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• VCARU135

  Recognise that languages change over time and influence one another

  Elaborations

  • identifying how Arabic has influenced other languages, for example, Indonesian (Kitab = كتاب, Kursi =كرسي) and Spanish (aceite = زيت), and the number system in English
  • understanding that Arabic, like all languages, is constantly expanding in response to intercultural experiences to include new words and expressions, for example,

    دردشة على الإنترنت

  • recognising that some Arabic words are derived from other languages, such as الفستق , which is borrowed from Greek to mean ‘pistachio’; or قز , which is borrowed from Persian to mean ‘raw silk’
  • understanding that some languages are continuously evolving while others are endangered or being revived, for example, indigenous languages throughout the world, including Aboriginal languages and Torres Strait Islander languages in Australia

  VCARU135 | Languages | Arabic | F–10 Sequence | Levels 3 and 4 | Understanding | Language variation and change

• Arabic - F–10 Sequence: Levels 3 and 4 achievement standards

  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...

  Level description | Languages | Arabic | F–10 Sequence | Levels 3 and 4

• VCARU133

  Understand that familiar spoken and written Arabic texts, such as conversations and stories, have particular features and structures relating to different purposes and audiences

  Elaborations

  • noticing differences between different types of texts in Arabic, for example, comparing a verbal recount of a well-known fable with the written text, or a text message with a phone call, an email with letter
  • recognising how elements of texts in print, digital and online formats, such as title, layout, illustrations and size of script in a Big Book, combine to make meaning
  • identifying and comparing the features of different types of texts, observing similar patterns and identifying differences, for example, the opening and signature in an email and a letter, a description in a story and a diary entry
  • classifying a range of texts in print, digital and online formats, such as stories, digital greeting cards, recipes, advertisements (print and online versions) and posters, according to their purpose(s), for example, to entertain, to describe, to inform or to persuade, and recognising language features typically associated with particular texts, such as the use of imperatives in recipes and time markers in stories

  VCARU133 | Languages | Arabic | F–10 Sequence | Levels 3 and 4 | Understanding | Systems of language

• VCARC126

  Create and perform short imaginative texts, such as dialogues or collaborative stories based on Arabic fables, using formulaic expressions and modelled language

  Elaborations

  • creating simple imaginative texts such as comics, short stories or poems, using modelled language to express own ideas and imagined experiences
  • collaborating with peers to create and present picture or digital books, short plays or animations based on favourite characters in Arabic fables, using familiar language and formulaic expressions such as

    هذا علي بابا؛ علي بابا هو البطل في قصة علي بابا والأربعين حرامي؛ علي بابا شاب ...؛ يحب علي بابا ...؛

  • modifying texts such as songs, for example, by substituting words in a well-known Arabic song or rhyme
  • creating and performing alternative versions or endings of familiar stories, using voice, rhythm and gestures to animate characters

  VCARC126 | Languages | Arabic | F–10 Sequence | Levels 3 and 4 | Communicating | Creating

• VCARU132

  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

  Elaborations

  • using subject–verb–object word order in simple sentences relating to home and school environment, recognising the use of the definite article and its impact on the meaning of the sentence, for example,

    أكمل وسام الدرس؛ أكمل وسام درساً؛ نظفت سماح الغرفة؛ نظفت سماح غرفةً

  • understanding and applying singular nouns and regular plural noun endings in masculine and feminine forms, for example,

    معلم- معلمون؛ معلمة - معلمات

  • using singular, second person and plural possessive pronouns to describe relationship or ownership, for example,

    هذا دفترك يا سمير؛ لينا هذه حقيبتك؛ أمي أليس هذا مفتاح سيارتك؟ أبي أين نظارتك؟ كتبهم؛ لعبكم؛ غرفنا

  • using a range of adjectives in singular and plural form to describe appearance, feelings and personalities, for example,

    أختي طويلة وأخي قصير؛ عين أخي واسعة؛ أبي طويل القامة؛ امي نحيفة الجسم؛ أنا سعيد جداً؛ أختي حزينة لأنها أضاعت كتابها المفضل؛ أمي مرحة جداً وأبي ودود وضحوك

  • using past tense verbs to recount events related to home and school contexts, for example,

    قدمت فرضي للمعلمة؛ تأخرت عن الدرس؛ نمت متأخراً؛ نسيت كتبي في البيت

  • using imperative forms of simple verbs when giving others instructions, for example,

