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• VCARC108

  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

  Elaborations

  • participating in shared reading of imaginative texts, responding to questions and giving opinions about characters and events, for example,

    سامي ولد نشيط؛ الدّب حيوان لطيف؛ الأسد مفترس؛ الأسد صديق الفأر؛ الفراشة كبرت وعندها أجنحة

  • listening to, reading or viewing Arabic versions of stories they are familiar with in print, online or digital form, such as اليرقة الجاعة جداًّ , and re-creating them through mime, dance and drawing
  • responding to imaginative Arabic texts such as stories, rhymes and songs through play-acting, illustrating and movement
  • making simple statements in response to favourite characters in stories, rhymes, storyboards or songs, for example,

    أفضل الدب لأنه لطيف؛ أفضل السمكة الذهبية الجميلة

  VCARC108 | Languages | Arabic | F–10 Sequence | Foundation to Level 2 | Communicating | Creating

• VCARC104

  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

  Elaborations

  • participating in group activities by singing, chanting and performing actions
  • engaging in simple transactions in role-plays, such as making requests using من فضلك؛ أقدر أن , and expressing thanks, for example

    شكراً؛ شكراً جزيلاً

  • following instructions such as ضع يدك على رأسك؛ أغمض عينيك؛ أنظر إلي؛ إرفع يدك for a variety of language games
  • providing simple information about familiar objects and people, using pictures and crafts to support communication, for example,

    طاولة صغيرة؛ قلم رصاص؛ تلميذ شاطر؛ معلم جيد؛ شجرة كبيرة؛ بيت واسع؛ بنت جميلة؛ أمي طيبة؛ أبي حنون

  VCARC104 | Languages | Arabic | F–10 Sequence | Foundation to Level 2 | Communicating | Socialising

• VCARC022

  Convey ideas and viewpoints from a range of perspectives to various audiences in familiar contexts using different modes of presentation

  Elaborations

  • informing others about an issue of interest and upcoming events in texts such as notices and newspaper announcements, for example,

    إعلان هام؛ تحتفل الجالية العربية بعيد الأم في إحتفال كبير في الحديقة العامة يوم السبت القادم؛ الدكتورة ريم ستلقي محاضرة عن الشباب والمستقبل في الجامعة

  • producing texts such as letters, emails and speeches to convey information and personal viewpoints on topics connected to personal experiences, for particular purposes and audiences
  • organising information for an Arabic-speaking audience, for example, creating a presentation comparing different cultural perspectives on a particular topic or a video recording of a cooking demonstration
  • reporting on own and others’ experiences, such as holiday trips or school camp, and comparing own experiences with others’ using expressions such as

    بالنسبة لي الرحلة كانت ممتعة بينما أغلبية التلاميذ شعروا بالملل؛ بالرغم من الساعات الطويلة التي قضيناها في الطريق إلا إنني لم أشعر بالتّعب لكن أصدقائي كانوا متعبين

  • creating a video clip to present information or ideas to a particular audience, such as a virtual tour of the school or the neighbourhood for prospective students and their parents
  • conveying information relating to significant events, people or places in different formats, such as a poster for a concert, a profile of a famous Arabic actor, or a digital guide to a place of interest
  • creating a group presentation of ideas and words and expressions relating to aspects of lifestyle, for example,

    الرّياضة ضرورية للصحة؛ المأكولات السريعة وأضرارها؛ الألعاب الإلكترونية وتأثيرها السلبي على العائلة

  VCARC022 | Languages | Arabic | 7–10 Sequence | Levels 9 and 10 | Communicating | Informing

• VCARC143

  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

  Elaborations

  • creating own imaginative texts based on characters, settings and events in familiar stories for own and others’ enjoyment and interest
  • creating individual or collaborative poetry, such as an acrostic poem or rap, experimenting with rhyme and rhythm
  • creating, performing and filming own imaginative texts in print, digital or online formats, such as a commercial for a new product, a short video clip of a role-play, or an announcement about an event
  • creating and performing alternative versions of known songs or short plays by creating new lyrics or dialogue and experimenting with voices and actions to convey different moods and feelings

