage 4/5 outcomes: LMH4-2C, LMH4-3C, LMH5-2C, LMH5-3C

Content Students:  access texts and locate information, for example: – recognising information in Modern Hebrew signs and symbols – recognising known words and phrases in Modern Hebrew texts, such as greetings, days of the week, eg שלום, מה שלומך, בוקר-טוב. יום ראשון, יום שני, יום שלישי, יום רביעי, יום חמישי, יום שישי, יום שבת – identifying known words and phrases in simple texts, eg colours or numbers in a song, days of the week in a rhyme or poem, time or names in a conversation – recognising the days of the week or months of the year on a calendar or timetable, eg יום ראשון, יום שני, יום שלישי, יום רביעי, יום חמישי, יום שישי, יום שבת תשרי, חשוון, כסלו, טבת, שבט, אדר, ניסן, אייר, סיון, תמוז, אב, אלול – identifying colours in an image, eg החתול שחור ולבן – locating information in Modern Hebrew on a print or online map, eg locating Israel on a world map, locating popular sites such as Jerusalem, The Dead Sea – identifying key information in Modern Hebrew, eg numbers, names, dates, times, measurements or cities – identifying ingredients for a meal from a recipe, eg סוכר, ביצים, דגים, בשר, עוף, חלב. – locating and identifying key information in Modern Hebrew print, digital, audio or visual texts, eg timetables, menus, invitations, posters, identity cards, passports, emails, webpages, podcasts, memes – identifying features of objects and/or people in a Modern Hebrew text – obtaining specific information from written Modern Hebrew texts in a variety of ways, eg matching words with pictures, sequencing words and sentences

 respond to information in a variety of formats using modelled language, for example: – using pictures, body language or gestures to respond to information on a familiar topic, eg nod or shake head, shrug – responding to known words and phrases – responding to information on a familiar topic – responding to information presented in a variety of formats, eg graph, poster, report, digital presentation – creating a simple storyboard to represent a well-known story

Modern Hebrew K–10 Draft Syllabus for consultation 2019 137 Life Skills

– responding to a simple email or online post in Modern Hebrew from a real or imaginary friend

– responding to ideas and opinions about a youth issue in a group forum, eg class discussion, blog, virtual classroom, video call, game or activity – gathering information about their peers based on familiar findings and presenting it in a table or graph, eg כל החברים שלי אוהבים לשבת ולשוחח. אנחנו נפגשים בקניון אחרי בית הספר כל יום. – exploring information presented in texts, eg a travel website about a popular tourist destination in Jerusalem – collecting and presenting information about familiar topics using simple statements and images using digital presentation and video editing software where appropriate, eg a presentation on their family, weekend activities – composing a multimedia presentation to compare Israeli cultural practices with those of Aboriginal Peoples and/or Torres Strait Islander Peoples, demonstrating awareness of the protection of Indigenous cultural and intellectual property, eg בפורים, אנחנו מתחפשים, אוכלים "אוזני המן", שולחים משלוח מנות נותנים מתנות לאביונים. בפסח, אנחנו לא אוכלים לחם או חצץ במשך שמונה ימים מחוץ לישראל ושיבעה ימים בישראל.

Content for students with prior learning, experience and/or background Students:  access and select relevant information and ideas from a range of texts, for example: – accessing texts and identifying main points and specific details – locating and identifying relevant information in Modern Hebrew texts, eg focusing on familiar and predictable situations and responding to questions in English or Modern Hebrew – exploring information from a range of print and online sources in Modern Hebrew, eg about schools, pop music, sport in Israel and Australia – organising and interpreting information in Modern Hebrew, eg recording information in a timeline or profile about a famous person or event – describing information and ideas gathered from Modern Hebrew texts, eg describing a character from a Modern Hebrew story or film – gathering opinions and points of view on a topic in a Modern Hebrew text, eg recycling, social media or sport – accessing an extract from a Modern Hebrew book, film, poem or song to explore aspects of Israeli culture

 respond to information on a range of topics, events or experiences in a variety of formats, for example: – summarising a Modern Hebrew story or folktale using a scaffold – presenting information about a familiar topic, eg surveying opinions of classmates and presenting findings using graphing software – responding to more complex questions or ideas about texts, such as a well-known myth or fable, eg מה אפשר ללמוד מהאגדה? מה המסר של הסיפור? – collecting information about a traditional or popular Israeli dish and creating a word-processed recipe card, audio or printed recipe – gathering information about a special Modern Hebrew event, such as a festival and creating a short report using word-processing software, including photographs, illustrations, captions or diagrams – representing gathered information by restating key phrases, and supporting presentations with pictures, charts or graphs

Modern Hebrew K–10 Draft Syllabus for consultation 2019 138 Life Skills

– participating in a presentation about an Israeli festival or tradition using information gathered from multiple sources – creating a brochure about a popular tourist destination in Israel

Modern Hebrew K–10 Draft Syllabus for consultation 2019 139 Life Skills

Communicating

Composing

Outcome A student: › composes texts in Modern Hebrew using a range of formats LMHLS-4C

