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F–10 Sequence Foundation to Level 2

Foundation to Level 2 Description

Students become familiar with how the sounds of the Arabic language are represented in letters and words. They practise pronunciation and intonation through activities such as reciting rhymes and singing songs, and experiment with sounds, short and long vowels, phonemes, words, simple phrases and sentences relating to pictures, objects and actions, for example, طاولة صغيرة . They learn to recognise...

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Foundation to Level 2 Content Descriptions

Communicating

Socialising Elaborations
  1. Initiate interactions with peers and the teacher by asking and responding to questions and exchanging information about self and family, friends and school (VCARC103)
    1. greeting peers and the teacher using appropriate expressions and body language, for example,

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

    2. 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

    3. 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

    4. 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

    5. 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

  2. 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 (VCARC104)
    1. participating in group activities by singing, chanting and performing actions
    2. engaging in simple transactions in role-plays, such as making requests using من فضلك؛ أقدر أن , and expressing thanks, for example

      شكراً؛ شكراً جزيلاً

    3. following instructions such as ضع يدك على رأسك؛ أغمض عينيك؛ أنظر إلي؛ إرفع يدك for a variety of language games
    4. 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

  3. Participate in classroom activities and routines, such as opening and closing of lessons, responding to instructions and taking turns (VCARC105)
    1. following simple instructions, such as during roll call, and taking turns, for example,

      نعم؛ أنا هنا؛ حاضر؛ ممكن أن أتكلم؟

    2. participating in everyday class routines with appropriate actions, such as

      إفتح الدفتر؛ ضع الحقيبة على الأرض؛ إجلس في مكانك؛ إرفع يدك؛ إنتظر دورك

    3. asking and responding to questions, for example,

      متى يدق الجرس؟ كيف أكتب ...؟ ما معنى...؟

      لماذا تأخرت عن المدرسة؟ نمت كثيراً؛ توقفت سيارة أبي في الطريق؛ أخّرَنا أخي؛ بسبب أختي

    4. asking for permission and responding appropriately, for example,ممكن أن أذهب إلى الحمام؟ ممكن أن آخذ الكتاب؛ ممكن أن أجلس هنا؟ شكراً؛ شكراً معلمة؛ مع السلامة؛ إلى اللّقاء
    5. participating in games or activities that involve taking turns, making choices or swapping items, for example, forming groups using numbers or colours for activities such as telling the time or counting or memory games
Informing Elaborations
  1. Locate and organise information from simple spoken, written and visual texts to identify details about people and objects (VCARC106)
    1. listening for key words in stories, rhymes or songs, using intonation and visual cues such as gestures and facial expressions to assist understanding
    2. identifying letters, words and phrases in written Arabic, for example, titles, labels and captions, by labelling, matching, clicking and dragging, miming and using actions
    3. 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
    4. 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

  2. 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 (VCARC107)
    1. 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

    2. 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

    3. 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

    4. 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

Creating Elaborations
  1. 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 (VCARC108)
    1. 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

    2. 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
    3. responding to imaginative Arabic texts such as stories, rhymes and songs through play-acting, illustrating and movement
    4. making simple statements in response to favourite characters in stories, rhymes, storyboards or songs, for example,

      أفضل الدب لأنه لطيف؛ أفضل السمكة الذهبية الجميلة

  2. Create own representations of people or events in imaginative texts using familiar words, illustrations, actions and other verbal and non-verbal forms of expression (VCARC109)
    1. 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

    2. 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
    3. creating a puppet play or dramatic performance based on an experience or aspect of a story, song, poem or cartoon
    4. 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

Translating Elaborations
  1. 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 (VCARC110)
    1. using Arabic and English to name familiar objects and conduct simple conversations, translating when necessary to help others understand
    2. translating and interpreting particular words and expressions and simple texts such as songs for friends and family
    3. playing matching games with Arabic and English words from Big Books and picture books
    4. 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
  2. Create simple print or digital bilingual texts in Arabic and English, such as word lists, labels and captions, for their class, school and family (VCARC111)
    1. creating a bilingual picture dictionary for classroom use
    2. making bilingual greeting cards in print or digital form for family celebrations such as Mother’s Day, using greetings and simple expressions in Arabic and English, for example,

