Search results

Result list

• Languages | Arabic: Resources

  A range of resources to assist with implementing the Victorian Curriculum F – 10 are available. Please visit the following websites to access these resources (links open in a new window):

  • Victorian Curriculum F – 10 Resources and Support (VCAA)

  Includes general advice and information...

  Overview material | Arabic

• VCARC027

  Reflect on how conventions of speech and Arabic cultural concepts can influence own communication style when using both English and Arabic

  Elaborations

  • comparing the ways in which they communicate in Arabic and non-Arabic contexts, for example, using different forms of address or different ways of showing politeness, and discussing why these choices are appropriate and how they enhance intercultural communication
  • reflecting on own language choices and communicative gestures in different cultural contexts, considering how own ways of behaving and communicating might be perceived by people from different backgrounds, and making necessary adjustments to establish, maintain and improve relationships with immediate contacts such as family, teacher and peers
  • exploring the reciprocal nature of intercultural communication, the two-way process of noticing and responding to differences in perceptions, understandings and behaviours, for example, degrees of formality, politeness and directness, use of personal space, and attitudes towards physical contact
  • identifying moments of embarrassment or communication breakdown in own intercultural interactions, exploring reasons for these and suggesting adjustments that could be made to enhance mutual understanding
  • discussing elements of successful intercultural communication, for example, flexibility and awareness of differences in cultural and religious practices such as respect for elderly people and attitudes towards privacy or directness

  VCARC027 | Languages | Arabic | 7–10 Sequence | Levels 9 and 10 | Communicating | Reflecting

• VCARC180

  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

  Elaborations

  • considering how being bilingual offers additional ways of interpreting the world and representing experience
  • challenging cultural assumptions and offering different perspectives to new cultural contexts or situations, for example, the idea that all Arabic-speaking people dress the same or eat the same food, many Arabic speakers speak more than two languages, every Middle Eastern country has its cultural uniqueness
  • identifying moments of embarrassment or communication breakdown in own intercultural interactions, exploring reasons for these and suggesting adjustments that could be made to enhance mutual understanding, for example, explaining to a non-Arabic speaker that exposing the sole of your foot/shoe to a person’s face would be considered extremely bad manners and interpreted as a grievous insult
  • discussing elements of successful intercultural communication, for example, attentive listening and objectivity when discussing social issues, and understanding that mediating and negotiating differences in perspective can prevent and resolve interpersonal problems and conflicts

  VCARC180 | Languages | Arabic | F–10 Sequence | Levels 9 and 10 | Communicating | Reflecting

• VCARU017

  Explore how language use reflects one’s thoughts, perceptions and culture, recognising that language and culture are interrelated systems for meaning-making

  Elaborations

  • exploring the meaning of ‘culture’, and understanding that it involves visible elements, such as ways of eating and behaving, and invisible aspects, such as how people live, what they value and how they think of themselves and others
  • noticing similarities and differences between naming systems across languages represented in the classroom, and noticing that Arabic-speaking students may have names from other cultures and languages
  • understanding that particular Australian-English terms and expressions have no equivalent in Arabic, for example, ‘billabong’ and ‘the bush’, and that terms such as ‘the movies’, ‘footy’ and ‘backyard’ reflect aspects of Australian lifestyles
  • recognising and explaining to others the significance of some common Arabic cultural practices and events, such as offering visitors food and drink, for example,

    تفضل صحة وهنا؛ بالهناء والشفاء

  • exploring the importance of music and traditional dance in some Arabic cultures as an expression of identity and emotions, for example,

    الدبكة الفلسطنية والعراقية؛ والرقص الفلكلوري

  • exploring words or expressions commonly used in informal Australian interactions, and deciding how to interpret or explain them to young Arabic speakers, for example, ‘mate’, ‘fair dinkum’

  VCARU017 | Languages | Arabic | 7–10 Sequence | Levels 7 and 8 | Understanding | Role of language and culture

• VCARC026

  Create bilingual texts for the wider community, such as notices, promotional material, instructions or announcements, interpreting cultural and linguistic aspects

  Elaborations

  • creating subtitles, captions or commentaries for texts such as a brochure, slideshow presentation or video clip that informs the school community of aspects of different Arabic-speaking cultures
  • producing texts in print or multimodal format in both Arabic and English relating to community events, such as a poster or advertisement to promote a concert, advertise an interview with a celebrity on a community radio station, or provide details of a debate on sustainability issues
  • designing menus or programs for Arabic-themed events, with key items/information in Arabic and explanatory notes in English
  • creating a short film of Arabic-language social interactions among different speakers of Arabic, providing English explanations of elements that may be different in different parts of the Arabic-speaking world and which may be unfamiliar to Australian viewers
  • considering how to maintain the integrity of original texts when translating, for example, explaining culture-specific concepts such as ‘the bush’ or ‘the outback’, and representing ideas and meanings bilingually
  • producing bilingual texts such as video clips with subtitles explaining Australian cultural practices for Arabic-speaking viewers, for example, bushwalking, Anzac Day commemorations, the Melbourne Cup