Related Stage 4/5 outcomes: LMH4-4C, LMH5-4C

Content Students:  compose texts in a variety of formats, using modelled language, for example: – participating in creating texts on familiar topics, using a scaffold, eg family tree, digital mind map – labelling photographs from a school event or activity in Modern Hebrew for a visual display, eg תלמידי כיתה ז' בקיבוץ. הילדים מבקרים בחדר האוכל. משחק הכדורגל בקיבוץ. – creating a print or electronic greeting card to a friend to say ‘hello’ or wish them ‘Happy Birthday’, eg מזל טוב לבר/ בת המצווה שלך – creating a shopping list of ingredients required to cook a Modern Hebrew meal from a recipe, eg סוכר, חלב,ביצים, בננות, קמח. – creating a schedule of weekly or monthly activities, eg יום שני - כדורגל, יום שלישי - אמנות, יום רביעי - שיעור גיטרה, יום חמישי - קראטה – completing a personal profile for a simulated social media site – creating a visual text using pre-learnt Modern Hebrew words and/or phrases, eg poster of main tourist attractions of Israel or about sustainability at school – following a scaffold to create a Modern Hebrew menu using images, word banks and/or simple sentence patterns – creating a print or digital children’s game involving Modern Hebrew numbers – creating speech bubbles in a comic strip – composing a self-introduction for meeting new students – using modelled language and a scaffold to compose a simple recount, letter to a friend, poem or narrative in Modern Hebrew about a recent event, eg a holiday, an excursion, a celebration

 create bilingual texts, for example: – matching Modern Hebrew words with corresponding English words, eg מקצועות: subjects. אנגלית -English היסטוריה -,history אומנות - art – using a picture or digital dictionary to find meanings of words used in class and identifying English and Modern Hebrew versions of each word – matching key words and expressions in Modern Hebrew with local Aboriginal language(s) for an Acknowledgement of Country (with local Aboriginal community guidance and endorsement) – labelling the school or local community map in Modern Hebrew

Modern Hebrew K–10 Draft Syllabus for consultation 2019 140 Life Skills

– creating a print or digital visual display of learnt vocabulary on a range of topics using digital presentation and word-processing software, eg posters, flashcards – creating a bilingual picture and/or audio dictionary of new words, eg סלון - lounge, חדר כביסה - laundry, מטבח - kitchen – creating a print or digital poster labelled in Modern Hebrew and English, eg of classroom items, a local community map showing the library, station, shops and cafes, school canteen menu, school uniform shop opening hours, travel routes from school or home to familiar destinations – making a dictionary of learnt vocabulary for the class, using word-processing programs or online collaborative tools

Content for students with prior learning, experience and/or background Students:  compose texts in a variety of formats for different contexts and purposes, for example: – creating a menu in Modern Hebrew with some details about each item – composing lyrics for a rap song using familiar words – recounting of a school activity for the school newsletter or website – composing a diary entry, including phrases about how they feel, eg אני אוהב לשחק טניס עם יוני אבל היום הוא לא בא למשחק. אני כל-כך עצוב. – producing a simple print or digital advertisement, eg for a group restaurant, an environmental cause such as Earth Hour, or awareness campaign such as World Autism Awareness Day

– creating own version of a popular children’s game, eg Guess who? Pictionary, snakes and ladders, hopscotch – composing print or digital imaginative texts in Modern Hebrew using modelled examples, including familiar vocabulary and accents – creating multimedia presentations using simple statements in Modern Hebrew and images, eg a presentation on their family, what they did on the weekend – composing simple texts in Modern Hebrew using appropriate text structures from modelled examples, including scaffolds, eg email, diary, blog post, letter, report, speech

 create bilingual texts for the classroom and the wider community, for example: – creating or selecting information for bilingual classroom posters using word-processing and digital-presentation software, eg a poster about not eating in the classroom צריך לשמור על כיתה נקייה. אסור לאכול ולשתות בכיתה. – producing a word bank containing vocabulary learnt in class – creating lyrics in Modern Hebrew to a well-known song or rhyme originally in English – creating a presentation for the class in Modern Hebrew (accessible to hearing impaired students) with English subtitles using digital presentation or video editing software, eg a presentation about celebrities – creating a bilingual notice for the school to notify Modern Hebrew-speaking parents of an event – creating bilingual signage within the school in local Aboriginal language and Modern Hebrew in consultation with the local Aboriginal community, eg bush food gardens or on a school website – creating a bilingual version of a well-known myth/children’s story using illustrations and simple language structures – composing a simple multimodal text about a recent event in English and Modern Hebrew for the school newsletter or local newspaper

Modern Hebrew K–10 Draft Syllabus for consultation 2019 141 Life Skills

Understanding

Systems of language

Outcomes A student: › explores Modern Hebrew pronunciation and intonation patterns LMHLS-5U › engages with letter combinations and/or symbols in Modern Hebrew LMHLS-6U › explores Modern Hebrew language patterns and structures LMHLS-7U › engages with a variety of text structures LMHLS-8U

Related Stage 4/5 outcomes: LMH4-5U, LMH4-6U, LMH4-7U, LMH4-8U, LMH5-5U, LMH5-6U, LMH5-7U, LMH5-8U

Content Students:  recognise features of the Modern Hebrew sound system, such as pitch, accent, rhythm and intonation, for example: – recognising nonverbal communication that can be used to support verbal communication, eg shaking hands, nodding head – recognising that someone has a different accent, such as a Modern Hebrew accent when they speak English – recognising that tone, pitch and volume vary according to speaker’s mood – identifying the characteristic of rising intonation when asking questions, eg אתה לומד בכיתה ז'? את מדברת עברית? – recognising and reproducing the sounds of the Modern Hebrew alphabet – exploring the similarities and differences between the Modern Hebrew alphabet and the English alphabet – recognising specific sounds particular to Modern Hebrew, eg ח, כ, צ

 recognise features of the Modern Hebrew writing system, for example: – recognising the letters of the Modern Hebrew alphabet, eg א ב ג ד ה ו ז ח ט י כ ל מ נ ס ע פ צ ק ר ש ת ך ם ן ף ץ – recognising that the letters of the Modern Hebrew alphabet start from right to left

 recognise elements of Modern Hebrew grammar and sentence patterns, for example: – recognising numerals in a range of formats, such as cardinal numbers, ordinal numbers, dates, time, eg אחת, שתיים, שלוש / ראשון, שני, שלישי / היום יום שלישי, תשעה עשר במרץ / השעה שתיים אחרי הצהריים – recognising definite and indefinite articles, eg ספר, הספר / מחברת, המחברת – recognising interrogatives, eg מי? מה? איפה?, כמה? לאן? למה? – identifying a question and the question mark – recognising verbs related to daily activities, eg קם, גר, אוכל, שותה, לומד, כותב, קורא, יושב

