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• VCARC156

  Engage in classroom interactions and exchanges, clarifying meaning, and describing and explaining actions and responses

  Elaborations

  • exchanging ideas and suggestions with peers, for example,

    ماذا تقترح يا سامي؟ أعطنا رأيك؛ كيف يمكن أن ننظّم الأدوار بيننا؟ ما رأيكم؟

  • clarifying meaning of common expressions by giving examples, such as

    أعني أنّ كل واحد منّا يكتب صفحة؛ أقصد أنا وهناء نبحث عن الصور؛ وعادل ووفاء وسمر يكتبون المقاطع؛ مثلاً؛ مثل؛ على سبيل المثال

  • contributing to class discussions by expressing opinions, using reflective language, for example,

    لو كان لدينا وقتاً أطول؛ لأضفنا موسيقى على البحث؛ كان الإمتحان صعباً وطويلاً؛ أصبحت القراءة في الصّف مملّة

  • describing actions and responses and giving reasons, for example, وضعتُ الصورة هنا لأنّها صغيرة ومناسبة؛ فاتني القطار لأنّني إستيقظت متأخراً؛ أنا متعب اليوم لأنّني نمت الساعة العاشرة ليلاً. إن ساعدتني في البحث؛ سنحصل على درجة عالية

  VCARC156 | Languages | Arabic | F–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCARC021

  Extract, organise and evaluate information and ideas from a range of texts, analysing meaning, gist and purpose

  Elaborations

  • identifying the context, purpose and target audience of texts such as advertisements, messages and announcements
  • independently and collaboratively gathering information on events or people and comparing how various media sources, such as texts from magazines, newspapers and websites, use language to convey meaning
  • using concept maps, charts and tables to organise, summarise and evaluate information from spoken, written and visual texts 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 فيها؛ عيد الأم؛ عيد الأب؛ أعياد الميلاد الخاصة؛ مناسبات الخطوبة والزواج

  • analysing and summarising information about famous personalities or a recent film or music hit from texts such as television programs, reports and documentaries, for example,

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

  • reading texts and extracting key points and ideas on an issue or topic, such as the weather or leisure activities for young people, and discussing information with peers using expressions such as

    الطقس هذه الأيام بارد جداً؛ الصيف هذا العام سيكون حاراً

    يحب الشباب رياضة كمال الأجسام ويذهبون إلى النادي الرياضي؛ تحب البنات رقص الزومبا؛ هل تحبين الرقص أيضا؟

  • analysing and comparing perspectives represented in spoken and written texts, for example,

    الجريدة المحلية كتبت أن الأغاني العصرية تافهة ؛ ولكن الجميع يحبها

  VCARC021 | Languages | Arabic | 7–10 Sequence | Levels 9 and 10 | Communicating | Informing

• 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

• VCARU182

  Understand how rules of Arabic pronunciation, including patterns of stress and rules of pause, and writing conventions enhance meaning and aesthetic effect

  Elaborations

  • understanding that certain sounds in Arabic words can be dropped from pronunciation, such as the t sound in السماء صافية and tashkeel in البنت مريضة؛ الشمس مشرقة
  • understanding that sentences can contain one or more verbs and can be joined with و or other cohesive devices
  • recognising the need for a pause or change of tone in complex sentences with embedded clauses, for example, كنت مع صديقي عماد؛ صديقي من المدرسة؛ عندما شاهدنا الحادث الأليم
  • applying understanding of how tone can convey emotions and shade meaning, such as distinguishing between colloquial or formal language, for example, حقًا؟ يا إلهي! معقولة؟ تعال إلى هنا حالًا
  • reflecting on the role of pronunciation, rhythm, word stress and intonation in effective communication, and applying this knowledge to own interactions
  • using knowledge of Arabic pronunciation and spelling rules when engaging with authentic spoken and written texts
  • evaluating own spelling and pronunciation in relation to their understanding and expression

  VCARU182 | Languages | Arabic | F–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCARU014

  Identify the structure and textual features of a range of personal, informative and imaginative texts, and recognise how these contribute to meaning