  VCARC026 | Languages | Arabic | 7–10 Sequence | Levels 9 and 10 | Communicating | Translating

• VCARC023

  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

  Elaborations

  • responding to ideas presented in various texts, such as poems, films, songs or video clips, by expressing personal opinions, for example,

    الشعر جميل ؛ القصيدة مؤثرة؛ الفيلم غير واقعي؛ يعرض الفيلم مشاكل الشباب مع الأهل؛ الأغنية تعبّر عن الصداقة

  • stating and explaining personal preferences about characters, attitudes and events in texts, using expressions such as

    أفضل شخصية في الفيلم هي سميرة لأنها تعرف ما تريد؛ يحاول الفيلم تشجيع الشباب على الدراسة وهذا ممتاز

  • analysing how people, places and experiences are described in imaginative texts, and comparing how key messages and beliefs are communicated in a variety of texts, such as fables
  • exchanging opinions about typical features and expressive elements of contemporary songs, films or video clips from the Arabic-speaking world and comparing them equivalent texts in English-speaking contexts
  • identifying emotional aspects of texts and analysing elements of language that convey emotions and values
  • reading texts such as biographies and critically reflecting on others’ experiences and relating them to their own
  • analysing and evaluating lyrics of contemporary Arabic songs, identifying themes, messages and cultural aspects
  • discussing how social issues, for example, relationships, wealth and poverty and change, and values, such as honesty, are portrayed in imaginative texts such as films, songs and poems

  VCARC023 | Languages | Arabic | 7–10 Sequence | Levels 9 and 10 | Communicating | Creating

• VCARC177

  Create and present imaginative texts to express ideas, attitudes and values through characters, events and settings for a range of audiences, contexts and purposes

  Elaborations

  • creating various types of imaginative texts, such as songs, stories or video clips for video-sharing websites, to convey messages that reflect own perspectives on Arabic values and practices such as traditional filial piety or the value of education in modern society
  • creating imaginative texts in print, digital or online formats, such as short stories, video clips or plays, and building characters, themes and settings to entertain a specific audience, such as younger learners of Arabic
  • composing and presenting imaginative poems and songs that relate to significant celebrations or events in both Australia and the Arabic-speaking world, for example,

    الأعياد الوطنية؛ عيد المعلم؛ العيد الوطني الأسترالي ؛ عيد شهداء الأنزاك

  • creating reflective and critical texts such as diaries, blogs and articles to express own opinions on imaginative texts such as films, stories or poems, using expressions such as

    يا إلهي كم كان الفيلم مملّاً؛ دور الأم في الفيلم كان قاسياً جداً؛ لم أستمتع بقراءة القصة أبداً؛ لقد كانت أحداثها غير منطقية؛ قافية القصيدة جيدة لكنّ تعابيرها متكررة

  VCARC177 | Languages | Arabic | F–10 Sequence | Levels 9 and 10 | Communicating | Creating

• VCARC141

  Convey ideas and information on topics of interest and aspects of culture in different formats for particular audiences

  Elaborations

  • presenting information or ideas in multimodal texts for a particular audience, such as a virtual tour of the school or neighbourhood for a sister school in an Arabic-speaking community overseas
  • creating a performance or interactive display to inform younger children about the benefits of maintaining Arabic language
  • conveying information relating to significant people, places or events in Arabic-speaking communities through different text types, such as a poster for a concert, a profile of a famous Arabic-speaking actor or a digital guide to a place of interest
  • preparing and giving simple oral or visual presentations on aspects of their personal world, such as a timeline of growth and change, or family celebrations of birthdays and other special occasions, for example,

    ولدت في العراق وأتيت إلى أستراليا وعمري خمس سنوات؛ أنا مولود في أستراليا وعيد ميلادي في شهر مارس؛ ولدت في شهر أيلول؛ أحتفل بعيد ميلادي في ديسمبر؛ عيد زواج أبي وأمي في شهر آب

  • presenting key ideas relating to aspects of lifestyle in the local community, using graphic organisers to convey information in particular ways, for example, to show priorities (list/table), compare statistics or ideas (Venn diagram), or highlight frequency (graphs)