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– recognising subject pronouns, eg אני, אתה, את, הוא, היא, אנחנו, אתם, אתן, הם, הן – recognising adjectives, eg גדול, קטן, יפה, חדש, טוב – using verbs related to daily activities, eg קם, מתלבש, מתרחץ, עושה, רואה,רוצה, משחק, מנגן – using adjectives to describe familiar objects, eg ילד טוב, ילדה טובה, ספר גדול, כיתה יפה – recognising standard word order, eg subject–verb–object: דני לומד עברית, רינה קוראת ספר – building vocabulary that relates to familiar environments, eg the classroom, family and personal world

 recognise the dynamic nature of Modern Hebrew and other languages, for example: – recognising Modern Hebrew words that are commonly used in English, eg כשר, חוצפה, הללויה, אמן, שבת, משיח, מנורה, קיבוץ חג שמח, מזל טוב, ברוך הבא, לחיים, שבוע טוב – recognising cognates in a sentence, eg דני אוכל פיצה, יוסי אוכל המבורגר, שרה כותבת אימייל. – recognising that the Modern Hebrew language borrows and adapts words and expressions from English and other languages, eg ג'ינס, טלוויזיה, אבוקדו, טניס,,, טכנולוגיה, אינטרנט – recognising Modern Hebrew words and phrases that have emerged in response to new ideas and developments in digital communications and technology, eg סטארט-אפ, וואטסאפ, אינטרנט, אנטי וירוס, אקסל, אפל,  explore how different texts are structured, for example: – using modelled examples to identify the format of familiar texts, eg a greeting card, an invitation, a letter, an email, a menu, a news article – recognising an invitation because of how it is formatted – identifying language forms and features of texts, eg a date, time and venue in an invitation

– exploring the purpose and audience of a range of texts – recognising that texts may vary in different languages

Content for students with prior learning, experience and/or background Students:  recognise and use Modern Hebrew pronunciation and intonation patterns, for example: – recognising correct pronunciation and intonation in spoken Modern Hebrew – applying correct pronunciation and intonation when speaking – recognising the difference between Modern Hebrew and English pronunciation – exploring how to pronounce sounds that do not exist in English, eg צ: צלחת, כ: מכתב, ח: מחשב – exploring the role of emphasis, stress and rhythm in expressing subtle meanings in interactions – understanding how changes in voice, tone and gestures can change the meaning of words

 recognise and use the Modern Hebrew writing system, for example: – writing the Modern Hebrew alphabet in cursive script, eg א ב ג ד ה ו ז ח ט י כ ל מ נ ס ע פ צ ק ר ש ת ך ם ן ף ץ – recognising that Modern Hebrew is read in script and written in cursive

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– using punctuation marks correctly in simple Modern Hebrew texts, eg exclamation marks, question marks, inverted commas, quotation marks

 recognise and use elements of Modern Hebrew grammar and sentence structure, for example: – recognising different question words, eg מי אתה? איפה את גרה? מה היא לומדת? למה הוא לא יושב? – recognising present tense, eg אני לומד עברית, היא יושבת על הכיסא, הוא אוכל פיצה. – exploring sentence structures in Modern Hebrew, eg subject–verb–object: היא כותבת מכתב לאבא. – exploring the agreement system with other aspects of language, such as adjectives, articles, pronouns or verbs, eg דני אוכל תפוח גדול. דינה לומדת בכיתה קטנה. הוא גר בבית החדש. – making simple statements using a subject pronoun, a verb and a noun, and a subject, verb and an adjective, eg הוא כותב מכתב. דני גר בבית גדול. – recognising similarities and differences between English and Modern Hebrew grammar and sentence structure

 explore how Modern Hebrew has changed, for example: – exploring the influence of technology and globalisation on Modern Hebrew, eg גלובליזציה, אימייל, אינטרנט, טכנולוגיה. – exploring the existence of words borrowed from other languages in Modern Hebrew, eg סלט, בלט, בגט,שניצל, גטו, סלון – recognising the impact of youth culture on language, such as the use of English words, abbreviations and short form of words, social media language and text messages, eg אינסטגרם, שופינג, לסמסם, צ'ט, היפ-הופ – exploring ways in which some languages are growing and adapting while others are endangered and being revitalised, including Yiddish, Ladino and some Aboriginal languages and Torres Strait Islander languages

 explore and recognise textual conventions of familiar multimodal texts, for example: – recognising Modern Hebrew texts and discussing how the content is organised, including headings, images, use of scripts and fonts – exploring a range of texts in Modern Hebrew and identifying typical features, eg verse and chorus in a song, setting and characters in a children’s story – demonstrating appropriate structure when composing texts – applying knowledge of text features to locate key information in a range of texts, eg maps, menus, emails, advertisements and recipes – engaging with familiar texts in both Modern Hebrew and English and explaining how the content and features of the text suit its purpose, eg the menu has pictures of dishes to help the customer understand what kind of food it is

