Search results

Result list

• 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

• VCARC138

  Collaborate in group tasks and organise shared experiences that involve making suggestions and decisions and engaging in transactions

  Elaborations

  • making collaborative decisions and arrangements using expressions for counting, ordering and organising ideas, for example,

    أوّلاً؛ نختار أفراد الفريق؛ ثانياً نوزّع الأدوار؛ ثالثاً؛ نعرض الأفكار؛ أخيراً نعمل على دورنا

    في البداية سوف أجمع الصور ؛ بعد ذلك سوف نبحث في الإنترنت عن المعلومات وفي النهاية سنجمع كل شيء سويّاً

  • engaging in transactions by asking for and providing information, such as giving prices and asking for goods and services, for example,

    ما سعر ...؟ بكم هذه اللعبة؟ ما سعر كيلو البرتقال؟ بكم كيس الخبز؟ ربطة الخبز بدولار ونصف؛ سعر كيلو التفاح ثلاثة دولارات

    أحتاج مساعدة من فضلك؛ هل تقدر أن تساعدني؟ أنا أبحث عن خوذة لقيادة الدرّاجة؛ أين أجدها؟ هل عندكم الفيلم الكرتوني الجديد؟

  • making suggestions and choices in the allocation of roles and explaining the reasons for such choices, for example,

    أنا أحب أن أكون الطبيب؛ لماذا لا تكون أنت المعلم؟ لماذا لا تأخذ دور النادل في المطعم؟ دوري طبيب لأنني أحب أن أكون طبيباً في المستقبل؛ خذي دور الأم لأنّ دورها قصير

  • creating displays, presentations or performances for family, friends or the school community to showcase their progress in learning Arabic

  VCARC138 | Languages | Arabic | F–10 Sequence | Levels 5 and 6 | Communicating | Socialising

• VCARC175

  Construct and present texts in varied styles and formats to convey own and others’ perspectives on ideas and information for different contexts, audiences and purposes

  Elaborations

  • producing texts in oral, written and multimodal formats, such as blogs, print and online articles and oral presentations, to convey own ideas and interpretations of various texts for different contexts, audiences and purposes
  • conveying information relating to community matters in texts such as posters, brochures and web pages, for example, a brochure promoting a holiday destination, a poster for a doctor’s surgery encouraging healthy eating, or a web page reviewing a new Arabic film
  • persuading others to express their opinions or think seriously about a particular issue of interest in texts such as blogs, using language expressions such as

    لنفكر بجديّة؛ هل يُعقل أن...؛ لم لا؟ أليس هذا معقولاً؟ هذا خبرٌ في منتهى الغرابة! لا بد وأن نأخذ موقفاً واضحاً؛ علينا جميعاً أن نشارك في هذا الإعتراض؛ هيّا نكتب رسالة لصاحب المحطة

  • evaluating and reporting on a contemporary social, ethical or environmental sustainability issue using a range of presentation techniques, for example, flow charts, PowerPoint presentations or video clips

  VCARC175 | Languages | Arabic | F–10 Sequence | Levels 9 and 10 | Communicating | Informing

• 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

• 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

• VCARC003

  Interact in classroom routines and activities, developing language for a range of classroom functions and processes, such as following instructions, asking and answering questions, and requesting support by asking for repetition, permission and help

  Elaborations

  • participating in everyday classroom routines such as roll call, taking turns, giving and following classroom instructions, and asking questions and responding to the teacher and peers, for example,

    نعم؛ أنا هنا؛ حاضر؛ ممكن أن أتكلم؟ ممكن أن أقول شيئاً؟

    أكتب التاريخ هنا؛ أرسم خطاً على الورقة؛ أكتب العنوان فوق؛ إغلق الباب؛ إجلس في مكانك؛ إفتح الدفتر؛

    ضع الحقيبة على الأرض؛ إرفع يدك؛ إنتظر دورك متى يدق الجرس؟ كيف أكتب ...؟ ما معنى...؟

  • making polite requests such as attracting attention and asking for help in classroom situations, requesting repetition, asking for and providing clarification, asking permission and responding appropriately, for example,

    ممكن أن أتكلم؟ عندي فكرة رائعة!