    الرياضة ضرورية للصحة؛ المأكولات السريعة وأضرارها؛ الألعاب الإلكترونية وعدم الإختلاط بالعائلة؛ السمنة والكسل

  VCARC141 | Languages | Arabic | F–10 Sequence | Levels 5 and 6 | Communicating | Informing

• VCARU167

  Expand understanding of how the structure and language features of personal, informative and imaginative Arabic texts suit diverse audiences, contexts and purposes

  Elaborations

  • applying knowledge of texts and their purpose, and predicting the meaning of unfamiliar words and phrases
  • analysing the language features and text structure of different samples of a particular type of text, including digital and online texts, such as a diary entry or a blog, to identify how ideas, representations and reflections are presented
  • comparing the use of language features such as imagery and exaggeration in a range of imaginative texts, and discussing how these features are used to convey meaning to and entertain the audience
  • examining how the structures and features of a variety of informative texts, including online and digital texts, such as reports and articles, reflect the intended purpose and how the choice of vocabulary reflects ideas and perspectives
  • explaining linguistic choices made to vary texts according to their intended audience and degree of formality, for example, changing from Modern Standard Arabic to colloquial Arabic to indicate changes in relationship between participants or degree of (in)formality

  VCARU167 | Languages | Arabic | F–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCARC172

  Negotiate actions and contribute ideas, opinions and suggestions in interactions related to shared tasks, transactions and problem-solving, managing different views and perspectives

  Elaborations

  • planning and negotiating collaboratively in scenarios related to travelling or living in an Arabic-speaking country, such as using transport, eating out or visiting tourist attractions, for example,

    عندما أصل إلى القاهرة سوف أستأجر سيارة لأصل إلى الفندق؛ أفضل وسيلة مواصلات هي سيارة الأجرة؛ سوف أسافر إلى المناطق الريفيّة في القطار؛ في لبنان الأطعمة لذيذة لذلك سأذهب إلى مطاعم مختلفة؛ أحب المأكولات العربية الشعبية. سوف أزور جميع المناطق الأثرية في الأردن

  • making complaints and recommendations and seeking solutions, for example,

    أعترض على طريقة معاملة الزبائن؛ الفندق بحاجة إلى منظفين أكثر؛ الطعام كان بارداً ولم أقدر أن آكله؛ أسعار الثياب غالية جداً

  • organising an event such as a youth meeting through social media to raise awareness of environmental or ethical issues
  • contributing opinions using online and digital forms of communication such as emails, school chat forums and community websites to discuss various social issues such as youth employment opportunities or issues related to freedom and equality, for example,

    أصبح وجود فرص للعمل مستحيلاً؛ إنها كارثة إنسانية؛ إنها عار على مجتمعنا؛ مساواة جميع المواطنين حق إنساني؛ حرية الإنسان في التعبير خط أحمر

  VCARC172 | Languages | Arabic | F–10 Sequence | Levels 9 and 10 | Communicating | Socialising

• Languages | Arabic: Structure

  Sequences of learning

  The Arabic curriculum recognises that there are different entry points into language learning across F–10, which reflects current language teaching practice.

  There are two possible learning sequences:

  • F–10 sequence for students who begin to learn the language...

  Overview material | Arabic

• VCARC176

  Explore a range of imaginative texts, analysing themes, values and techniques, and discussing how aspects of language and culture help create particular effects

  Elaborations

  • listening to, reading and viewing a range of imaginative texts, including digital, online or multimodal texts, such as short stories, films and poetry, identifying technical aspects and analysing elements of language that convey emotions and values
  • reading texts such as poems and short stories, analysing the main messages the author wishes to convey and discussing the values presented in the texts and connecting them to their own experiences
  • analysing and evaluating the lyrics of contemporary Arabic songs, identifying themes, messages and cultural aspects expressed through language
  • discussing how texts such as short films or video clips portray social issues such as relationships, wealth and poverty and cultural change, and values such as honesty and equality

  VCARC176 | Languages | Arabic | F–10 Sequence | Levels 9 and 10 | Communicating | Creating

• VCARC164

  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

  Elaborations

  • discussing how being bilingual allows them to present ‘self’ to others in particular ways, for example, as ‘Arabic’ or ‘Lebanese’/‘Egyptian’/‘Iraqi’, and recognising that identity includes culture as well as language
  • reflecting on the role of language in expressing identity, considering when, with whom and why different languages are used, and reflecting on whether their own identity changes when they use different languages
  • expressing to others how Arabic is part of their identity, reflecting on when, how and why they use Arabic
  • sharing views of what their Arabic culture ‘is’, discussing what elements of culture they accept or reject, and exploring how culture relates to language, identity and experience, using statements such as ‘My culture is …’, ‘Culture can …’