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Understanding

The role of language and culture

Outcome A student: › explores their own and other languages and cultures LMHLS-9U

Related Stage 4/5 outcomes: LMH4-9U, LMH5-9U

Content Students:  explore how language changes in formal and informal contexts, for example: – recognising that greetings can change when talking to teachers or peers, eg היי דני, מה נשמע? שלום גברת כהן, מה שלומך? – exploring forms of communication in different situations, eg telephone conversations, text messaging, blog posts, virtual classrooms using social media, sending emails, face-to-face communication – exploring how nonverbal communication is used in formal and informal contexts, eg facial expressions or gestures when speaking to an adult or to peers, sending text messages, posting in online forums – using correct forms when addressing different people – identifying and/or using formal and informal language, when addressing people of different age, social status or gender, eg איך אתה מרגיש? איך את מרגישה? – exploring specific informal language, eg colloquial words that are not standard Modern Hebrew words, addressing peers, eg מה נשמע, מה קורה, סבבה, אחלה

 explore links between language, culture and behaviours, for example: – recognising that language can be used to communicate with others – recognising Modern Hebrew as a language different from English – recognising that Israel is the country where Modern Hebrew is the main language spoken – recognising how the Modern Hebrew language is used in familiar routines and on special occasions, eg חג שמח, מזל טוב, ברוך הבא, לחיים, שבוע טוב – recognising that there are culturally appropriate language and behaviours for particular contexts, eg מזל טוב, בוקר טוב, ברוך הבא, חג שמח – understanding certain foods are served at certain times of the year, eg apple and honey for new year, donuts for Chanukah, Oznei Haman for Purim – exploring nonverbal communication in different contexts, eg use of hand gestures for expression or emphasis

 explore their own and others’ lifestyles, beliefs and cultural practices, for example: – exploring the range of languages spoken in Australia, including Aboriginal languages and Torres Strait Islander languages

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– identifying people in the local community or in the media who speak a different language, eg ‘My mum’s friend is from Israel and she speaks Hebrew’, ‘the local Elders speak the language of their Country’ – participating in a traditional Modern Hebrew game, song, play or dance – exploring and participating in specific Israeli celebrations and cultural traditions – exploring the Israeli money system, eg participating in shopping role plays using shekalim – exploring examples of both traditional and modern entertainment and recreational activities

– participating in a shared meal and identifying customs associated with meals, eg נטילת ידיים, ברכת המזון, בתיאבון, קידוש – exploring a book, film, poem, podcast or song that explores Israeli culture to identify aspects of culture similar and different to their own – exploring the ways special events are celebrated differently, eg the customs related to Passover, a traditional Jewish wedding סדר פסח, חופה – comparing everyday experiences of people in Israel and Australian people – comparing cultural practices around the world, including of Aboriginal communities and Torres Strait Islander communities, eg greetings, special events – comparing lifestyles of people in Israel and Australia, and discussing their own involvement in these

Content for students with prior learning, experience and/or background Students:  explore how language changes in formal and informal contexts, for example: – identifying examples of informal forms of language, eg the use of abbreviations or colloquial words when texting or posting in online forums – using polite language when communicating with seniors/teachers/Modern Hebrew guests and students, eg ברוך הבא, סליחה, בבקשה, נעים מאוד – using formulaic language and polite greetings in everyday contexts, eg מה שלומך, בוקר טוב, בוקר אור, להתראות, שלום – identifying and using appropriate language (formal or informal), eg in letters to the principal/employer or emails to peers

 explore the relationship between language, culture and behaviour, for example: – exploring the use of body language or gestures when communicating/interacting in Modern Hebrew, eg shaking hands, kissing cheeks – recognising that there are particular language expressions and behaviours that are suitable for certain cultural celebrations, eg חג שמח, מזל טוב, לחיים – participating in a class activity about their own and others’ cultures and languages – exploring the diversity of cultural expression in Australia, including expressions of Aboriginal cultures and Torres Strait Islander cultures, eg celebrations, food, music, art, craft, beliefs, protocols, dance and clothing – exploring the idea of belonging through a shared language, culture and behaviour

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 explore how aspects of identity, including family background, traditions and beliefs influence us, for example: – sharing information about themselves and their family, eg their family’s origins, languages used at home – recognising that identity can be reflected in language – deciding how best to address and refer to others, eg addressing an unfamiliar adult as opposed to addressing a friend – demonstrating respect for diverse cultural practices, eg differences in speech, dress, celebrations, beliefs

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Assessment

 for your information

Standards

The NSW Education Standards Authority’s (NESA) K–10 Curriculum Framework is a standards- referenced framework that describes, through syllabuses and other documents, the expected learning outcomes for students.

Standards in the framework consist of three interrelated elements:  outcomes and content in syllabuses showing what is to be learnt  Stage statements that summarise student achievement  samples of work on the NESA website that provide examples of levels of achievement within a Stage.

Syllabus outcomes in Modern Hebrew contribute to a developmental sequence in which students are challenged to acquire new knowledge, understanding and skills.

Assessment

Assessment is an integral part of teaching and learning. Well-designed assessment is central to engaging students and should be closely aligned to the outcomes within a Stage. Effective assessment increases student engagement in their learning and leads to enhanced student outcomes.

Assessment for Learning, Assessment as Learning and Assessment of Learning are three approaches to assessment that play an important role in teaching and learning. The NESA K–10 syllabuses particularly promote Assessment for Learning as an essential component of good teaching.