    كلُ طعامك؛ نظّف أسنانك؛ أُكتب الجملة؛ أفتحي كتابك؛ إمسكي القلم؛ إسألي أمك

  • expressing negation in simple sentences, for example,

    لا أحب مادة العلوم

  • using adverbs of place and time to expand on expressions, for example

    إستيقظت باكراً؛ وصلت إلى المدرسة متأخراً؛ شاهدت المباراة في الملعب؛ قرأت الكتاب في مكتبة المدرسة

  • using a variety of prepositions to expand on spoken and written interactions, for example

    في وقت الفراغ؛ في العطلة؛ ذهبت من البيت إلى المدرسة؛ أثناء الغداء إتصلت بأمي

  • understanding and using simple question words in interactions, for example

    متى أتيت إلى البيت؟ من أعد لك الفطور؟؛ ماذا احضرت للغداء؟ كيف أتيت إلى المدرسة؟

  VCARU132 | Languages | Arabic | F–10 Sequence | Levels 3 and 4 | Understanding | Systems of language

• VCARU131

  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

  Elaborations

  • discriminating between simple vowels, for example, تَ؛ تِ؛ تُ , long vowels or the three vowel letters ا؛و؛ي , such as تا؛ تي؛ تو and consonant letters in a syllable block
  • using basic punctuation in writing, including question marks (?), commas (,) and full stops (.) and semi-colons (؛)
  • recognising that letters change form depending on their place in the word, for example,

    ك: كتب؛ يكتب؛ كتابك؛ ع: عين؛ معلم؛ م

  • noticing that vocalisation such asَ؛ ِ؛ ُ may change the function of the word depending on where it is placed, for example, كَتَبَ؛ كُتُب؛ لَعِبَ؛ لُعَب
  • experimenting with Arabic words and vowels to construct and deconstruct syllable blocks, for example, …كا/تب؛ سا/لم؛ فا/دي؛ كر/سي؛ غر/فة؛
  • using basic pronunciation and intonation rules when speaking and reading aloud
  • deducing from familiar sounds and contexts how to spell new words, for example, predicting how to spell هادي؛ وادي؛ شادي having learnt how to spell فادي
  • comparing different forms of writing for the letter أ, for example, أ؛إ؛آ

  VCARU131 | Languages | Arabic | F–10 Sequence | Levels 3 and 4 | Understanding | Systems of language

• VCARC123

  Locate and classify information relating to familiar contexts, routines and interests from spoken, written and visual texts

  Elaborations

  • recording and classifying information obtained from others, such as favourite foods and places to visit, for example,

    يحب سالم التبولة؛ يحب عادل الدجاج؛ تفضِّل سعاد الخضار؛ يحب علي كرة القدم؛ يفضِّل ماجد السباحة؛ ويفضِّل رامي العزف على الجيتار؛ تحب البنات الموسيقى بينما الأولاد يحبون الرياضة

  • listening to short spoken texts with new vocabulary and unfamiliar language, and identifying key information, for example, the name and number on a recorded phone message

    مرحبا

    إسمي سهام

    أريد التكلم مع سامر بخصوص الإمتحان

    أرجو الإتصال بي على الرقم 0456566777

  • comparing profiles and stories in print and digital form about different people and their daily routines, and creating a display with names and short descriptions, for example,

    هذه فادية؛ عمرها سبع سنوات؛ تسكن مع والديها وعندها أربع أخوات. تحب فادية المدرسة كثيراً وأيضا تحب اللّعب على الكومبيوتر والرّسم والسباحة. فادية صديقة وفيَّة وحنونة.

  • gathering information about other people’s interests, for example, through conducting interviews or surveys about weekend activities, and selecting specific information to include in a short report
  • locating and sequencing information to describe people and events, for example,

    البنت تدرس؛ يساعد الولد أمه؛ ينظف الأب الحديقة؛ تحضِّر أمي الفطور في الصباح؛ ينظف أبي السيارة في المساء

  • obtaining and using information from print, digital and multimodal texts related to a range of learning areas, such as completing a simple science experiment, or naming countries, significant land features and historical places on a map, for example,

    أهرامات مصر؛ معبد الأقصر؛ قلعة بعلبك؛ ملوية سامراء؛ مدينة نينوى الأثرية

  VCARC123 | Languages | Arabic | F–10 Sequence | Levels 3 and 4 | Communicating | Informing