  VCARC164 | Languages | Arabic | F–10 Sequence | Levels 7 and 8 | Communicating | Reflecting

• VCARU165

  Understand and apply rules of intonation and pronunciation in spoken texts, and apply writing conventions with increased accuracy in written texts

  Elaborations

  • understanding that Arabic sentences can be separated by commas and that a paragraph may only have one full stop at the end
  • understanding that the marks used in the Arabic script such as التنوين؛ الشدة ؛المدة influence pronunciation and meaning in words and sentences, for example, أمل /آمال؛ دعوة/دعوى
  • using the rhythms of the Arabic language, including intonation, tone and stress, to increase fluency and enhance expression
  • applying spacing rules between words and using their knowledge of writing conventions to expand on ideas when writing short texts
  • making choices in relation to the use of punctuation such as (؛) and adjusting the flow of ideas by enhancing text cohesion and expression

  VCARU165 | Languages | Arabic | F–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• 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

• VCARU184

  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

  Elaborations

  • analysing how language choices help achieve particular purposes and effects in particular types of texts, such as descriptive language in documentaries; reflective language in personal blogs, diary or journal entries, including digital diaries; and persuasive language in advertisements and speeches
  • analysing a range of expository texts such as news reports and feature articles, identifying language features and any elements of bias or objectivity
  • discussing and evaluating how language is used to express ideas and justify opinions in texts such as debates or segments of a talk show on topical issues of interest to teenagers
  • identifying and discussing the use of diacritics in texts for decorative purposes such as book titles, letter heads and nameplates
  • examining a range of spoken and written texts, discussing similarities and differences in and connections between context, purpose and audience, and what the texts reveal about social relationships and processes, for example, reflections of status, authority, or concepts of respect and politeness

  VCARU184 | Languages | Arabic | F–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCARU152

  Explore the origins of Arabic and how it has been influenced by and influences other languages

  Elaborations

  • recognising that the Arabic alphabet has similarities with the Aramaic alphabet system (alpha being the first letter, and beta the second), and that the Arabic ordering system أ؛ب؛ج؛د is based on the Aramaic alphabet
  • understanding that many words in Arabic are borrowed from indigenous languages of the Arabic-speaking world, such as Assyrian, Aramaic and Syriac, Phoenician and Berber, for example, أب؛ رأس؛ دم؛ أخ؛ أخت؛ شمس؛ لسان؛ أنا؛ أنت؛ هو؛ نحن؛ كلب؛ بيت؛ سمع؛ كتاب , and regional languages such as Persian, Turkish and Kurdish, for example, بوظة؛ دولاب؛ دولمة؛ بسطرمة؛
  • exploring the meaning of famous names of people and places and reflecting on their origin and on naming systems, such as

    بابل؛ بحرين؛ سوريا؛ بيت لحم؛ موصل؛ لبنان؛ أور؛ بيروت ؛

  • investigating the influence of Arabic on other languages such as Berber, Kurdish, Amharic, Tigrinya, Persian, Pashto, Urdu, Punjabi, Portuguese, Sindhi, Tagalog, Turkish, Spanish, Hindi, Swahili, Somali, Malay and Indonesian, for example, the Arabic word for ‘book’كتاب is used in most of the languages listed
  • identifying languages that were derived from Arabic, for example, Maltese and Nubi

  VCARU152 | Languages | Arabic | F–10 Sequence | Levels 5 and 6 | Understanding | Language variation and change

• VCARU166

  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

  Elaborations

  • using سوف in addition to the present tense to express future plans, for example,

    سوف أدخل إلى الجامعة بعد الثانوية العامة؛ سوف أشتري سيّارة بعد الإمتحانات

  • understanding and describing current, recurring and future actions, using auxiliary verbs, for example,

    ما زال أبي يعمل في المطار؛ ما زالت أختي تدرس الطّب

  • using the conditional mood as a formulaic expression, for example,

    لو نجحت في الأمتحان هذا العام فسوف يشتري لي أبي لعبة إلكترونية جديدة

  • understanding and using the conjunction (بينما) to compare people or actions, and enhance expression, for example,

    رياضة السّباحة ممتعة ومفيدة خاصة هنا في أستراليا؛ بينما لعبة كرة القدم شعبيّة أكثر