  VCARC143 | Languages | Arabic | F–10 Sequence | Levels 5 and 6 | Communicating | Creating

• VCARC181

  Reflect on own cultural identity and how it is both shaped by and influences ways of communicating, thinking and behaving

  Elaborations

  • composing a cultural identity profile to exchange with non-Arabic speakers, making decisions about what points of information will be of most interest to others
  • reflecting on choices made to present self to others in particular ways or to conceal aspects of identity when interacting across cultures, noticing differences in the way they communicate, think and behave in different contexts
  • exploring how individual ways of communicating, thinking and behaving reflect and help to shape their own cultural identity, for example, why an Arabic-Australian teenager who speaks English better than they do Arabic and is more familiar with the Australian cultural context may view themselves as more Australian than Arabic
  • comparing and contrasting an Arabic and an Australian experience, such as الإحتفالات العائلية
  • considering how their own and others’ identity may shift according to the place and time

  VCARC181 | Languages | Arabic | F–10 Sequence | Levels 9 and 10 | Communicating | Reflecting

• VCARC145

  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

  Elaborations

  • designing bilingual texts such as a poster for a class or school assembly performance, or a newsletter about a sports carnival or school event
  • using bilingual dictionaries and electronic translating tools to create bilingual texts such as captions, menus and timetables, comparing own version with peers’ and identifying differences in translation
  • creating parallel lists of informal Arabic and English expressions for own use in everyday interactions with friends and family
  • creating bilingual texts, such as songs, a board game, a web page for recipes or an instruction manual for a game, identifying and labelling culture-specific terms to support understanding

  VCARC145 | Languages | Arabic | F–10 Sequence | Levels 5 and 6 | Communicating | Translating

• 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

• VCARC025

  Translate and interpret texts from Arabic into English and vice versa, compare own translations and interpretations with others’ and discuss reasons for differences

  Elaborations

  • translating existing texts and experimenting with unfamiliar words or expressions, reflecting on challenges associated with transferring meaning from one language to another
  • comparing one another’s translations of the same text, commenting on differences and similarities between versions and considering possible reasons for these
  • translating texts, identifying culture-specific vocabulary and expressions, such as والله ولي التوفيق؛ تقبل فائق الإحترام , discussing strategies for choosing words that best reflect the intended meaning and context
  • paraphrasing English words or expressions that have no specific equivalent in Arabic, such as ‘mufti day’ or ‘fundraiser’, and annotating them in order to convey their intended meaning
  • reflecting on the difficulty of achieving equivalence in translations of creative texts such as poems, songs and film clips, identifying words and phrases that require particular elaboration or explanation
  • experimenting with interpreting in English popular expressions, proverbs or idioms in Arabic, and reflecting on the social and cultural values that may be embedded in them
  • analysing existing translations of texts, such as film subtitles, comparing them with own translation, and reflecting on why translations may vary

  VCARC025 | Languages | Arabic | 7–10 Sequence | Levels 9 and 10 | Communicating | Translating

• VCARC157

  Locate, interpret and compare information and ideas from a variety of texts relating to topics of interest such as leisure, entertainment and special occasions

  Elaborations

  • identifying context, purpose and audience in a range of texts in print, online or digital formats, such as articles, reports and documentaries
  • gathering information independently and collaboratively about events or people and comparing how various sources, such as magazines, newspapers and websites, use language to convey meaning
  • listening to, viewing and reading texts to extract elements that reflect different aspects of Arabic culture related to topics such as entertainment and special occasions, for example,

    حفلات المطربين؛ البرامج الترفيهية؛ برامج المسابقات

    الأعياد الدينية المختلفة وطرق الإحتفال بها؛ عيد الأم؛عيد الأب؛ أعياد الميلاد الخاصة؛ مناسبات الخطوبة والزواج