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Further advice on programming and appropriate assessment practice is provided on the NESA website. This support material provides general advice on assessment as well as strategies to assist teachers in planning education programs.

Assessment for students with disability

Some students with disability will require adjustments to assessment practices in order to demonstrate what they know and can do in relation to syllabus outcomes and content. The type of adjustments and support will vary according to the particular needs of the student and the requirements of the activity. These may be:  adjustments to the assessment process, for example scaffolded instructions, additional guidance provided, highlighted keywords or phrases, the use of specific technology, extra time in an examination  adjustments to assessment activities, for example rephrasing questions, using simplified language, fewer questions or alternative formats for questions  alternative formats for responses, for example written point form instead of essays, scaffolded structured responses, short objective questions or multimedia presentations.

It is a requirement under the Disability Standards for Education 2005 for schools to ensure that assessment tasks are accessible to students with disability. Schools are responsible for any decisions made at school level to offer adjustments to coursework, assessment activities and tasks, including in-school tests. Decisions regarding adjustments should be made in the context of collaborative curriculum planning.

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Further examples of adjustments to assessment for students with disability and information on assessment of students undertaking Life Skills outcomes and content can be found in support materials for:  Languages  Special education  Life Skills.

Reporting

Reporting is the process of providing feedback to students, parents/carers and other teachers about student progress.

Teachers use assessment evidence to extend the process of Assessment for Learning into their Assessment of Learning. In a standards-referenced framework, teachers make professional judgements about student achievement at key points in the learning cycle. These points may be at the end of a Year or Stage, when schools may wish to report differentially on the levels of knowledge, understanding and skills demonstrated by students.

Descriptions of student achievement provide schools with a useful tool to report consistent information about student achievement to students and parents/carers, and to the next teacher to help plan the future steps in the learning process.

The A–E grade scale or equivalent provides a common language for reporting by describing observable and measurable features of student achievement at the end of a Stage, within the indicative hours of study. Teachers use the descriptions of the standards to make a professional, on- balance judgement, based on available assessment information, to match each student’s achievement to a description. Teachers use the Common Grade Scale (A–E) or equivalent to report student levels of achievement from Stage 1 to Stage 5.

For students with disability, teachers may need to consider, in consultation with their school and sector, the most appropriate method of reporting student achievement. It may be deemed more appropriate for students with disability to be reported against outcomes or goals identified through the collaborative curriculum planning process. There is no requirement for schools to use the Common Grade Scale (A–E) or equivalent to report achievement of students undertaking Life Skills outcomes and content.

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Glossary

 for your information This section draws on the Australian Curriculum: Languages F–10 glossary which is included below. Additional words and/or terms specific to individual languages may also be identified for inclusion.

Glossary term Definition

Aboriginal and Torres Aboriginal Peoples are the first peoples of Australia and are represented Strait Islander by over 250 language groups, each associated with a particular Country or Peoples territory. Torres Strait Islander Peoples are represented by five major island groups, and are associated with island territories to the north of Australia’s Cape York which were annexed by Queensland in 1879.

An Aboriginal and/or Torres Strait Islander person is someone who:  is of Aboriginal and/or Torres Strait Islander descent  identifies as an Aboriginal person and/or Torres Strait Islander person, and  is accepted as such by the Aboriginal and/or Torres Strait Islander community(ies) in which they live. accent A manner of pronunciation of a language which marks speakers as belonging to identifiable categories such as geographical or ethnic origin, social class or generation. accent marks Marks placed on a letter to indicate pronunciation, stress or intonation, or to indicate a different meaning or grammatical usage for the word within which they appear. accentuation The pattern of relative prominence of syllables in a phrase or utterance. activity A game or other teaching strategy that is used to rehearse learnt language. Playing a game of Bingo, singing a song or writing and acting out a role-play are examples of activities where language is modelled and practised. ‘Classroom activities’ is a generic term used in the syllabus to describe any planned occurrences within a language classroom and includes exercises, activities and learning tasks. adjective A word that modifies or describes a noun or pronoun, eg astonishing in an astonishing discovery. adverb A word class that may modify or qualify a verb, an adjective or another adverb, eg she sings beautifully; he is really interesting; she walks very slowly. adverbial A word or group of words that functions as an adverb, eg at the speed of light. aesthetic Relates to a sense of beauty or appreciation of artistic expression. audience Intended readers, listeners or viewers.

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Glossary term Definition authentic Texts or materials produced for ‘real-life’ purposes and contexts as (texts/materials) opposed to being created specifically for learning tasks or language practice. author A composer or originator of a work, eg a novel, film, website, speech, essay, autobiography. bilingualism An ability to use two languages. biography A detailed account of an individual’s life; a text genre that lends itself to different modes of expression and construction. In the context of intercultural language learning, the concept of biography can be considered in relation to identity, to the formation of identity over time, and to the understanding that language is involved in the shaping and expressing of identity. clause A grammatical unit that contains a subject and a predicate (verb) and expresses the complete proposition.