  • referring to a date of an event, such as a birthdate, and noticing that names of months vary in different regions of the Arabic-speaking world, for example,

    الخامس من إبريل 1999؛ العاشر من نيسان۲۰۰۱

  • using ordinal numbers to sequence ideas in oral interactions and written texts, for example,

    أوّلاً؛ ثانياً؛ ثالثاً؛ أخيراً

  • using interrogative words and expressions, such as لمَ؛ هل , to ask questions and make requests, for example,

    لمَ تأخّرت اليوم وأنت عندك إمتحان؟ هل فهمت ما قلت لك؟ رجاءً؛ أحضر البحث غداً لأنك لم تقدمه أمس؛ من فضلك هل تستطيع أن تقول لي كيف أذهب إلى البنك؟

  • expanding their knowledge of noun–adjective agreement through understanding and applying the irregular plural form, for example,

    بيت/بيوت كبيرة؛ كرسي/كراسي جديدة؛ كتاب/كتب قيمة؛ يوم/أيام جميلة؛ تلميذ/تلاميذ مجتهدون؛ معلمون ملتزمون

  • using specific structures relating to expressions of praise, encouragement and persuasion, for example,

    ممتاز! أحسنت! عمل رائع؛ ؛ هيّا واصل عملك أنت شخص ذكيّ؛ أكمل الصورة وقدمها للعرض؛ لا تتكاسل واصل الركض؛ إعرض كتاباتك على الصحيفة المحلية؛ أنت كاتب بارع

  • using expressions such as أكبر من؛ الأكبر to indicate preference and compare, for example,

    هذا الملعب أكبر من الملعب القديم؛ إن مدرستنا فيها أدوات حديثة أكثر من المدارس الأخرى؛ بيتنا هو الأجدّ في المنطقة؛ سيارة أبي أقدم سيارة رأيتها في حياتي

  • expressing opinions and feelings using expressions such as

    أشعر بالسّعادة عندما أسافر إلى المناطق الرّيفيّة في أستراليا؛ أعتقد أن أستراليا أجمل دولة في العالم

  • using conjunctions such as بالرّغم من ؛ to show differences and contrasts in ideas, for example,

    بالرّغم من أن الشمس ساطعة إلّا أنّ الطقس بارد؛ بالرّغم من نجاحي في الإمتحان لم يشترِ لي أبي اللّعبة الإلكترونيّة

  VCARU166 | Languages | Arabic | F–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCARC009

  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

  Elaborations

  • creating a digital bilingual dictionary for classroom use
  • making bilingual greeting cards for family celebrations such as Mother’s Day, using greetings in Arabic alongside English ones, for example,

    عيد أم سعيد؛ عيد أم مبارك؛ كل عام وأنت بخير؛ كل عام وأنت بألف خير؛ دمت لي سالمة

  • creating captions in Arabic and in English for a display of a class event or experience such as a sports day or school concert
  • producing a parallel bilingual word list by relating known Arabic words or expressions to English equivalents and vice versa, noticing that direct translation is sometimes inappropriate
  • designing bilingual texts such as posters or signs for class or school assembly performances, a sports carnival, displays or events
  • creating parallel lists of informal Arabic and English expressions for own use in everyday interactions with friends and family, including expressions drawn from various Arabic dialects represented within the classroom, for example, ‘see you later’, ‘no worries’
  • composing bilingual texts such as a board game or an instruction manual for a game

  VCARC009 | Languages | Arabic | 7–10 Sequence | Levels 7 and 8 | Communicating | Translating

• VCARC106

  Locate and organise information from simple spoken, written and visual texts to identify details about people and objects

  Elaborations

  • listening for key words in stories, rhymes or songs, using intonation and visual cues such as gestures and facial expressions to assist understanding
  • identifying letters, words and phrases in written Arabic, for example, titles, labels and captions, by labelling, matching, clicking and dragging, miming and using actions
  • participating in shared reading of print and digital texts such as stories in Big Books and other texts relating to familiar events and contexts, using pictures, intonation and contextual cues to predict meaning and identify key information
  • sorting and categorising information in graphic representations such as tables, including details about colour, quantity and place relating to people and objects, for example,

    ما لون الفستان ؟ لون الفستان أحمر؛ ما لون المقلمة؟ لون المقلمة أحمر

    كم عدد الأقلام؟ كم كتاباً يوجد هنا؟ يوجد أربعة كتب

    أين تعمل أمك؟ تعمل أمي في المستشفى؛ يدرس أخي في المدرسة

  VCARC106 | Languages | Arabic | F–10 Sequence | Foundation to Level 2 | Communicating | Informing