  • using concept maps, charts and tables to organise, analyse and summarise information from texts such as television programs, reports and documentaries, and comparing how ideas are conveyed in different texts

    الأفلام العربية الحديثة؛ البرامج النّقدية الساخرة؛ البرامج الحوارية؛ البرامج الوثائقية

  VCARC157 | Languages | Arabic | F–10 Sequence | Levels 7 and 8 | Communicating | Informing

• VCARC001

  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

  Elaborations

  • greeting the teacher and peers, and introducing themselves, family and friends, using formulaic expressions and appropriate body language, for example,

    مرحبا؛ صباح الخير؛ كيف حالكَ/حالكِ؟؛ بخير شكراً

    إسمي عادل؛ أنا مريم

    هذا صديقي علي؛ هذه صديقتي ريم؛ هذا أبي وهذه أمي ؛ اسم أخي رامي؛ عمري ست سنوات؛ عمر أخي سنة

  • exchanging information about a range of topics, such as family, friends, routines, school and leisure activities, for example,

    أنا طويل؛ أنا شاطر؛ بيتي صغير؛ غرفتي واسعة؛ صديقي علي ذكي؛ مدرستي كبيرة؛ معلمتي طيبة

    أستيقظ باكراً؛ آكل الفطور؛ ألبس ثيابي؛ أشاهد التلفاز؛ أكمل فروض المدرسة؛ أرتب سريري؛ أنظف غرفتي؛ ألعب كرة القدم؛ أذهب إلى المسبح

    بعد المدرسة ألعب كرة القدم؛ في الساعة الثامنة أذهب إلى النوم

    يوم السبت ألعب التنس مع أبي؛ في عطلة نهاية الأسبوع أذهب مع عائلتي إلى المطعم؛ أحضر حصة الموسيقى يوم الجمعة؛ أشعر بالسعادة في حصة الموسيقى؛ أحب العزف على البيانو كثيراً؛ أتعلم اللغة العربية يوم السبت صباحاً

  • asking about and expressing likes and dislikes using simple language such as

    من تحب في العائلة؟ ماذا تحب في المدرسة؟ هل تحب المدرسة؟ أحب جدّي كثيرا؛ لا أحب الرياضة في المدرسة

  • asking and answering questions about personal experiences in relation to self, peers, friends and family members, for example,

    أين ولدت؟ أي لغة تتكلم في البيت؟ ماذا يعمل أبوك؟ أين تذهب يوم السبت؟ من هي صديقتك؟ لماذا تحب جدتك؟ ماذا تفعل بعد المدرسة؟ أي رياضة تلعب؟

    ولدت في العراق؛ أتكلم العربية في البيت؛ أحب الحلوى كثيراً؛ أحب أبي وأمي جداً؛ أبي يعمل في المستشفى؛ أمي طبيبة؛ أخي يدرس في المدرسة؛ أختي في الجامعة؛ يوم السبت أذهب إلى بيت جدّي؛ يوم الأحد اذهب إلى المطعم

  • exchanging correspondence such as notes, invitations or birthday cards in print or digital form, for example,

    هل تحب أن تأتي إلى حفل عيد ميلادي؟ سمير، أدعوك إلى بيتي يوم السبت؛ تعال نلعب معاً

    عيد ميلاد سعيد؛ كل عام وأنت بخير؛ أتمنى لك عيداً سعيداً

  • sharing experiences with family and friends in a variety of ways, for example, by recounting events such as special celebrations in conversations and through social media

    ذهبت البارحة مع عائلتي إلى المتحف؛ شاهدت مع أخي فيلماً جديداً في السينما؛ كانت لعبة الركبي ممتعة؛ كانت الرحلة المدرسية إلى حديقة الحيوان مملّة

