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• VCARC147

  Reflect on how own biography, including family origins, traditions and beliefs, impacts on identity and communication

  Elaborations

  • discussing how their Arabic cultural heritage influences who they are, how they think about things and how they interact and behave in different contexts
  • identifying aspects of personal identity such as age, gender and social status that are important when interacting in Arabic-speaking contexts and may be understood differently in Australian cultural contexts
  • identifying key influences on their sense of identity, such as their family origins, traditions, beliefs and significant events, for example,

    مكان الولادة؛ التربية العائلية؛ عدد أفراد العائلة؛ العادات والتقاليد التي تربى عليها؛ خبرات الطفولة في المدرسة والبيت؛ تأثير الأصدقاء؛ المفاهيم الإجتماعية السائدة؛ المفردات التي تستخدم في البيت؛ في الشارع وفي المدرسة

  • exploring how they communicate with one another, their teachers and families, noticing if there are any changes in the way they see themselves in different contexts, for example, a family celebration, a school concert, or the birthday party of a non-Arabic-speaking friend

  VCARC147 | Languages | Arabic | F–10 Sequence | Levels 5 and 6 | Communicating | Reflecting

• 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

• VCARC137

  Socialise and maintain relationships with peers and the teacher by sharing information about their personal experiences and social activities

  Elaborations

  • exchanging information about everyday experiences, for example,

    ماذا تفعل بعد المدرسة؟ متى تأكل طعام العشاء؟ أين تلعب الرياضة؟

    بعد المدرسة ألعب كرة القدم؛ في الساعة الثامنة أذهب إلى النوم؛ وأنت متى تنام؟

    أقرأ قصة قبل النوم؛ وأنتِ هل تقرأين قبل النوم؟

  • describing friends and family members, including physical appearance and personal characteristics/qualities, for example,

    أمي إمرأة طويلة ورشيقة؛ تحافظ على صحتها؛ أبي شخص منتظم في عمله ومسؤول في بيته؛ صديقي سامي مهذب ولكنه لا يهتم بدراسته ولا بصحته؛ أصدقائي جميعهم لطفاء ولكنهم لا يأخذون المدرسة بجدية

  • sharing feelings about weekend activities, using different modes of communication such as text messages, email or social media, and giving reasons for choices made, for example,

    يوم السبت ألعب التنس مع أبي؛ في العطلة الأسبوعية أذهب مع عائلتي إلى المطعم؛ أحضر حصة للموسيقى يوم الجمعة؛ أشعر بالسعادة في حصة الموسيقى؛ أحب العزف على البيانو كثيرا؛ أتعلم اللغة العربية يوم السبت صباحاً؛ إخترت الرياضة لأنها مفيدة للجسم؛ ألموسيقى تساعدني على التفكير

  • recounting experiences with family and friends in a variety of ways, for example, in conversations, diaries or digital presentation

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

  VCARC137 | Languages | Arabic | F–10 Sequence | Levels 5 and 6 | Communicating | Socialising

• VCARU151

  Explore how language use differs between spoken and written Arabic texts, and depends on the relationship between participants and on the context of the situation

  Elaborations

  • understanding the importance of using appropriate forms of address when interacting with different people, for example, the use of سيد ماجد؛ أستاذ هاني؛ سيدة عبير؛ خالتي رانيا؛ عمي حسين حضرتك؛ عم كريم؛ خالة سامية with adults, both close relatives and strangers
  • recognising how language use reflects the mood, feelings, attitudes or relationships of the people involved, for example,

    إنها أمي تتصل على المحمول مرة ثانية! سعاد، ماذا تريدين الآن؟

  • experimenting with different vocabulary and language structures in Modern Standard Arabic, and making comparisons with Arabic dialects spoken by themselves and peers, discussing similarities and differences
  • comparing spoken and written texts, for example, a spoken and a print advertisement, or a spoken conversation and an email, and explaining how mode relates to linguistic structures and features and how this affects meaning
  • recognising differences in language use between class presentations and everyday conversations
  • explaining why different forms of Arabic are used depending on the context of communication, such as the use of Modern Standard Arabic when communicating with people with different dialects or with the teacher in the classroom, compared with the use of colloquial Arabic at home

  VCARU151 | Languages | Arabic | F–10 Sequence | Levels 5 and 6 | Understanding | Language variation and change