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Arabic

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  1. F–10 Sequence
  2. F-2
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  7. 7–10 Sequence
  8. 7-8
  9. 9-10

F–10 Sequence Foundation to Level 2

Foundation to Level 2 Description

Students become familiar with how the sounds of the Arabic language are represented in letters and words. They practise pronunciation and intonation through activities such as reciting rhymes and...

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Foundation to Level 2 Content Descriptions

Communicating

Socialising
  1. Initiate interactions with peers and the teacher by asking and responding to questions and exchanging information about self and family, friends and school (VCARC103)
  2. Engage in guided group activities and transactions such as playing games, role-playing, singing and dancing, and communicate ideas, using movement, gestures and pictures to support meaning (VCARC104)
  3. Participate in classroom activities and routines, such as opening and closing of lessons, responding to instructions and taking turns (VCARC105)
Informing
  1. Locate and organise information from simple spoken, written and visual texts to identify details about people and objects (VCARC106)
  2. Share information obtained from different sources, including online and digital sources, by listing, tabulating or sequencing information and using illustrations and gestures to support meaning (VCARC107)
Creating
  1. Listen to, view and read simple imaginative texts, including digital and multimodal texts, and respond by making simple statements about favourite elements and through action, mime, dance, drawing and other forms of expression (VCARC108)
  2. Create own representations of people or events in imaginative texts using familiar words, illustrations, actions and other verbal and non-verbal forms of expression (VCARC109)
Translating
  1. Translate familiar Arabic and English words, phrases and expressions, using visual cues and word lists, and explain the meaning of particular words and verbal and non-verbal expressions (VCARC110)
  2. Create simple print or digital bilingual texts in Arabic and English, such as word lists, labels and captions, for their class, school and family (VCARC111)
Reflecting
  1. Describe the experience of using Arabic at home or at school, such as how it feels and the particular behaviours they associate with speaking Arabic (VCARC112)
  2. Identify themselves as members of different groups, including the Arabic class, the school, and their family and community, describing their roles within these different groups (VCARC113)

Understanding

Systems of language
  1. Recognise the letters and sounds of the Arabic alphabet and identify how letters are modified so they can be joined to form words (VCARU114)
  2. Recognise parts of speech and frequently used words in familiar contexts, and understand the basic rules of word order in simple sentences, such as the role of verbs in a sentence; the masculine and feminine forms of nouns, verbs and adjectives; and simple possessive forms (VCARU115)
  3. Recognise that language is organised as text, and that texts such as songs, stories and labels have different features (VCARU116)
Language variation and change
  1. Recognise that there are variations in the language used by Arabic speakers in different situations, such as at home with family, and that the language used varies between different Arabic speakers (VCARU117)
  2. Recognise that Australia has speakers of many different languages, including Arabic, and that languages borrow words from one another (VCARU118)
Role of language and culture
  1. Understand that the languages people use and the way they use them relate to who they are, where and how they live and what is important to them (VCARU119)

Foundation to Level 2 Achievement Standard

By the end of Level 2, students interact with the teacher and peers to exchange information about themselves, their family and friends, for example, إسمي هاني؛ أنا ليلى؛ عمري ست سنوات؛ أمي سميرة؛ أبي خالد؛ عندي أخ وأخت؛ صديقي رامي؛ صديقتي رنا , and initiate interactions by asking and responding to questions. They use repetitive language when participating in shared activities and transactions and responding to classroom instructions. When speaking, they use the sounds of the Arabic language, for example, حروف مثل خ؛ ح؛ ط؛ ظ؛ ص؛ ض؛ ع؛ غ؛ ق . They locate information about people, places and objects in simple texts, and share information in different formats, using illustrations and gestures to support meaning, for example, ما اسمك أين تسكن؛ كيف حالك؟ هل عندك أصدقاء؟ كم أخت عندك؟ ماذا يعمل...

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F–10 Sequence Levels 3 and 4

Levels 3 and 4 Description

Students explore Arabic sounds, intonation and writing conventions to further develop their speaking and writing skills and initial understanding of their developing biliteracy. They use key grammatical...