  VCARC001 | Languages | Arabic | 7–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCARC113

  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

  Elaborations

  • listing various groups they belong to, for example, family, school, class or clubs, and reflecting on themselves as a member of multiple groups and the roles they play in these groups
  • identifying themselves as belonging to a particular cultural and/or language group, for example,

    أتكلم العربي؛ صف العربي؛ أهلي من لبنان؛ أنا من الاردن؛ أنا أسترالي لكن أهلي من سوريا

  • creating own profile using drawings or providing captions for photos to express roles in or membership of various groups, including their identity as a person who knows more than one language
  • eliciting and giving information that signals identity in different contexts, such as home, school and community, for example, compiling a personal profile consisting of their name, age, and dialect spoken at home, using simple words and modelled sentences

  VCARC113 | Languages | Arabic | F–10 Sequence | Foundation to Level 2 | Communicating | Reflecting

• VCARC158

  Present information to describe, compare and report on ideas and experiences in print, digital and multimodal formats selected to suit audience and purpose

  Elaborations

  • conveying information in texts such as notices and newspaper announcements to inform others about an issue of interest or an upcoming event, for example,

    إعلان هام؛ تحتفل الجالية العربية بعيد الأم في إحتفال كبير في الحديقة العامة يوم السبت القادم؛ الدكتورة ريم ستلقي محاضرة عن الشباب والمستقبل في الجامعة

  • presenting views on topics related to personal experiences in texts such as blogs, emails and speeches, for particular purposes and audiences
  • organising information and presenting it to an Arabic-speaking audience, for example, creating a visual presentation comparing cultural aspects of life at school and at home for young Arabic speakers or a video recording of a cooking demonstration for their classmates
  • reporting on own and others’ experiences, such as holiday trips or a school camp, in a text such as a digital presentation, and comparing own experiences with others’, using expressions such as

    بالنسبة لي، الرحلة كانت ممتعة بينما غالبية تلاميذ الصف شعروا بالملل؛ بالرّغم من الساعات الطويلة التي قضيناها في الطريق؛ إلا أنني لم أشعر بالتعب لكنّ أصدقائي كانوا متعبين جداً

  VCARC158 | Languages | Arabic | F–10 Sequence | Levels 7 and 8 | Communicating | Informing

• VCARC124

  Present information relating to home, school, neighbourhood and leisure in a range of spoken, written and digital modes

  Elaborations

  • reporting on information gathered from sources such as interviews, surveys and brochures, using drawings, posters and collages
  • creating print or digital texts to introduce family members and friends and describe relationships and personal information relating to their background and experiences, using simple descriptive language and supporting resources, for example,

    وليد عنده ثلاث أخوات وأخ واحد صغير؛ يسكن وليد في منطقة رايد في بيت كبير مع عائلته. جاء وليد من مصر عندما كان عمره أربع سنوات. يحب وليد بيته وعائلته كثيراً

  • creating a class book or visual/digital display relating to a school event such as an excursion to the zoo or museum, for example,

    رحلة إلى حديقة الحيوان؛ في حديقة الحيوان؛ شاهدنا الأسد وهو نائم؛ كان هناك دبّ كبير وقردة بأحجام مختلفة

    رحلة المدرسة إلى المتحف؛ ذهبنا إلى المتحف يوم الخميس؛ شاهدنا هناك آلات قديمة وصور أثرية للسكان في أستراليا؛ وشاهدنا صوراً لسفينة تاريخية

  • presenting information both orally and in writing on pastimes and activities relating to self and peers, describing actions, responses and feelings, for example,

    ألعب كرة القدم جيداً؛ أسبح بمهارة؛ اقرأ بطلاقة؛ سمير يلعب الالعاب الالكترونية بمهارة

    عندما أعزف الموسيقى أشعر بالفرح؛ بالحزن؛ بالملل؛ بالنشاط؛ بالسعادة؛ أحب الرسم لأنني أرسم أبطال الكارتون