    ممكن أن تعيدي السؤال؟ لم أفهم السؤال؟ من فضلك أعد السؤال. ما معنى ...؟

    أين أضع الصورة؟ أين أكتب الجملة التالية؟ ماذا تقصد؟ أقصد ضع الصورة تحت الكتابة. أكتب الجملة بجانب الصورة

    هل يمكنني الذهاب إلى الحمام؟ هل يمكنني أن آخذ الكتاب ؟ شكراً يا معلمة! مع السلامة؛ إلى اللقاء

  • responding to the teacher’s questions, taking turns, praising and encouraging peers, and using formulaic expressions and interjections, for example,

    لماذا تأخرت عن المدرسة؟ نمت كثيرا؛ أمي تأخرت في البيت؛ توقفت سيارة أبي في الطريق؛ أخي سبب لنا التأخير

  • contributing to classroom activities, such as by developing classroom rules, expressing opinions on procedures and tasks, and giving advice and sharing ideas with peers, for example,

    إستمع للمعلمة؛ إحترم الجميع؛ إنتظر دورك؛ إذهب إلى الحمام في الفرصة؛ أكمل كل دروسك في الصف؛ كن مؤدباً؛ لطيفاً؛ هادئاً؛ عادلاً؛ ودوداً؛ كوني هادئة؛ لطيفة؛ صادقة

    هذا الواجب صعب؛ الإمتحان طويل؛ ما عندي وقت؛ لم تصحح المعلمة إمتحان الإملاء بعد؛ الأفضل أن نوضّح العنوان؛ هذا الخط أفضل من الآخر؛ أقترح استعمال الألوان في الرسم

  VCARC003 | Languages | Arabic | 7–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCARC174

  Locate, analyse, interpret and evaluate information from online and digital sources on issues of interest to young people, making connections with own experiences and considering various perspectives

  Elaborations

  • understanding main ideas and evaluating information from texts such as articles, reports, charts, diagrams and news items, on topics such as environmental sustainability, world sports, and youth culture, for example,

    السخرية من وضع معين؛ التنديد بفعل معين؛ تزكية فكرة ما من خلال العبارات اللغوية والصور والتنسيق العام للتقرير

  • distinguishing between fact and opinion in texts such as articles and reports in print and digital form, using critical literacy skills to recognise bias by evaluating textual purpose used, for example,

    التحيّز لفكر ما؛ المبالغة: إن جميع الشباب متهوّر؛ هذا جيل غير مسؤول

    الحياديّة تجاه الأفكار المؤيدة والمعارضة: هناك بعض الشباب المتهور؛ إن غالبية الشّباب غير مسؤول

  • analysing and interpreting information collected from various sources, including digital or online sources, such as concept maps, charts and tables, by summarising, sequencing and prioritising, considering audience, purpose and context and drawing personal conclusions, for example,

    من الواضح أن...؛ في الخاتمة...؛ هذا يؤدي إلى ...؛ خلاصة الكلام...؛ في النهاية ...

  • using information obtained from a range of sources in order to debate issues of interest, such as the generation gap, teenage issues, immigration or parents’ expectations, using persuasive and evaluative language, making connections with own experiences and considering different perspectives, for example,

    الهوّة بين الأهل والأبناء كبيرة وعميقة دون شك؛ يجب على الأهل مساعدة أبنائهم في مرحلة المراهقة؛ أليس كذلك؟ نحن بحاجة إلى تغيير الفكر؛ علينا أن ننظر إلى المسألة بحكمة؛ يجب علينا جميعاً أن ندعم الشباب في إختياراتهم

  VCARC174 | Languages | Arabic | F–10 Sequence | Levels 9 and 10 | Communicating | Informing