      ماما؛ حبيبتي ماما؛ مبروك ماما؛ عيد أم سعيد

    3. creating a bilingual personal profile containing information relating to self, family and friends
    4. labelling photos in both Arabic and English for a display of a class event or experience such as a sports day or school concert
Reflecting Elaborations
  1. Describe the experience of using Arabic at home or at school, such as how it feels and the particular behaviours they associate with speaking Arabic (VCARC112)
    1. identifying the significance of gestures in Arabic, and noticing own level of comfort with these, for example, making or not making eye contact when talking to older people
    2. discussing one another’s ways of communicating and their appropriateness in Arabic-speaking contexts, such as different ways of showing politeness, for example, when making requests من فضلك or thanking someone شكراً؛ شكراً جزيلاً
    3. sharing with peers how it feels to use Arabic, for example, when singing a song in class, speaking Arabic with friends or family members, and using gestures, such as nodding the head slightly when saying نعم أو لا
  2. 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 (VCARC113)
    1. 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
    2. 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

    3. 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
    4. 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

Understanding

Systems of language Elaborations
  1. Recognise the letters and sounds of the Arabic alphabet and identify how letters are modified so they can be joined to form words (VCARU114)
    1. recognising and reproducing the 28 letters of the alphabet and the three short and long vowels
    2. recognising that Arabic words are written from right to left, numbers from left to right
    3. recognising and producing distinctive Arabic sounds such as guttural sounds ع؛غ؛ق and other sounds such as

      ص؛ ض؛ ط؛ ظ؛ ح؛ خ

    4. recognising that making Arabic words requires most letters to be joined, for example

      طار؛ طير؛ ذهب؛ أكل؛ شرب؛ ولد؛ أب؛ ام

    5. developing pronunciation, phrasing and intonation skills by singing, reciting and repeating frequently used words and phrases, noticing that statements and questions have different intonation, for example,

      أكلت الطعام كله؟

  2. Recognise parts of speech and frequently used words in familiar contexts, and understand the basic rules of word order in simple sentences, such as the role of verbs in a sentence; the masculine and feminine forms of nouns, verbs and adjectives; and simple possessive forms (VCARU115)
    1. identifying and using high-frequency words and expressions related to home and school environments in interactions, for example,

      بيت؛ عائلة؛ أب؛ إخوة؛ معلمة؛ مدرسة؛ حصة؛ صف؛ كتاب؛ دراسة؛ فرصة؛ وقت فراغ؛ أيام الأسبوع

    2. recognising word order in simple phrases and sentences, for example,

      الجملة الفعلية: نام سليم؛ قام الولد؛ أكل سامي التفاحة؛ شربت سحر الحليب

    3. identifying different parts of speech, for example,

      الاسم؛ الفعل؛ الصفة؛ الحرف

    4. recognising that nouns have definite and indefinite articles and gender, for example,

      تلميذ/التلميذ؛ معملة العلوم؛ المعلمة

    5. using masculine and feminine forms of singular nouns and adjectives, for example,

      الأب الحنون؛ الأم الجميلة ؛ كرسي كبير؛ الطاولة الصغيرة؛ أسد شرس؛ قطة أليفة

    6. using simple present tense verbs to describe aspects of own daily activities, for example,

      إستيقظ في الصباح؛ أتناول الفطور؛ أركب الباص؛ أدخل الصف؛ أكمل الواجب؛ ألبس ثيابي

    7. using simple verbs to express likes and dislikes, for example,

      أحب طعام أمي؛ لا أحب الأكل السريع؛ أحب الرياضة ولا أحب الرسم

    8. understanding and responding to imperative verb forms in familiar instructions, for example,