  VCARC124 | Languages | Arabic | F–10 Sequence | Levels 3 and 4 | Communicating | Informing

• 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

• VCARC011

  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

  Elaborations

  • mapping their own linguistic and cultural profiles, for example, by creating a timeline or web profile to highlight formative elements such as family languages, traditions and beliefs, key relationships and intercultural experiences
  • identifying events, relationships and experiences that have contributed to building a personal and/or collective sense of identity, for example,

    مكان الولادة؛ جنسية الأهل؛ أسس القيم التي تربّى عليها؛ المجموعات أو الفرق التي ينتمي إليها مثل فريق كرة القدم؛ فرقة الرقص؛ فريق التمثيل المدرسي؛ فريق المناظرات

  • identifying aspects of personal identity such as age, gender and social status that are important when interacting in Arabic, for example, using the correct personal pronouns to address elderly people (أنتَ/أنتِ ), shaking or not shaking hands depending on gender, and the number of kisses on the cheek
  • comparing cultural and intercultural experiences and language capabilities with peers, and exchanging views on the benefits of being bilingual

  VCARC011 | Languages | Arabic | 7–10 Sequence | Levels 7 and 8 | Communicating | Reflecting

• VCARC010

  Reflect on personal responses and reactions during interactions in Arabic, recognising how interaction involves culture as well as language

  Elaborations

  • discussing their own level of comfort with using particular gestures when interacting across cultures, for example, making or not making eye contact when communicating with older people, kissing on the cheek, and hugging or not hugging when greeting someone
  • sharing with peers how it feels to use Arabic and English in different contexts, for example, at home, at school and in the Arabic-speaking community, reflecting on instances when these interactions have felt comfortable, awkward or difficult and explaining why this might be the case
  • developing language to describe personal reactions to and feelings about intercultural experiences, for example,

    أشعر بالراحة عندما...؛ لا أشعر بالراحة عندما...؛ أشعر بالخجل حين...؛ أشعر بالحزن...؛ أشعر بالتعب...

  • noticing how their Arabic/Lebanese/Egyptian/Iraqi culture influences their linguistic choices, for example, changing terms of address and level of formality depending on the context of interaction and the relationship between participants, such as the use of ‘عم؛ خالة’ or title plus first name, for example, سيدة هناء؛ عم كريم؛ إستاذ هاني , when addressing people formally
  • discussing how language reflects cultural concepts and values, for example, the importance of seeking agreement and compromise as reflected in the way Arabic people express disagreement ( بالرغم من إحترامي لك؛ لا اتفق معك), the importance of respect as seen in the way Arabic people greet each other or when showing emotion by hugging and tapping on shoulders

  VCARC010 | Languages | Arabic | 7–10 Sequence | Levels 7 and 8 | Communicating | Reflecting

• VCARC155

  Take action in collaborative tasks, activities and experiences that involve negotiation, making arrangements, problem-solving and shared transactions

  Elaborations

  • expressing preferences for plans, comparing and contrasting alternatives, and negotiating solutions, for example,

    أفضل من ...؛ الأفضل...؛ الأحسن...

    أفضل ان نشتري هذه اللعبة لأنّها حديثة؛ لا أتفق معكم على الذهاب إلى السينما في المساء؛ ماذا لو نذهب في عطلة المدرسة؟ في المساء تكون السينما مزدحمة أما أثناء النّهار فتكون هادئة. سأتصل بك في عطلة نهاية الأسبوع لأنّ ذلك أفضل من أيام الأسبوع

  • collaborating with others in online or real settings to plan events, such as arranging a day out or a birthday party, and making shared decisions, such as negotiating how much to spend on presents, or a budget for a day out, for example,