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Levels 3 and 4 Content Descriptions

Communicating

Socialising
  1. Socialise and build relationships with the teacher, peers and friends through the exchange of personal information relating to home and school environment, such as everyday routines (VCARC120)
  2. Participate in collaborative tasks and shared experiences that involve planning and simple transactional exchanges, such as playing games, role-playing dialogues, and preparing and presenting group work (VCARC121)
  3. Participate in everyday classroom activities, such as giving and following instructions, attracting the teacher’s attention and asking for repetition (VCARC122)
Informing
  1. Locate and classify information relating to familiar contexts, routines and interests from spoken, written and visual texts (VCARC123)
  2. Present information relating to home, school, neighbourhood and leisure in a range of spoken, written and digital modes (VCARC124)
Creating
  1. Respond to imaginative texts, such as interactive stories and performances, identifying and describing characters, events, ideas and favourite elements (VCARC125)
  2. Create and perform short imaginative texts, such as dialogues or collaborative stories based on Arabic fables, using formulaic expressions and modelled language (VCARC126)
Translating
  1. Translate and interpret words, expressions and sentences in simple English and Arabic texts, noticing similarities and differences or non-equivalence (VCARC127)
  2. Produce bilingual texts and resources, including digital and online resources such as digital picture dictionaries, posters and signs, for their class and school community (VCARC128)
Reflecting
  1. Reflect on their experiences when interacting in English and Arabic, observing differences in language use and behaviours (VCARC129)
  2. Explore their own sense of identity, including elements such as family, background and experiences, and ways of using language in Arabic- and English-speaking contexts (VCARC130)

Understanding

Systems of language
  1. Recognise and reproduce Arabic pronunciation and intonation patterns using vocalisation and features of individual syllable blocks, and understand that in Arabic script, most letters change appearance depending on their position (VCARU131)
  2. Understand and use key grammatical forms and structures, such as basic pronouns and possessive pronouns, singular/plural forms of regular nouns and adjectives, and prepositions (VCARU132)
  3. Understand that familiar spoken and written Arabic texts, such as conversations and stories, have particular features and structures relating to different purposes and audiences (VCARU133)
Language variation and change
  1. Understand that Arabic as a spoken language varies according to region and country and that meaning can be influenced by gestures, tone and purpose (VCARU134)
  2. Recognise that languages change over time and influence one another (VCARU135)
Role of language and culture
  1. Compare and reflect on cultural practices relating to ways in which language is used in various Arabic-speaking communities and in the wider Australian context (VCARU136)

Levels 3 and 4 Achievement Standard

By the end of Level 4, students interact with the teacher and peers to share personal information about aspects of their lives, such as experiences, everyday routines and leisure activities, for example, عمري تسع سنوات؛ أنا مولود في أستراليا؛ أتيت إلى أستراليا وأنا صغير في الصباح أستيقظ باكراً؛ أنام في الساعة...؛ بعد المدرسة... في المساء... أذهب مع عائلتي إلى المتحف؛ البحر؛ الحديقة العامة؛ السوق؛ ألعب الرياضة بعد المدرسة؛ أحب كرة القدم؛ آخذ دروساً في الباليه. They use formulaic expressions when interacting, such as giving and following instructions, asking for repetition, planning shared activities and completing simple transactions, for example, من فضلك أريد المساعدة؛ أن أذهب إلى الحمام؟؛ هل أستطيع أن؛ من فضلك هل يمكن أن تعيد الكلمة؟ الجملة؟ ؛ . They use features of Arabic pronunciation...

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F–10 Sequence Levels 5 and 6

Levels 5 and 6 Description

Students’ pronunciation, intonation and phrasing are more confident, and they apply appropriate writing conventions, including spelling and punctuation, in a range of print, digital and multimodal...

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Levels 5 and 6 Content Descriptions

Communicating

Socialising
  1. Socialise and maintain relationships with peers and the teacher by sharing information about their personal experiences and social activities (VCARC137)
  2. Collaborate in group tasks and organise shared experiences that involve making suggestions and decisions and engaging in transactions (VCARC138)
  3. Interact in classroom activities, such as creating and following shared rules and procedures, expressing opinions, and asking for and providing clarification (VCARC139)
Informing
  1. Listen to, view and read a range of texts to locate, classify and organise information relating to social and cultural worlds (VCARC140)
  2. Convey ideas and information on topics of interest and aspects of culture in different formats for particular audiences (VCARC141)
Creating
  1. Share responses to a range of imaginative texts, including multimodal and digital texts, such as cartoons, folk tales, fables and films, by expressing opinions on key ideas, characters and actions, and making connections with own experiences and feelings (VCARC142)
  2. Create and perform imaginative texts in print, digital or online formats, such as songs, stories, video clips or short plays, based on a stimulus, concept or theme (VCARC143)
Translating
  1. Translate and interpret texts from Arabic into English and vice versa for peers, family and community, and identify words and expressions that may not readily correspond across the two languages (VCARC144)
  2. Produce bilingual texts and resources such as displays, instructions and newsletters for own learning and for the school community, identifying cultural terms in either language to assist meaning (VCARC145)
Reflecting
  1. Reflect on their experiences of interacting in Arabic- and English-speaking contexts, discussing adjustments made when moving between languages (VCARC146)
  2. Reflect on how own biography, including family origins, traditions and beliefs, impacts on identity and communication (VCARC147)