• VCARC154

  Initiate and sustain interactions with others by expressing and exchanging opinions on topics of interest, and maintain relationships through apologising, inviting or praising

  Elaborations

  • initiating conversations, including face-to-face and virtual conversations, by asking peers about personal interests, for example,

    هل تحب المأكولات العربية؟ ما هو طعامك المفضّل؟ أنا أيضاً أحب الوجبات السّريعة ؛ هل تريد أن تأتي معي إلى مطعم الوجبات السّريعة بعد المدرسة؟

    أمي طبّاخة ماهرة؛ تعال إلى بيتنا يوم السبت؛ هل تحب الذّهاب معنا إلى المنتزه/الحديقة؟

    أنا آسف؛ أمي لا تسمح لي. أعتذر ليس عندي وقت؛ سوف أسأل أبي. نعم؛ طبعاً؛ سوف أتّصل بأمّي أولاً.

    ممتاز!؛ هذا رائع!

  • developing and sustaining conversations with peers, including online or virtual conversations, on topics of interest, such as sport, games and music, for example,

    هل شاهدت أمس مباراة كرة القدم؟ برأيك من سيفوز بالكأس؟ من هو لاعبك المفضل؟ هل نزلت الّلعبة الالكترونية الجديدة إلى الأسواق ؟ إنها لعبة مسلّية. هل تُحبين الأغنية الجديدة ؟

  • exchanging information and opinions on a range of topics such as home, school, leisure and travelling, for example,

    هل تحب المنطقة التي تسكن فيها؟ لماذا؟ منطقتي جميلة وشارع بيتي هادىء؛ أبي يريد أن يشتري بيتاً جديداً وأنا لا أريد أن أترك بيتنا؛ أنا أحب بيتنا كثيراً؛ أريد ركوب الدّراجة ولكن ليس عندي خوذة. ما رأيك بلعبة كرة القدم؟ أنا أحب القراءة كثيراً؛ وأنت؟

  • expressing hopes and feelings, and describing personal plans for school holidays and the weekend, for example,

    في عطلة نهاية الأسبوع أحب أن أذهب إلى البحر لأن الطّقس سيكون حاراً؛ أتمنّى أن نسافر إلى كوينزلاند في العطلة المدرسية. أنا سعيد لأننا سوف نسافر في العطلة؛ في العطلة المدرسية سوف ألعب التنس كل يوم؛ يوم السبت القادم سأذهب إلى السينما مع إخوتي؛ يوم الأحد القادم سأذهب إلى السّوق مع أمي لأشتري حذاءً جديداً للرّياضة

  • using communication strategies such as apologising, inviting and praising when interacting in social situations, for example,

    عفواً؛ تفضل؛ أنت بنت ذّكية

  VCARC154 | Languages | Arabic | F–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCARC004

  Listen to, read and view a range of spoken, written and multimodal texts; identify, sequence and classify key points of information such as details about people and events; and use the information in new ways

  Elaborations

  • listening to and viewing texts such as stories, songs, notices or video clips and identifying key points of information, 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
  • participating in shared reading of print and digital texts such as short stories or other texts relating to familiar events and contexts, using pictures, intonation and contextual cues to predict meaning and identify key information
  • locating and sequencing information used to describe people and events, for example,

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

  • responding to questions that elicit details such as colour, quantity and place about participants and objects, for example,

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

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

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

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

    سالم يحب التبولة؛ عادل يحب الدجاج؛ سعاد تفضل الخضار؛ علي يحب كرة القدم؛ ماجد يفضل السباحة؛ رامي يفضل العزف على الغيتار

    تحب البنات الموسيقى بينما الأولاد يحبون الرياضة

  • listening to short spoken texts with unfamiliar language, and identifying specific details, for example, the name and number on a recorded voice message

    مرحباً

    إسمي سهام

    اود التكلم مع سامر بخصوص الإمتحان

    أرجو الإتصال بي على الرقم 0456566777

  • gathering information about other peers’ activities through conducting interviews about weekend activities and selecting specific information to use in a short report