• VCARC130

  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

  Elaborations

  • discussing the groups they belong to, including their families and Arabic cultural and language groups, and reflecting on how membership of these groups affects their own sense of identity
  • creating texts in print, digital, online or multimodal formats that express personal views on identity, including as a member of different cultural and/or language groups, for example, their name, in English and/or Arabic, their life experiences overseas and in Australia, and reflecting on how these may be understood from an Australian and Arabic perspective
  • mapping personal profiles by creating a chart, timeline or web profile to highlight significant experiences or events, for example, marking an event when they identified as Lebanese, Egyptian, Iraqi or Arab, such as during religious ceremonies or special national events
  • noticing how they communicate in both Arabic- and English-speaking contexts, identifying differences in behaviour and discussing reasons for these, for example, how they would address their teacher compared to a family member such as an uncle

  VCARC130 | Languages | Arabic | F–10 Sequence | Levels 3 and 4 | Communicating | Reflecting

• VCARC128

  Produce bilingual texts and resources, including digital and online resources such as digital picture dictionaries, posters and signs, for their class and school community

  Elaborations

  • producing a parallel bilingual word list or digital picture dictionary by identifying known Arabic words or expressions and relating them to English equivalents, and vice versa, recognising that direct translation is not always possible
  • composing captions for images in Arabic and English to create simple bilingual storybooks in print or digital formats
  • creating texts in print, digital or online formats, such as descriptions in both Arabic and English on familiar topics, selecting from word lists vocabulary that best conveys the intended meaning in both languages
  • creating simple action songs and raps which include alternative repetitive phrases in Arabic and English, to perform for the school community

  VCARC128 | Languages | Arabic | F–10 Sequence | Levels 3 and 4 | Communicating | Translating

• VCARU134

  Understand that Arabic as a spoken language varies according to region and country and that meaning can be influenced by gestures, tone and purpose

  Elaborations

  • reflecting on how they communicate with their family and friends and with people less close to them, noticing differences in word choice, language use and communicative behaviour
  • understanding that Arabic as a language has a standard form called اللغة العربية الفصحى , which is mainly used in writing, and a range of spoken dialects that differ greatly from region to region, for example, Lebanese, Egyptian, Sudanese and the Iraqi and Gulf regional dialects
  • understanding how differences in gestures and tone are used to change the meaning of spoken text, and how the purpose of interaction, such as to instruct or invite, changes the emphasis on words and expressions being used

  VCARU134 | Languages | Arabic | F–10 Sequence | Levels 3 and 4 | Understanding | Language variation and change

• VCARC129

  Reflect on their experiences when interacting in English and Arabic, observing differences in language use and behaviours

  Elaborations

  • comparing their interactions in Arabic and English, noticing different behaviours and language used, for example, adding the words عمو؛ خالة before the names of older family members and other adults to show respect, compared with addressing friends in English by their first name
  • describing elements of Arabic language that are different from English, including gestures such as patting the heart a few times to indicate ‘That’s enough, thank you…’
  • developing metalanguage for describing experiences of intercultural exchange in different contexts, for example,

    أتكلم العربي في البيت مع جدي وجدتي ولكن مع إخوتي أتكلم الإنجليزي؛ أمي تتكلم معي بالعربي

    وأنا أرد عليها بالإنجليزي؛ عربيتي ليست قوية؛ أحب التكلم بالإنجليزية أكثر لأنها اسهل

  VCARC129 | Languages | Arabic | F–10 Sequence | Levels 3 and 4 | Communicating | Reflecting

• Arabic - F–10 Sequence: 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 forms and structures, such as verbs, pronouns, singular/plural forms and prepositions, to provide...

  Level description | Languages | Arabic | F–10 Sequence

• VCARU136

  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

  Elaborations

  • examining aspects of Arabic culture in familiar contexts, for example, identifying language use such as كل عام وأنتم بخير؛ أهلاَ وسهلاَ؛ شرفتونا and behaviours such as eating sweets at different celebrations and occasions
  • reflecting on and explaining to others the significance of some common Arabic cultural practices and events, such as offering visitors food and drink, and serving sweets during special occasions, or coffee in times of mourning
  • comparing the cultural importance of music and traditional dance in different Arabic-speaking communities as expressions of identity and emotions, for example,

    الدبكة اللبنانية والجوبية العراقية؛ والرقص الصعيدي الفلكلوري

  VCARU136 | Languages | Arabic | F–10 Sequence | Levels 3 and 4 | Understanding | Role of language and culture