Understanding

Systems of language
  1. Understand patterns of intonation and pronunciation, including the way vowels soften and extend sounds, and apply appropriate conventions to their writing (VCARU148)
  2. Develop and apply understanding of verb conjugation, suffixes, basic conjunctions and a range of adjectives and adverbs to construct simple sentences (VCARU149)
  3. Explore the structure and language features of spoken and written Arabic texts, such as news reports and conversations, recognising that language choices and the form of Arabic used depend on purpose, context and audience (VCARU150)
Language variation and change
  1. Explore how language use differs between spoken and written Arabic texts, and depends on the relationship between participants and on the context of the situation (VCARU151)
  2. Explore the origins of Arabic and how it has been influenced by and influences other languages (VCARU152)
Role of language and culture
  1. Explore how language use reflects particular value systems, attitudes and patterns of behaviour by comparing ways of communicating across cultures (VCARU153)

Levels 5 and 6 Achievement Standard

By the end of Level 6, students use spoken and written Arabic to exchange personal information and describe people, places and ideas related to their personal experiences and social activities such as celebrations for example, أذهب مع عائلتي لزيارة جدي وجدتي في الأعياد؛ في العطلة الأسبوعية, sport (for example, أألعب رياضتي المفضلة مع أصدقائي بعد المدرسة في الحديقة العامة and other interests such as أشاهد أفلام الكارتون مع عائلتي في السينما؛ ألعب ألعاب إلكترونية. They make shared decisions, for example, أريد أن... , provide suggestions such as يمكن أن... , and complete transactions. When participating in classroom routines and activities, they follow shared rules and procedures, express opinions and ask for clarification, for example, حسنا؛ نعم ولكن؛ أعتقد أن...؛ ما معنى ... . Students...

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F–10 Sequence Levels 7 and 8

Levels 7 and 8 Description

Students use appropriate pronunciation, intonation, rhythm patterns and writing conventions to convey specific meaning in a range of texts. By building their vocabulary knowledge, students are able...

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Levels 7 and 8 Content Descriptions

Communicating

Socialising
  1. Initiate and sustain interactions with others by expressing and exchanging opinions on topics of interest, and maintain relationships through apologising, inviting or praising (VCARC154)
  2. Take action in collaborative tasks, activities and experiences that involve negotiation, making arrangements, problem-solving and shared transactions (VCARC155)
  3. Engage in classroom interactions and exchanges, clarifying meaning, and describing and explaining actions and responses (VCARC156)
Informing
  1. Locate, interpret and compare information and ideas from a variety of texts relating to topics of interest such as leisure, entertainment and special occasions (VCARC157)
  2. Present information to describe, compare and report on ideas and experiences in print, digital and multimodal formats selected to suit audience and purpose (VCARC158)
Creating
  1. Compare ways in which people, places and experiences are represented in different imaginative texts, analysing ideas, themes and messages and contrasting them with own experiences (VCARC159)
  2. Create and present imaginative texts, including multimodal and digital texts, such as songs, poems, plays, stories or video clips, involving fictional characters, events and contexts, to entertain different audiences (VCARC160)
Translating
  1. Translate and interpret texts from Arabic into English and vice versa, compare own translations with others’, discuss differences and possible reasons and alternatives, and make language choices that best convey equivalent meaning (VCARC161)
  2. Create bilingual texts on particular themes or events in different modes, including multimodal and digital modes, such as menus, brochures, cartoons or video clips, explaining culture-specific words and expressions, for example, by using captions and descriptions (VCARC162)
Reflecting
  1. Reflect on cultural differences between Arabic and English communicative styles, and discuss how and why they modify language for different cultural perspectives (VCARC163)
  2. Reflect on how and why being a speaker of Arabic contributes to their sense of identity and, for a background speakers, is an important part of their Arabic cultural heritage (VCARC164)