  Elaborations

  • understanding that texts in Arabic can be short or long, spoken, written, digital, visual or multimodal, for example, labels, stories, signs, songs and captions
  • understanding that texts have a purpose, for example, train timetables indicate the time the train arrives or departs the station, recounts describe past events and experiences, greeting cards convey feelings, and labels tell us information about an item
  • recognising how elements of texts such as the title, layout and the size of the script all 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 the signature of an email and a letter, a description in a recount and in a diary entry
  • identifying the purpose, context and audience of a range of familiar texts, for example, songs, poems, short plays and video clips
  • comparing texts on a common topic, for example, a print report, a television report and an internet announcement about an accident, and discussing how features of texts assist in making meaning
  • describing key features of different types of texts and discussing audience and purpose, for example, a shopping list serves as a reminder to self to purchase particular items, while a permission note seeks permission to do or have something
  • analysing how different types of texts in Arabic create specific effects through the use of different language features, for example, the use of superlatives in advertisements designed to persuade, or the use of repetition for emphasis in speeches

  VCARU014 | Languages | Arabic | 7–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCARU029

  Understand rules of pronunciation and intonation and writing conventions, and apply these to own constructions to enhance meaning and aesthetic effect

  Elaborations

  • distinguishing the pronunciation of (الشدة) and (التنوين )
  • using the rhythms of the Arabic language, including intonation, tone and stress, to increase fluency and enhance expression
  • recognising that certain letters in Arabic appear in different variations, for example, ت؛ ة
  • applying spacing rules between words and using their knowledge of writing conventions to expand on ideas in written texts
  • making choices in relation to the use of punctuation such as ( ؛) and adjusting the flow of ideas, increasing text cohesion and enhancing expression
  • recognising the need for pauses or changes of tone in complex sentences with embedded clauses
  • understanding that there are variations in both spoken and written Arabic across different countries and regions, and analysing the reasons for such variations, for example, سوريا/سورية؛ ناديا/نادية؛ فاديا/فادية
  • noticing how tone can convey emotions and shade meaning, such as distinguishing between colloquial or formal language, for example, حقًا؟ يا إلهي! تعال إلى هنا حالاً!
  • using Arabic pronunciation and spelling rules when listening to and reading authentic texts, and evaluating their own spelling and pronunciation in relation to their understanding and expression

  VCARU029 | Languages | Arabic | 7–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• 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

• VCARC110

  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

  Elaborations

  • using Arabic and English to name familiar objects and conduct simple conversations, translating when necessary to help others understand
  • translating and interpreting particular words and expressions and simple texts such as songs for friends and family
  • playing matching games with Arabic and English words from Big Books and picture books
  • demonstrating and explaining hand gestures, intonation patterns and facial expressions that can be used without language to convey meaning, for example, nodding to indicate agreement

  VCARC110 | Languages | Arabic | F–10 Sequence | Foundation to Level 2 | Communicating | Translating

• 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

• 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

• 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

• 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

• VCARU032

  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

  Elaborations

  • understanding the importance of using appropriate forms of address when interacting with different people, for example, the use of

    سيد ماجد؛ أستاذ هاني؛ سيّدة عبير؛ خالتي رانيا؛ عمي حبيب حضرتك؛ عم كريم؛ خالة سامية

    with both close adult relatives and unknown adults
  • noticing that variation in language use often reflects the mood, feelings, attitudes or relationships of the people involved
  • identifying how emotions and attitudes, such as embarrassment or respect, and personal views are reflected in the choice of language in various social settings, such as public forums and school contexts
  • investigating the nature and use of the Arabic language in different contexts of interaction, for example, asking Arabic-speaking students in Australia when they use English or Arabic, with whom and why
  • exploring how various individual speakers’ views on roles and relationships are reflected in Arabic texts such as traditional sayings, idioms, proverbs, poetry and song lyrics
  • comparing a variety of texts from different Arabic-speaking regions and analysing how aspects of the language used reflect particular values and world views

  VCARU032 | Languages | Arabic | 7–10 Sequence | Levels 9 and 10 | Understanding | Language variation and change

• VCARC161

  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

  Elaborations

  • translating and interpreting texts from Arabic into English and vice versa, using print and online dictionaries, and translation tools or programs, and experimenting with interpreting unknown words or expressions, reflecting on challenges associated with transferring meaning from one language to another
  • comparing own and others’ translations of the same text, commenting on differences and similarities between versions and considering possible reasons for these
  • translating and interpreting texts, using print and online dictionaries, and translation tools or programs, identifying culturally specific vocabulary, for example, عفواً؛ سلامتك؛ , and expressions, such as ألف مبروك الحمد لله على السلامة؛ نشكرالرب؛, and discussing the translation process relating to choice of words that best reflect the meaning, equivalence and contextual appropriateness
  • 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