CLIL Content and Language Integrated Learning. An approach to learning content through an additional language. cohesion That quality in a text determined by its parts being related and contributing to its overall unity. Cohesion is achieved through various devices such as connectives, ellipses and word associations. These associations include synonyms, antonyms (eg study/laze about, ugly/beautiful), repetition (eg work, work, work – that’s all we do!) and collocation (eg friend and pal in, my friend did me a big favour last week. She’s been a real pal.) communication A mutual and reciprocal exchange of meaning. compound sentence A sentence with two or more main clauses of equal grammatical status, usually marked by a coordinating conjunction such as or, and, but. In the following examples, the main clauses are indicated by square brackets: [Alice came home this morning] but [she didn't stay long]. [Kim is an actor], [Pat is a teacher], and [Sam is an architect]. compose/create Develop and/or produce spoken, written or multimodal texts in print, visual, oral or digital forms. conjunction A part of speech that signals relationships between people, things, events, ideas, eg Sophie and her mother might come and visit, or they might stay at home. The conjunction and links the two participants, while or links alternative options. context An environment and circumstances in which a text is created or interpreted. Context can include the general social, historical and cultural conditions in which a text exists or the specific features of its immediate environment, such as participants, roles, relationships and setting. The term is also used to refer to the wording surrounding an unfamiliar word that a reader or listener uses to understand its meaning. convention An accepted language or communicative practice that has developed and become established over time, eg the use of punctuation or directionality.

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Glossary term Definition

Country Country is used by Aboriginal people to describe their territories and ecosystems – a sum total of spiritual beliefs, including Dreamings, all living things including totems and all physical factors such as sacred sites, water, air and geographical features. cues Sources of information used to facilitate comprehension of language that may be visual, grammatical, gestural or contextual. culture In earlier models of language teaching and learning, culture was represented as a combination of literary and historical resources, and visible, functional aspects of a community group’s way of life such as food, celebrations and folklore. While these elements of culture are parts of cultural experience and organisation, current orientations to language teaching and learning employ a less static model of culture.

Culture is understood as a framework in which things come to be seen as having meaning. It involves the lens through which people:  see, think and interpret the world  make assumptions about self and others  understand and represent individual and community identity.

Culture involves understandings about ‘norms’ and expectations, which shape perspectives and attitudes. It can be defined as social practices, patterns of behaviour, and organisational processes and perspectives associated with the values, beliefs and understandings shared by members of a community or cultural group. Language, culture and identity are understood to be closely interrelated and involved in the shaping and expression of each other. The intercultural orientation to language teaching and learning is informed by this understanding. diacritic mark A mark, point or sign added or attached to a letter or character to indicate a sound different from that of the same letter without the mark, point or sign or to indicate stress. dialect A variant of a language that is characteristic of a region or social group. diaspora The dispersion or spread of any people from their original homeland. digital media Various platforms via which people communicate electronically. digital texts Audio, visual or multimodal texts produced through digital or electronic technology. They may be interactive and include animations or hyperlinks. Examples of digital texts include DVDs, websites and e-literature. digraph A pair of letters representing one sound. diphthong A sound formed by the combination of two vowels in a single syllable, in which the sound begins as one vowel and moves towards another. directionality A direction in which writing/script occurs, eg from left to right, right to left.

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Glossary term Definition ellipsis Ellipsis is the omission of words where:  words repeat what has gone before and these terms are simply understood, eg ‘The project will be innovative. To be involved (in the project) will be exciting.’  a word like one is substituted for a noun or group, as in ‘There are lots of apples in the bowl. Can I have one?’  a cohesive resource that binds text together and is commonly used in dialogue for speed of response, eg (Do you) ‘Want a drink?’ ‘Thanks’ (I would like a drink)  three dots (also known as points of ellipsis) are used to indicate such things as surprise or suspense in a narrative text or that there is more to come in an on-screen menu  the points of ellipsis take the place of sections of text when quoting from a source. excerpt Excerpt is defined as to select quotations or passages from a book, document, film, or the like; extract. exercise A teaching strategy that is used to practise learnt language. Matching exercises, sentence completions, true/false statements, grammatical manipulations are examples of exercises. form-focused Activities designed to rehearse, practise, control and demonstrate language activities particular language structures, forms or features, eg drills, rehearsed role- plays/dialogues, games and songs, set sequences of language patterns. formulaic language Words or expressions which are commonly used in fixed patterns and learnt as such without grammatical analysis, eg Once upon a time (story- starter); G’day, how are you going? (greeting in Australian English). genre A category used to classify text types and language use; characterised by distinguishing features such as subject matter, form, function and intended audience. Examples of genres typically used in early language learning include greetings, classroom instructions and apologies. More advanced language proficiency includes the ability to use genres such as narrative or persuasive text, creative performance and debates.

The language we use and the description of language as a system. In describing language, attention is paid to both structure (form) and meaning (function) at the level of the word, the sentence and the text. gist The general meaning or most important piece of information in a text. identity A person’s conception and expression of individuality or group affiliation, self-concept and self-representation. Identity is closely connected to both culture and language. Thinking and talking about the self is influenced by the cultural frames, which are offered by different languages and cultural systems. Identity is not fixed. Non-background language learners’ experiences with different linguistic and cultural systems introduce them to alternative ways of considering the nature and the possibilities associated with identity.

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Glossary term Definition idiomatic A group of (more or less) fixed words having a meaning not deducible expressions from the individual words. Idioms are typically informal expressions used by particular social groups and need to be explained as one unit, eg I am over the moon; on thin ice; a fish out of water; fed up to the back teeth.

Indigenous cultural Includes objects, sites, cultural knowledge, cultural expression and the and intellectual arts, that have been transmitted or continue to be transmitted through property generations as belonging to a particular Indigenous group or Indigenous Peoples as a whole or their territory.