Understanding

Systems of language
  1. Understand and apply rules of intonation and pronunciation in spoken texts, and apply writing conventions with increased accuracy in written texts (VCARU165)
  2. Understand and use grammatical forms and structures, such as adjective–noun agreement, adverbial phrases (time, place and manner), and irregular plural, imperative and auxiliary verbs, to expand on spoken and written ideas (VCARU166)
  3. Expand understanding of how the structure and language features of personal, informative and imaginative Arabic texts suit diverse audiences, contexts and purposes (VCARU167)
Language variation and change
  1. Explain how elements of communication and choice of language and register vary according to the cultural context and situation (VCARU168)
  2. Explore and reflect on the impact of social, cultural and intercultural changes such as globalisation and new technologies on the use of Arabic in different contexts (VCARU169)
Role of language and culture
  1. Understand and reflect on language choices made in everyday communication in order to express ideas and perspectives that relate to cultural elements (VCARU170)

Levels 7 and 8 Achievement Standard

By the end of Level 8, students use written and spoken Arabic to initiate and sustain classroom interactions with others, to exchange views, for example, السباحة رياضة ممتعة؛ أعتقد أن السفر مفيد جدا , and express feelings such as أشعر بالفرح؛ بالسعادة عندما ألعب رياضت المفضلة؛ عندما أعزف الموسيقى . They use language conventions, such as الترقيم/الوقف والإملاء والقواعد ال التعريف؛ الفواصل والنقط في نهاية الجمل, vocabulary and sentence structures to apologise (for example, أنا آسف؛ أعتذر عن..., invite (for example, أدعوك لحفل عيد ميلادي...؛ أرجو أن تحضر ..., and offer praise, for example, رأيي أن ...؛ أعتقد أن... . They clarify meaning, explain actions and responses, and complete transactions by negotiating, making arrangements and solving problems, for example, ماذا لو أكملنا البحث...

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F–10 Sequence Levels 9 and 10

Levels 9 and 10 Description

Students apply appropriate pronunciation, rhythm, stress and tone and a variety of language features and complex sentence structures to enhance their spoken and written communication. They apply...

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Levels 9 and 10 Content Descriptions

Communicating

Socialising
  1. Initiate, sustain and extend interactions with others through seeking and giving advice, and discussing future plans, aspirations, relationships and social issues (VCARC171)
  2. Negotiate actions and contribute ideas, opinions and suggestions in interactions related to shared tasks, transactions and problem-solving, managing different views and perspectives (VCARC172)
  3. Engage in language learning tasks and experiences, discussing and justifying ideas and opinions (VCARC173)
Informing
  1. Locate, analyse, interpret and evaluate information from online and digital sources on issues of interest to young people, making connections with own experiences and considering various perspectives (VCARC174)
  2. Construct and present texts in varied styles and formats to convey own and others’ perspectives on ideas and information for different contexts, audiences and purposes (VCARC175)
Creating
  1. Explore a range of imaginative texts, analysing themes, values and techniques, and discussing how aspects of language and culture help create particular effects (VCARC176)
  2. Create and present imaginative texts to express ideas, attitudes and values through characters, events and settings for a range of audiences, contexts and purposes (VCARC177)
Translating
  1. Translate and interpret texts from Arabic into English and vice versa for different audiences and contexts, and reflect on how cultural values, attitudes and perspectives are represented in each language (VCARC178)
  2. Create bilingual texts that reflect aspects of culture for Arabic- speaking and English-speaking audiences in the school and wider community, for example, pamphlets, travel brochures or road directories (VCARC179)
Reflecting
  1. Reflect on how meanings vary according to cultural assumptions that Arabic and English speakers bring to interactions, and take responsibility for contributing to mutual understanding (VCARC180)
  2. Reflect on own cultural identity and how it is both shaped by and influences ways of communicating, thinking and behaving (VCARC181)

Understanding

Systems of language
  1. Understand how rules of Arabic pronunciation, including patterns of stress and rules of pause, and writing conventions enhance meaning and aesthetic effect (VCARU182)
  2. Analyse how the use of grammatical elements such as indirect object, passive voice, dual form, verb tense and word order impact on tone, speech level and formality, and on meaning-making (VCARU183)
  3. Understand the relationship between purpose, audience, context, linguistic features, and the textual and cultural elements associated with different types of texts, such as persuasive, argumentative and expository texts (VCARU184)
Language variation and change
  1. Analyse and explain how variations in Arabic language use relate to roles, relationships and the context of interactions, and consider how and why these would differ from interactions in English or other languages represented in the classroom (VCARU185)
  2. Reflect on the dynamic nature of language, relating it to constantly changing environments and cultural conditions such as contact with other languages and cultures and changing circumstances in local and global contexts (VCARU186)
Role of language and culture
  1. Explore how language both shapes and reflects thoughts and world views and encourages action and reaction, and is shaped by community and individual cultural experiences (VCARU187)