    هل تحب أن نذهب إلى البولينغ يوم السبت؟ أبي سوف يأخذني إلى هناك الساعة العاشرة صباحاً؛ هناك نلتقي؛ نلتقي بعد المدرسة؛ حفل عيد ميلاد قيس يوم الأحد. سآتي لآخذك معي إلى بيته. الحفلة ستبدأ الساعة السادسة

  • responding to invitations in print, digital or online formats by accepting or declining and providing reasons for non-attendance, for example,

    شكراً جزيلاً على الدعوة؛ سأحضر الحفلة؛ آسف لا أقدر أن آتي إلى السينما لأن أمي لا تسمح لي. أنا مدعوة لحفل زواج ابن عمتي ولا أستطيع أن آتي معكم إلى البولينغ.

  • asking for others’ opinions on group weekend plans, and resolving disagreements by providing alternative suggestions, for example,

    يا سمير؛ هل قررت أن تأتي معنا إلى السينما يوم السبت؟ لا تقلق كل شيء سوف يكون على ما يرام؛ الغالبية منا تفضل الذهاب إلى البولينغ؛ لذا من العدل أن تقبل يا هادي قرار الأغلبية؛ ماذا لو شاهدنا عرضاً مسرحياً؟ ربما عرضاً غنائياً؟ يا سلمى أنا أعرف أنك تحبين الموسيقى؛ لذلك تعالي نحجز تذاكر عرض "الأميرة النائمة" الموسيقي. ما رأيك؟

  VCARC155 | Languages | Arabic | F–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCARC162

  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

  Elaborations

  • creating bilingual subtitles, captions or commentaries for texts, such as brochures in print and digital formats, digital presentations or digital video clips, that inform the school community about aspects of culture in the Arabic-speaking world
  • producing bilingual texts in both Arabic and English about community events, such as promoting a concert or an interview with a celebrity on a community radio station, in print or multimedia formats, for example, posters or advertisements
  • designing menus or programs for Arabic-themed events, with key items and information in Arabic and explanatory notes in English
  • creating a short film about social interactions among different speakers of Arabic, explaining cultural elements that may vary in different parts of the Arabic-speaking world and which may be unfamiliar to English-speaking viewers

  VCARC162 | Languages | Arabic | F–10 Sequence | Levels 7 and 8 | Communicating | Translating

• VCARC107

  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

  Elaborations

  • creating short texts to label and describe personal possessions and objects in the classroom using simple sentences, for example,

    حقيبتي كبيرة وثقيلة؛ صفي صغير وجميل؛ طاولة المعلمة غير مرتبة؛ النافذة في الصف مكسورة؛ عندنا لوح ذكي جديد في الصف؛ صديقي وليد يجلس معي

  • reporting information gathered from peers about their families, using modelled language such as

    وليد لا يحب الحساب ولا القراءة؛ فادية عندها أخ صغير في المدرسة؛ فاطمة تسكن في شقة؛ مازن يحب الديناصورات

  • contributing aspects of personal information to a class digital photo story, for example, writing or reading aloud captions to own photos

    هذه أنا عندما كان عمري أربع سنوات؛ كان شعري طويلاً؛ هذا مازن؛ كان يبكي في الصباح؛ صورة أميرة كانت على حقيبتي؛ هاني يحب الكرة؛ هذه أنا أكتب الحروف؛ هذا شادي يلون صورة؛ هذه عبير ترسم شجرة

  • sharing information about self, home, family and favourite possessions, using simple sentence structures, familiar vocabulary, appropriate gestures and concrete materials such as toys, for example,

    هذه لعبتي؛ اشترت أمي لي هذه اللعبة في عيد ميلادي؛ أسمها "ميلاني"؛ أحب ميلاني كثيراً؛ تنام ميلاني معي في سريري

    هذا الديناصور أسمه "ريكس"؛ أبي اشتراه لي في العطلة؛ ريكس صديقي؛ ألعب معه في البيت

  VCARC107 | Languages | Arabic | F–10 Sequence | Foundation to Level 2 | Communicating | Informing

• 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