  VCARC004 | Languages | Arabic | 7–10 Sequence | Levels 7 and 8 | Communicating | Informing

• VCARC103

  Initiate interactions with peers and the teacher by asking and responding to questions and exchanging information about self and family, friends and school

  Elaborations

  • greeting peers and the teacher using appropriate expressions and body language, for example,

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

  • introducing self, family and friends using formulaic expressions such as

    إسمي عادل؛ إسمي رانيا؛ أنا مريم

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

  • describing self, family, friends and aspects of school, for example,

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

  • sharing information about self, home, family and favourite possessions, using simple sentence structures, familiar vocabulary 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

  • initiating and sustaining interactions by asking and responding to questions about likes and dislikes, الديناصور أسمه `ريكس` أبي اشتراه لي في العطلة. ريكس صديقي؛ ألعب معه في البيت, using simple language such as

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

  VCARC103 | Languages | Arabic | F–10 Sequence | Foundation to Level 2 | Communicating | Socialising

• 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

• 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

• VCARC178

  Translate and interpret texts from Arabic into English and vice versa for different audiences and contexts, and reflect on how cultural values, attitudes and perspectives are represented in each language

  Elaborations

  • translating texts such as advertisements and letters from Arabic into English and vice versa, with the assistance of print, electronic and online translators, identifying cultural elements and reflecting on how they are encoded in common words and expressions, for example,

    هيّا أسرعوا؛ لا تدعوا الفرصة تفوتكم؛ إنها رحلة العمر؛ صديقتي الغالية على قلبي؛ سلام حار أرسل لك من أستراليا؛ أشواقي وقبلاتي لك ولجميع أفراد العائلة؛ ودمت لصديقتك ...

  • reflecting on the difficulty of achieving equivalence in translations of creative texts such as poems, songs and video clips, identifying and explaining words and phrases that require particular elaboration or explanation, for example,

    والله ولي التوفيق؛ رافقتك السلامة؛ على ما يرام؛

  • experimenting with interpreting and translating popular Arabic expressions, proverbs or idioms, and reflecting on the social and cultural values that may be embedded in them, for example,

    الجار قبل الدار؛ من جدّ وجد ومن زرع حصد؛ في التّأنّي السلامة وفي العجلة الندامة؛ الوقاية خير من العلاج

  • analysing existing translations of texts, such as subtitled short films, making comparisons with own translations and reflecting on why versions may vary

  VCARC178 | Languages | Arabic | F–10 Sequence | Levels 9 and 10 | Communicating | Translating

• 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

• 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

• VCARC142

  Share responses to a range of imaginative texts, including multimodal and digital texts, such as cartoons, folk tales, fables and films, by expressing opinions on key ideas, characters and actions, and making connections with own experiences and feelings

  Elaborations

  • listening to and viewing imaginative texts in print, digital and multimodal formats, such as cartoons, folk tales and fables, and sharing opinions or feelings about ideas, events and experiences, using expressions such as

    سندباد رجل شجاع؛ علي بابا حرامي ظريف؛ لا أحب قصة علاء الدين والمصباح السحري؛ القصة مملة وغير معقولة؛ القصة فيها خرافات كثيرة؛ قصة المصباح السحري مثيرة لكنها غير واقعية

  • responding to questions about characters in different types of imaginative texts, such as films or cartoons, by listing words or expressions associated with the character’s personality and explaining how they can or cannot relate to them, for example,

    شخصية الولد في الفيلم مثل شخصيتي؛ هو يحب اللعب وأنا كذلك؛ لقد سافر وهو صغير وأنا أيضاً اتيت إلى أستراليا وأنا صغير؛ البنت في الكارتون تحب الثياب الملونة مثلي ولكنها مشاغبة وأنا هادئة وأسمع كلام أمي

  • comparing favourite characters or events in imaginative texts such as cartoons, stories or digital games, using expressions such as