Levels 9 and 10 Achievement Standard

By the end of Level 10, students use written and spoken Arabic to initiate, sustain and extend formal and informal interactions with the teacher, peers and others in a range of settings. They use language spontaneously to respond to others, seek and give advice for example, كيف أستطيع أن ...؛ أعتقد أ..., describe relationships for example, عندي أصدقاء كثر؛ علاقتي بعائلتي وطيدة؛ أحب معلمتي كثيرا لأنها حنونة, discuss aspirations for example, أريد أن أعمل في مكدونالدز في العطلة؛ أريد أن اصبح طبيبا؛ أحلم أن أكون رائد فضاء and future plans (for example, في المستقبل؛ أريد أن أسافر إلى أوروبا؛ عندما أكبر؛ أريد أن أدخل الجامعة, compare experiences for example, بيتي القديم كان أجمل من بيتي الحالي , and justify opinions for example, لأن...؛ بسبب... ) on social issues of interest to them. They lis...

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7–10 Sequence Levels 7 and 8

Levels 7 and 8 Description

Students understand and use features of the Arabic sound and writing systems, and make connections between spoken and written texts. They use appropriate pronunciation and intonation when communicating...

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Levels 7 and 8 Content Descriptions

Communicating

Socialising
  1. Interact with peers and the teacher to exchange information about self, family and friends, routines, leisure activities, interests and special days, and express feelings, likes and dislikes (VCARC001)
  2. Participate in collaborative planning, decision making and shared transactions, using different modes of communication (VCARC002)
  3. Interact in classroom routines and activities, developing language for a range of classroom functions and processes, such as following instructions, asking and answering questions, and requesting support by asking for repetition, permission and help (VCARC003)
Informing
  1. Listen to, read and view a range of spoken, written and multimodal texts; identify, sequence and classify key points of information such as details about people and events; and use the information in new ways (VCARC004)
  2. Convey and present ideas and information obtained from different sources relating to home, school, leisure and interests (VCARC005)
Creating
  1. Participate in imaginative experience by listening to, viewing and reading texts, such as songs, cartoons, folk tales and other stories, and sharing opinions, ideas and responses relating to characters, settings and events (VCARC006)
  2. Create and adapt texts with imaginary scenarios, characters and events, using modelled language and different modes of presentation (VCARC007)
Translating
  1. Translate and interpret short spoken and written texts, such as dialogues, speeches, labels, signs and messages, from Arabic into English and vice versa, using contextual cues and textual features, and recognising aspects that are similar or different in each language (VCARC008)
  2. Create bilingual texts such as posters, games and signs for the classroom and school community, making decisions about words and expressions that do not readily translate (VCARC009)
Reflecting
  1. Reflect on personal responses and reactions during interactions in Arabic, recognising how interaction involves culture as well as language (VCARC010)
  2. Reflect on own identity, including aspects that relate to personal observations, experiences and feelings, and recognise how elements of identity such as family background, school and interests impact on intercultural exchange (VCARC011)

Understanding

Systems of language
  1. Understand features of the Arabic sound system, including intonation and pronunciation, and how these are represented in written form, and apply writing conventions to form letters, words and texts (VCARU012)
  2. Understand and use aspects of key grammatical forms and structures in spoken and written texts, such as articles, nouns, adjectives, personal pronouns, verbs and verb tenses, conjunctions, adverbs, statements, negation and questions, and use vocabulary that relates to familiar environments and activities (VCARU013)
  3. Identify the structure and textual features of a range of personal, informative and imaginative texts, and recognise how these contribute to meaning (VCARU014)
Language variation and change
  1. Understand that spoken and written Arabic varies according to regions and countries, and according to context, situations and relationships (VCARU015)
  2. Understand that the Arabic language has changed and continues to change through interaction with other languages and cultures (VCARU016)
Role of language and culture
  1. Explore how language use reflects one’s thoughts, perceptions and culture, recognising that language and culture are interrelated systems for meaning-making (VCARU017)