      إفتح الباب؛ إجلس في مكانك؛ لا تتكلم دون إذن؛ نظّف غرفتك؛ اكمل طعامك

    9. using singular possessive adjectives related to self, for example,

      بيتي؛ سريري؛ معلمتي؛ غرفتكَ؛ كتابكِ؛ حقيبتها؛ دفتره

    10. understanding that adjectives follow nouns and their gender, for example, كتاب كبير؛ طاولة كبيرة
    11. using singular personal pronouns, both masculine and feminine, with appropriate simple present tense verbs to describe aspects of home or school life, for example,

      أمي تحب العمل؛ هي نشيطة؛ أبي يحب الطبخ؛ هو ماهر؛ صديقي سليم شاطر؛ هو ذكي؛ هي تكتب القصص

    12. developing knowledge of cardinal numbers
    13. beginning to use simple conjunctions to link words and expressions, such as و؛ أو؛ أيضا
  3. Recognise that language is organised as text, and that texts such as songs, stories and labels have different features (VCARU116)
    1. listening to, reading and viewing different types of simple texts in Arabic, such as stories, songs and captions, understanding that the Arabic script is written from right to left and that books and papers are written from back to front
    2. observing typical features of familiar Arabic texts, such as stories, nursery rhymes and signs, for example,

      ليلى والذئب؛ الارنب والسلحفاة؛ الخنازير الثلاثة؛ كان يا ما كان

    3. comparing similar texts in Arabic and English and noticing how they are the same or different, for example, a counting song, street sign, labels at a supermarket, or a cover of a picture book
Language variation and change Elaborations
  1. Recognise that there are variations in the language used by Arabic speakers in different situations, such as at home with family, and that the language used varies between different Arabic speakers (VCARU117)
    1. understanding that different forms of address and greetings are used depending on the time of day and the gender, background and social status of the participants, for example,

      مرحبا ؛ صباح الخير/ مساء الخير؛ سلام ونعمة؛ السلام عليكم ورحمة الله وبركاته؛ سلام الرب معك

      ماما؛ بابا؛ عم أمين؛ خالتي سعاد

    2. recognising that informal forms of address are very common among speakers of Arabic and are acceptable across Arabic communities, for example

      عمو عادل؛ عمة هناء؛ خالة عبير؛ ست أمل؛ تيتا وداد؛ جدو

    3. explaining how their spoken language at home may vary from the spoken language in class, and understanding similarities and differences between various dialects represented within the classroom
  2. Recognise that Australia has speakers of many different languages, including Arabic, and that languages borrow words from one another (VCARU118)
    1. understanding that the world contains many different languages and that many people around the world speak more than one language
    2. recognising that Arabic has borrowed many words from English, for example, إنترنت؛ كومبيوتر؛ تلفاز , and that English has borrowed words from Arabic, such as ‘admiral’, ‘candy’, ‘coffee’, ‘cotton’, ‘genie’, ‘sugar’ and ‘sultan’
    3. exploring the range of languages spoken in Australia, including Aboriginal languages and Torres Strait Islander languages
Role of language and culture Elaborations
  1. Understand that the languages people use and the way they use them relate to who they are, where and how they live and what is important to them (VCARU119)
    1. exploring the meaning of ‘culture’, and understanding that it involves visible elements, such as ways of eating and behaving, and invisible elements, such as how people live, what they value and how they think of themselves and others
    2. recognising similarities and differences between naming systems across languages represented in the classroom, and noticing that Arabic-speaking students may have names derived from other cultures and languages
    3. understanding that some Australian-English terms and expressions have no equivalent in Arabic, for example, ‘billabong’ or ‘the bush’, and that terms such as ‘the movies’, ‘footy’ and ‘backyard’ reflect aspects of culture in the Australian context