    اللّاعب الأول أقوى من اللّاعب الثاني؛ هذه اللعبة أصعب من اللعبة الأخرى؛ أفضل شخصية في القصة هي صديقة عبير لأنها أكثر واحدة تحب سناء وتساعدها؛ أحب شخصية عندي هي سمير لأنّه مضحك

  • discussing key messages and cultural elements in imaginative texts, such as the moral of a story/fable, an idea or value in a song, or the qualities or behaviour of a character

  VCARC142 | Languages | Arabic | F–10 Sequence | Levels 5 and 6 | Communicating | Creating

• VCARC109

  Create own representations of people or events in imaginative texts using familiar words, illustrations, actions and other verbal and non-verbal forms of expression

  Elaborations

  • creating own version of a story by sequencing a series of pictures with captions or by creating a storyboard with labels, using modelled language, for example

    كان يا ما كان؛ في يوم من الأيام؛ كان في مرة

  • performing songs, raps, rhymes and action stories using simple language and non-verbal forms of expression, such as clapping, gestures and facial expressions, to support meaning
  • creating a puppet play or dramatic performance based on an experience or aspect of a story, song, poem or cartoon
  • creating and presenting a class Big Book and texts in digital form based on imagined scenarios in familiar contexts, using modelled language, for example,

    كان دب كبير إسمه راين؛ عاش راين في جبل ضخم؛ أكل راين؛ شاهد راين ثعلباً صغيراً

  VCARC109 | Languages | Arabic | F–10 Sequence | Foundation to Level 2 | Communicating | Creating

• 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

• VCARC127

  Translate and interpret words, expressions and sentences in simple English and Arabic texts, noticing similarities and differences or non-equivalence

  Elaborations

  • using a picture or digital dictionary to find the meanings of simple vocabulary used in class, and comparing English and Arabic versions
  • comparing Arabic expressions used in everyday interactions such as greetings with equivalent English expressions, identifying differences and similarities and words and expressions that do not translate easily, for example,

    مرحبا؛ صباح الخير/صباح النور؛ كيف حالك؟ الحمد لله؛ نشكر الرب

  • translating short, simple texts from Arabic into English and vice versa, using cues to interpret meaning, such as layout, headings and familiar vocabulary
  • identifying words that change meaning according to the context and Arabic-speaking region, for example, لبن/حليب؛ مبسوط

  VCARC127 | Languages | Arabic | F–10 Sequence | Levels 3 and 4 | Communicating | Translating

• VCARC005

  Convey and present ideas and information obtained from different sources relating to home, school, leisure and interests

  Elaborations

  • describing personal possessions and classroom items 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 on information gathered from peers using simple structures such as

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

  • contributing to a class photo story, such as by writing or reading aloud captions to own photos and other aspects of personal information, for example,

    هذه أنا عندما كان عمري أربع سنوات؛ كان شعري طويلاً؛ هذا مازن؛ كان يبكي في الصباح؛ على حقيبتي صورة أميرة؛ هاني يحب أفلام الحركة؛ هذه أنا أكتب الحروف؛ هذا شادي يشاهد التلفاز؛ هذه عبير تشرب العصير

  • using simple sentence structures, familiar vocabulary and supporting resources to describe immediate environment, family members and friends, and discussing relationships and personal information relating to own background and experiences, for example,

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

  • creating a class book, visual/digital display or collection related to a school excursion or camp
  • presenting information in spoken or written form about own and peers` leisure activities, describing experiences and expressing feelings, for example,

    ألعب كرة القدم جيداً؛ أسبح بمهارة؛ اقرأ بطلاقة؛ ألعب الألعاب الإلكترونية كثيراً؛ سمير يلعب التنس

    عندما أعزف الموسيقى أشعر بالفرح؛ بالحزن؛ بالملل؛ بالنشاط؛ بالسعادة؛ أحب الرسم

  VCARC005 | Languages | Arabic | 7–10 Sequence | Levels 7 and 8 | Communicating | Informing