Indigenous Peoples This term is used when referring collectively to the first peoples of a land in international communities. The term Indigenous Australians is used when speaking about both Aboriginal and Torres Strait Islander Peoples within Australia. input Direct contact with and experience of the target language; the stimulus required for language acquisition and learning. Input can take multiple forms and be received through different modes. intercultural An ability to understand and to engage in the relationship between capability language, culture and people from diverse backgrounds and experience. This involves understanding the dynamic and interdependent nature of both language and culture, that communicating and interacting in different languages involves interacting with values, beliefs and experiences as well as with words and grammars. An intercultural capability involves being open to different perspectives, being flexible and curious, responsive and reflective; being able to de-centre, to look objectively at one’s own cultural ways of thinking and behaving, and at how these affect attitudes to others, shade assumptions and shape behaviours.

Characteristics of an intercultural capability include cognitive and communicative flexibility and an orientation and ability to act in ways that are inclusive and ethical in relation to difference and diversity. intercultural An orientation to language teaching and learning that informs current language teaching curriculum design; framed by the understanding that language and culture and learning are dynamic, interconnected systems of meaning-making; that proficiency in an additional language involves cultural and intercultural as well as linguistic capabilities. The focus is on developing communicative proficiency and on moving between language–culture systems. It includes the reflexive and reciprocal dimension of attention to learners’ own language(s) and cultural frame(s). interpret In the context of second or additional language learning, interpret refers to two distinct processes:  the act of translation from one language to another  the process of understanding and explaining; the ability to conceive significance and construct meaning, and to explain to self or others.

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Glossary term Definition intonation A key component of communication, involving patterns of pitch and melody of spoken language that can be used like punctuation, eg to express surprise or suggest a question, to shade, accentuate or diminish emphasis or meaning, and to regulate turn-taking in conversations. language A human cognitive and communicative capability which makes it possible to communicate, to create and comprehend meaning, to build and sustain relationships, to represent and shape knowledge, and to imagine, analyse, express and evaluate.

Language is described and employed:  as code – comprising systems, rules, a fixed body of knowledge; for example grammar and vocabulary, sound and writing systems  as social practice – used to do things, create relationships, interact with others, represent the world and the self; to organise social systems and practices in dynamic, variable and changing ways  as cultural and intercultural practice – means by which communities construct and express their experience, values, beliefs and aspirations  as cognitive process – means by which ideas are shaped, knowledge is constructed, and analysis and reflection are structured. language features Features of language that support meaning, eg sentence structure, noun group/phrase, vocabulary, punctuation, figurative language. Choices in language features and text structures together define a type of text and shape its meaning. These choices vary according to the purpose of a text, its subject matter, audience and mode or medium of production. language patterns Identifiable repeated or corresponding elements in a text. These include patterns of repetition or similarity, such as the repetition of imperative verb forms at the beginning of each step in a recipe, or the repetition of a chorus after each verse in a song. Patterns may alternate, as in the call and response pattern of some games, or the to-and-fro of a dialogue. Patterns may also contrast, as in opposing viewpoints in a discussion or contrasting patterns of imagery in a poem. language systems Elements that organise how a language works, including the systems of signs and rules (phonological, syntactic, semantic and pragmatic) that underpin language use. These systems have to be internalised for effective communication and comprehension.

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Glossary term Definition learning task Learning tasks are relevant and significant learning experiences that involve purposeful language use. Unlike form-focused language activities and exercises, the learning task involves the achievement of a devised or actual goal or purpose. Learning tasks provide opportunities to draw on existing language resources and to experiment with new forms.

The learning task may be authentic, eg to conduct a Modern Greek- speaking person around a school or to participate in an experiment; or simulated, eg to compose an email to a Modern Greek-speaking friend or read a friend’s blog.

Learning tasks provide the organising structure and context for meaning- focused language learning. macro skills Four major language skills of listening, reading, speaking and writing. manipulate To change or alter the vocabulary or syntax of a sentence. media texts Spoken, print, graphic or electronic communications created for a public audience. They often involve numerous people in their construction and are usually shaped by the technology used in their production. Media texts studied in different languages can be found in newspapers, magazines and on television, film, radio, computer software and the internet. metalanguage A vocabulary used to discuss language conventions and use (for example language used to talk about grammatical terms such as ‘sentence’, ‘clause’, ‘conjunction’; or about the social and cultural nature of language, such as ‘face’, ‘reciprocating’, ‘register’). mnemonic An aid such as a pattern, rhyme, acronym, visual image used for memorising information. mode Various processes of communication: listening, speaking, reading/viewing, signing and writing/creating. Modes are also used to refer to the semiotic (meaning-making) resources associated with these communicative processes, such as sound, print, image and gesture. monolingual Using only one language. multimodal text A text which involves two or more communication modes; for example the combining of print, image and spoken text in film or computer presentations. narrative A story of events or experiences, real or imagined. noun A part of speech that includes all words denoting physical objects such as man, woman, boy, girl, car, window. These are concrete nouns. Abstract nouns express intangibles, such as democracy, courage, success, idea. nunation The addition of one of three vowels to a noun or adjective. off-Country Taking place away from Aboriginal land or Country of origin. on-Country Taking place on Aboriginal land or Country of origin.

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Glossary term Definition onomatopoeia The formation of a word by imitating the sound associated with the object designated. orthography Writing words correctly according to common usage. performance A use of the language in real situations, putting language knowledge into practice; it involves accuracy, fluency and complexity. phonological Understanding that every spoken word is composed of small units of awareness sound, identifying relationships between letters and sounds when listening, reading and spelling. It includes understandings about words, rhyme and syllables.