Levels 7 and 8 Achievement Standard

By the end of Level 8, students use written and spoken Arabic to exchange information about their personal worlds and to express feelings, likes and dislikes. They use formulaic language for a range of classroom functions and processes, such as asking and responding to questions, following instructions, requesting repetition and asking for permission and assistance, for example, متى أكملت البحث؟؛ من ساعدك في إكمال الواجب المدرسي؟؛ هل يمكن أن تعيد السؤال؟؛ لو سمحت؛ ممكن أن أستخدم الهاتف؟؛ من فضلك ممكن أن تساعدني في حمل صندوق الكتب؟. Students use rehearsed and some spontaneous language to engage in planning, transacting, making arrangements and negotiating. They apply features of pronunciation and rhythm in spoken Arabic to a range of sentence types. They locate, classify and sequence...

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7–10 Sequence Levels 9 and 10

Levels 9 and 10 Description

Students use appropriate pronunciation, rhythm and intonation in communication and interaction, and apply accurate spelling and punctuation in a range of written texts. They gain greater control...

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Levels 9 and 10 Content Descriptions

Communicating

Socialising
  1. Initiate and sustain interactions to develop relationships with peers and adults, exchanging ideas, opinions and feelings, comparing experiences and discussing future plans (VCARC018)
  2. Participate in collaborative projects, providing ideas and suggestions, negotiating and justifying options, solving problems and completing transactions (VCARC019)
  3. Contribute to structured discussions and tasks by asking and responding to questions, clarifying understanding, elaborating on opinions and expressing agreement or disagreement (VCARC020)
Informing
  1. Extract, organise and evaluate information and ideas from a range of texts, analysing meaning, gist and purpose (VCARC021)
  2. Convey ideas and viewpoints from a range of perspectives to various audiences in familiar contexts using different modes of presentation (VCARC022)
Creating
  1. Respond to imaginative texts such as poems and films, explaining messages and key ideas, stating views on themes, events and values, and making connections with own experiences (VCARC023)
  2. Create imaginative texts in multimodal forms, including digital, that draw on past experiences or future possibilities, experimenting with different techniques (VCARC024)
Translating
  1. Translate and interpret texts from Arabic into English and vice versa, compare own translations and interpretations with others’ and discuss reasons for differences (VCARC025)
  2. Create bilingual texts for the wider community, such as notices, promotional material, instructions or announcements, interpreting cultural and linguistic aspects (VCARC026)
Reflecting
  1. Reflect on how conventions of speech and Arabic cultural concepts can influence own communication style when using both English and Arabic (VCARC027)
  2. Reflect on own sense of identity as an Arabic and English speaker, recognising how own cultural assumptions, practices and values influence ways of communicating, and considering reactions and how they adjust behaviours and language in own interactions (VCARC028)

Understanding

Systems of language
  1. Understand rules of pronunciation and intonation and writing conventions, and apply these to own constructions to enhance meaning and aesthetic effect (VCARU029)
  2. Expand spoken and written expression by extending grammatical knowledge of Arabic, including features such as conditional and subjunctive moods, embedded clauses, imperative, future tense and vocative case, and acquisition of vocabulary and expressions that are culturally embedded (VCARU030)
  3. Analyse different texts in a variety of forms, including digital, , considering the relationship between audience, purpose and context, and the use of textual conventions, features and cohesive devices (VCARU031)
Language variation and change
  1. Explore how spoken and written forms of Arabic can be used for different purposes and audiences, in different contexts and situations, and with specific meanings and intentions (VCARU032)
  2. Explore and reflect on how the Arabic language influences and is influenced by cultural, political and social change (VCARU033)
Role of language and culture
  1. Understand the symbolic nature and influence of language in local and global contexts and how the use of language determines the nature of intercultural communication (VCARU034)

Levels 9 and 10 Achievement Standard

By the end of Level 10, students use written and spoken Arabic to initiate and sustain interactions with peers and adults. They use language spontaneously to exchange ideas, opinions and feelings, compare experiences and discuss future plans. They sustain interactions by asking and responding to questions, requesting clarification (for example, هل تعني....؟ ما قصدك؟), elaborating on opinions, and expressing agreement or disagreement, for example, على أتفق؟ لا أتفق؛ أعترض. In classroom interactions, they share ideas and suggestions, negotiate options, solve problems and complete transactions. They apply pronunciation and intonation rules to convey emotions and enhance expression. They obtain information from multiple sources on a range of issues and analyse and evaluate meaning, gist...

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