  VCARC161 | Languages | Arabic | F–10 Sequence | Levels 7 and 8 | Communicating | Translating

• VCARU183

  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

  Elaborations

  • understanding that Arabic uses the dual form of nouns, verbs and adjectives, in both masculine and feminine forms, for example,أنتما تلعبان؛ هذان كتابان؛ الوردتان جميلتان
  • understanding the importance of vocalisation on the subject word and the object word and analysing how this affects the meaning of the sentence, for example,

    كلّمت الأمُّ البنتَ؛ كلّمت الأمَّ البنتُ

  • manipulating interrogative verb forms to ask a range of questions, for example,

    قل لي لمَ لم تتّصل بي؟ أتصلت بك عدة مرات ولم ترد عليّ. أخبرني ماذا تريد أن تصبح في المستقبل؟ إشرح لي أسباب عدم قبولك دعوتي لحفل عيد ميلادي. ألسنا أصدقاء؟

  • understanding and applying indirect object pronouns and passive voice to express ideas objectively in texts such as articles and speeches, for example,

    مُنعَ الكتاب بسبب أفكاره الجريئة؛ خُصّصَ وقت بعد المدرسة لتعليم اللّغة العربية

  • using cohesive devices to sequence ideas, for example,

    في البداية أود أن أحدثكم عن يوم النّظافة العالمي؛ وبعد ذلك سأشرح لكم طرق المشاركة في هذا اليوم؛ ثمّ سأريكم بعض الصور وختاماً سآخذكم في جولة قصيرة حول الحديقة العامة

  • extending use of negative forms, for example,

    لم أحب أبداً مشاهدة الأفلام القديمة التي تشاهدها أمّي لأنّها لا تناقش أموراً عصريّة؛ ليس كل ما تقرأونه في الكتب صحيحاً ولا ما تشاهدونه على التلفاز حقيقيّاً

  • using إلاّ to express exceptions, for example, جميع أصدقائي يلعبون رياضة ما خلال الأسبوع إلّا أنا
  • using comparative and superlative forms of adjectives to describe people and objects, for example,

    صديقتي هناء هي أجمل فتاة رأيتها في حياتي؛ فهي أحنّ صديقة؛ واكثرواحدة تحب مساعدة الآخرين؛ إنّها أيضاً أمهر طبّاخة والأفضل في كل شيء

  • understanding how to use exaggeration and emphasis for effect, for example,

    ألف مبروك على رخصة القيادة؛ أنا أفكر بك دائماً؛ قلت للمرة المليون بأنني لم اسمع جرس المحمول لأردّ عليك

  • developing metalanguage to discuss grammatical features and to explain how word order, tenses and moods, adjectives and adverbs can be used to enhance meaning and expand expression
  • using imperative verb tenses to persuade, encourage and advise others, for example,

    شاركوا في الردّ على الموقع الإلكتروني؛ لا تنسوا شاهدوا الفيلم الأسطوري؛ سيعجبكم جداً؛ هيّا تشددوا وحاولوا أن تكملوا البحث بجدارة ؛ إتّصلوا على الرقم المذكور في الإعلان

  • using subjunctive mood to express doubt, uncertainty or emotion, for example,

    قد يكون كلامك صحيحاً ولكني لست متأكّداً منه؛ ربما تقبل أمي أن أذهب معك إلى الحفل لست متأكدة

  • creating compound and complex sentences by using embedded clauses, for example,

    أحب القراءة كثيراً بالرّغم من أن الكثير من الناس لا يحبون أن يقرأوا بل يفضلون مشاهدة التلفاز ؛ لا أعرف لماذا أصدقائي والّذين أصولهم عربية؛ لا يحبون الأغاني العربيّة!

  VCARU183 | Languages | Arabic | F–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• Arabic - F–10 Sequence: Levels 7 and 8 achievement standards

  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 ....

  Level description | Languages | Arabic | F–10 Sequence | Levels 7 and 8

• Arabic - 7–10 Sequence: Levels 9 and 10 achievement standards

  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...

  Level description | Languages | Arabic | 7–10 Sequence | Levels 9 and 10

• Arabic - F–10 Sequence: 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 to develop and express more complex concepts in Arabic. They use a range of grammatical forms and...

  Level description | Languages | Arabic | F–10 Sequence

• 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

• Arabic - F–10 Sequence: Levels 9 and 10 achievement standards

  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...

  Level description | Languages | Arabic | F–10 Sequence | Levels 9 and 10