Place A space mapped out by physical or intangible boundaries that individuals or groups of Torres Strait Islander Peoples occupy and regard as their own. Places are spaces that have varying degrees of spirituality. plurilingual An ability to use several languages. pragmatics A study of how context affects communication, eg in relation to the status of participants, the situation in which the communication is happening, or the intention of the speaker. prefix A meaningful element (morpheme) added before the main part of a word to change its meaning, eg ‘un’ in unhappy. preposition A part of speech that precedes a noun, noun phrase or pronoun, thereby describing relationships in a sentence in respect to:  space/direction (below, in, on, to, under ‒ for example she sat on the table)  time (after, before, since ‒ for example I will go to the beach after lunch)  those that do not relate to space or time (of, besides, except, despite ‒ for example he ate all the beans except the purple ones).

Prepositions usually combine with a noun group or phrase to form a prepositional phrase, eg in the office; besides these two articles. productive language One of two aspects of communication through language (see receptive language) involving the ability to express, articulate and produce utterances or texts in the target language. pronoun A part of speech that refers to nouns, or substituting for them, within and across sentences, eg Andreas chose a chocolate cake. He ate it that evening (where he and it are personal pronouns; and that is a demonstrative pronoun). pronunciation A manner in which a syllable is uttered.

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Glossary term Definition question A commonly employed prompt to find out information. A key element of scaffolding to support learners’ use of language and to encourage further contributions. Different types of questions provide different prompts:  closed questions are questions for which there are predictable answers, eg What time is it? These are typically used as prompts for short answers, as a framework for testing comprehension or reviewing facts, and for routinised interactions. They are frequently used to scaffold early language development.  open questions are questions with unknown and unpredictable answers that invite and support more elaborated and extended contributions from learners, eg How do you feel about that? What do you think might happen next? They are used as stimulus for discussion, reflection and investigation.

Questions are an important element of intercultural language teaching and learning. The quality of questions determines the quality and substance of the learning experience. Effective questions relating to the nature of language, culture and identity and the processes involved in language learning and intercultural experience guide the processes of investigating, interpreting and reflecting which support new understanding and knowledge development. receptive language One of the two components of communication through language (see productive language): the ‘receiving’ aspect of language input, the gathering of information and making of meaning via listening, reading, viewing processes. register A variety of language used for a particular purpose or in a particular situation, the variation being defined by use as well as user, eg informal register or academic register. scaffolding Support provided to assist the learning process or to complete a learning task. Scaffolded language support involves using the target language at a level slightly beyond learners’ current level of performance, and involves incremental increasing and decreasing of assistance. Task support provides assistance to perform just beyond what learners can currently do unassisted, to progress to being able to do it independently. Scaffolding includes modelling and structuring input in ways that provide additional cues or interactive questioning to activate existing knowledge, probe existing conceptions or cue noticing and reflecting. speak Convey meaning and communicate with purpose. Some students participate in speaking activities using communication systems and assistive technologies to communicate wants and needs, and to comment about the world. stereotype A widely held but fixed and oversimplified image or idea of a particular type of person or thing. stress An emphasis in pronunciation that is placed on a particular syllable of a word, eg she will conduct the orchestra; her conduct is exemplary.

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Glossary term Definition suffix A meaningful element added after the root of a word to change its meaning, eg to show its tense: -ed in passed. Common suffixes in English include -ing, -ed, -ness, -less, -able. sustained interaction An exchange of information, ideas and/or opinions consisting of a series of questions, responses or comments. talk Convey meaning and communicate with purpose. Some students participate in speaking activities using communication systems and assistive technologies to communicate wants and needs, and to comment about the world. text structure Ways in which information is organised in different types of texts (for example chapter headings, subheadings, tables of contents, indexes and glossaries, overviews, introductory and concluding paragraphs, sequencing, topic sentences, taxonomies, cause and effect). Choices in text structures and language features together define a text type and shape its meaning. Different languages/cultures structure texts differently in many instances. text types (genres) Categories of text, classified according to the particular purposes they are designed to achieve, which influence the features the texts employ, eg texts may be imaginative, informative or persuasive; or can belong to more than one category. Text types vary significantly in terms of structure and language features across different languages and cultural contexts, eg a business letter in French will be more elaborated than a similar text in English; a request or an offer of hospitality will be expressed differently in Modern Greek and German. texts Communications of meaning produced in any media that incorporates Turkish. Text forms and conventions have developed to support communication with a variety of audiences for a range of purposes. Texts include written, spoken, visual, digital and multimodal communications of meaning (see multimodal texts). textual Structural components and elements that combine to construct meaning features/conventions and achieve purpose, and are recognisable as characterising particular text types (see language features). translation A process of translating words/text from one language into another, recognising that the process involves movement of meanings and attention to cultural context as well as the transposition of individual words. verb A part of speech which expresses existence, action, state or occurrence, eg they watch football; she is exhausted; the day finally came.

auxiliary verb – a verb that combines with another verb in a verb phrase to form tense, mood, voice or condition, eg they will go, I did eat lunch, she might fail the exam.

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Glossary term Definition viewing Observing and comprehending a visual text, for example diagram, illustration, photograph, film, television documentary, multimedia. This sometimes involves listening to and reading accompanying written text. word borrowing A practice of incorporating words from one language into another, for (loan words) example the use of Modern Hebrew words such as amen, kosher in English and the use of English ICT terms in many languages. The increasing frequency of word borrowing between languages reflects intercultural contact, contemporary cultural shifts and practices in a globalised world, issues of ease of communication and efficiency and technological specialisation. word processing The use of a computer system to produce documents by inputting, editing, manipulating, storing and printing them.

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