Foundation to Level 2 Achievement Standard

By the end of Level 2, students interact with the teacher and peers to exchange information about themselves, their family and friends, for example, إسمي هاني؛ أنا ليلى؛ عمري ست سنوات؛ أمي سميرة؛ أبي خالد؛ عندي أخ وأخت؛ صديقي رامي؛ صديقتي رنا , and initiate interactions by asking and responding to questions. They use repetitive language when participating in shared activities and transactions and responding to classroom instructions. When speaking, they use the sounds of the Arabic language, for example, حروف مثل خ؛ ح؛ ط؛ ظ؛ ص؛ ض؛ ع؛ غ؛ ق . They locate information about people, places and objects in simple texts, and share information in different formats, using illustrations and gestures to support meaning, for example, ما اسمك أين تسكن؛ كيف حالك؟ هل عندك أصدقاء؟ كم أخت عندك؟ ماذا يعمل أبوك؟ ما اسم مدرستك؟ من هي معلمتك؟ هل تحب المدرسة؟ . They make simple statements about favourite elements in response to imaginative experiences, and create own representations of imagined characters and events, using illustrations, familiar language and non-verbal forms of expression. Students identify specific parts of speech, such as nouns, verbs and adjectives, in spoken and written texts,...

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F–10 Sequence Levels 3 and 4

Levels 3 and 4 Description

Students explore Arabic sounds, intonation and writing conventions to further develop their speaking and writing skills and initial understanding of their developing biliteracy. They use key grammatical forms and structures, such as verbs, pronouns, singular/plural forms and prepositions, to provide information in simple sentences and short texts about places جاء وليد من مصر عندما كان عمره أربع...

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Levels 3 and 4 Content Descriptions

Communicating

Socialising Elaborations
  1. Socialise and build relationships with the teacher, peers and friends through the exchange of personal information relating to home and school environment, such as everyday routines (VCARC120)
    1. asking and answering questions about information relating to self, peers, friends and family members, for example,

      أين ولدت؟ ماذا 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 الشوكولاتة كثيرا؛ أحب أبي وأمي جداً؛ أبي يعمل في المستشفى؛ أمي طبيبة؛ أخي يدرس في المدرسة؛ أختي في الجامعة؛ يوم السبت أذهب إلى بيت جدي؛ يوم الأحد اذهب إلى المطعم.

    2. sharing information about daily routines and favourite activities at home and school, for example,

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

    3. using common expressions and appropriate body language when responding to frequently used comments and questions, for example,

      يبدو أنك متعب؛ متى نمت البارحة؟ لماذا تأخرت هذا الصباح؟ كيف تأتي إلى المدرسة؟ هل عندك طعام للفرصة؟

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

      هل تحب أن تأتي إلى حفلة عيد ميلادي؟ سمير؛ أنا أدعوك إلى بيتي يوم السبت؛ تعال نلعب معاً.

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

  2. Participate in collaborative tasks and shared experiences that involve planning and simple transactional exchanges, such as playing games, role-playing dialogues, and preparing and presenting group work (VCARC121)
    1. asking and responding to questions in group activities such as number and memory games, for example,

      كم ورقة عندك؟ أي عدد إخترت؟ ما هي الأعداد التي تريدها؟ إخترت عدد ثمانية؛ عددي المفضل ستة؛ وصلت إلى الرقعة الثالثة؛ أنا في الخانة الأولى

    2. negotiating roles for shared tasks using simple expressions such as

      ماذا عن دور الأب؟ أنت لا تقدر ان تكتب كل القصة؛ أنا اكتب النصف وأنت تكتب النصف الآخر؛ أنا دوري المشتري وأنت دورك البائع؛ هل تحب أن تكون البائع؟

    3. participating in role-plays, such as buying goods from a shop, using props, for example, هل عندك حليب؟ , to engage in conversation
    4. preparing, rehearsing and presenting a group activity for class or school about a familiar situation or event, using expressions such as

      اليوم سوف نقدم لكم عرضاً عن عيد الأم؛ شكراً لاستماعكم؛ أنا كامل وهذه لينا وهذا محمود؛ نرجو أن تستمتعوا بالعرض

