நிலை 1
Stage 1 (Year 1 & 2)
At Balar Malar, we teachTamil K–10 Syllabus developed by NSW Education Standards Authority (NESA).
The study of Tamil in K–10 enables students to communicate with others in Tamil, and to reflect on and understand the nature and role of language and culture in their own lives and the lives of others.
NESA syllabuses include agreed Australian Curriculum content and content that clarifies the scope, breadth and depth of learning. The Australian Curriculum achievement standards underpin the syllabus outcomes and the Stage statements for Early Stage 1 to Stage 5.
Please refer to the following web page https://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/learning-areas/languages/tamil-k-10-2019 to access full syllabus
The following are the Syllabus objectives and outcomes for Stage 1 (Year 1 & Year 2) students
|
Objective |
Outcomes |
|
Interacting exchanging information, ideas and opinions, and socialising, planning and negotiating*
|
❖ LTA1-1C : participates in classroom interactions and play-based learning activities in Tamil |
|
Accessing and responding obtaining, processing and responding to information through a range of spoken, written, digital and/or multimodal texts* |
❖ LLTA1-2C: identifies key words and information in simple texts ❖ LTA1-3C : responds to texts using a range of supports |
|
Composing creating spoken, written, bilingual, digital and/or multimodal texts*
|
❖ LTA1-4C : composes texts in Tamil using rehearsed language |
|
Systems of language understanding the language system, including sound, writing, grammar, text structure; and how language changes over time and place*
|
❖ LTA1-5U : recognises and reproduces the sounds of Tamil ❖ TA1-6U : recognises basic Tamil writing conventions ❖ LTA1-7U : recognises Tamil language patterns in statements, questions and commands ❖ LTA1-8U : recognises features of familiar texts |
|
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*
|
❖ LTA1-9U : recognises similarities and differences in communication across cultures |
* Speaking, listening, reading and writing skills are integral for students who are developing their acquisition of Tamil. 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 Tamil K–10 Syllabus.
Stage Statement ( Stage 1)
By the end of Stage 1, students interact in Tamil with their peers and teacher to exchange greetings and simple information. They use Tamil 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 Tamil using rehearsed language, and create bilingual labels and captions for objects and visual texts.
Students reproduce the sounds and rhythms of spoken Tamil, and understand how sounds are represented in Tamil. They recognise and copy letters of the Tamil 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 Tamil 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 Tamil and their own language and culture.
Students with prior learning and/or experience
Students with prior learning and/or experience of Tamil have more developed communicative skills, and knowledge and understanding of language and culture. They interact in Tamil 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 Tamil. 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.