  3. Participate in everyday classroom activities, such as giving and following instructions, attracting the teacher’s attention and asking for repetition (VCARC122)
    1. giving and following classroom instructions, for example,

      أكتب التاريخ هنا؛ أرسم خطّاً على الورقة؛ أكتب العنوان فوق؛ إغلق الباب؛ إجلس في مكانك؛ توقّف عن الكلام؛ دورك؛ تكلم

    2. attracting attention and asking for help in classroom situations, for example, عندي فكرة رائعة!؛ ممكن أن أتكلم؟
    3. requesting repetition, for example,

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

    4. praising and encouraging peers, and using formulaic expressions and interjections, for example,

      ممتاز!؛ جيد جداَ؛ هذا عمل رائع!

Informing Elaborations
  1. Locate and classify information relating to familiar contexts, routines and interests from spoken, written and visual texts (VCARC123)
    1. 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

    2. 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

    3. 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.

    4. 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
    5. 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

    6. 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

  2. Present information relating to home, school, neighbourhood and leisure in a range of spoken, written and digital modes (VCARC124)
    1. reporting on information gathered from sources such as interviews, surveys and brochures, using drawings, posters and collages
    2. 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

    3. 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

    4. 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

Creating Elaborations
  1. Respond to imaginative texts, such as interactive stories and performances, identifying and describing characters, events, ideas and favourite elements (VCARC125)
    1. listening to, reading and viewing a range of print, digital and oral texts through shared and guided participation, and responding to questions about characters, ideas and events
    2. comparing an Arabic fable such as سندباد البحري؛ علاء الدين والمصباح السحري؛ على بابا والأربعون حرامي with an Aboriginal or Torres Strait Islander story and highlighting the similarities and differences in characters, events and the moral of the story
    3. discussing imaginative texts, using short statements to describe aspects such as characters, settings or events, and illustrating and captioning aspects of texts
    4. role-playing events in imaginative texts, using movement and actions to reinforce meaning and experimenting with voice and gestures to animate characters
  2. Create and perform short imaginative texts, such as dialogues or collaborative stories based on Arabic fables, using formulaic expressions and modelled language (VCARC126)
    1. creating simple imaginative texts such as comics, short stories or poems, using modelled language to express own ideas and imagined experiences
    2. collaborating with peers to create and present picture or digital books, short plays or animations based on favourite characters in Arabic fables, using familiar language and formulaic expressions such as

      هذا علي بابا؛ علي بابا هو البطل في قصة علي بابا والأربعين حرامي؛ علي بابا شاب ...؛ يحب علي بابا ...؛

    3. modifying texts such as songs, for example, by substituting words in a well-known Arabic song or rhyme
    4. creating and performing alternative versions or endings of familiar stories, using voice, rhythm and gestures to animate characters
Translating Elaborations
  1. Translate and interpret words, expressions and sentences in simple English and Arabic texts, noticing similarities and differences or non-equivalence (VCARC127)
    1. using a picture or digital dictionary to find the meanings of simple vocabulary used in class, and comparing English and Arabic versions
    2. 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

    3. translating short, simple texts from Arabic into English and vice versa, using cues to interpret meaning, such as layout, headings and familiar vocabulary
    4. identifying words that change meaning according to the context and Arabic-speaking region, for example, لبن/حليب؛ مبسوط
  2. Produce bilingual texts and resources, including digital and online resources such as digital picture dictionaries, posters and signs, for their class and school community (VCARC128)
    1. producing a parallel bilingual word list or digital picture dictionary by identifying known Arabic words or expressions and relating them to English equivalents, and vice versa, recognising that direct translation is not always possible
    2. composing captions for images in Arabic and English to create simple bilingual storybooks in print or digital formats
    3. creating texts in print, digital or online formats, such as descriptions in both Arabic and English on familiar topics, selecting from word lists vocabulary that best conveys the intended meaning in both languages
    4. creating simple action songs and raps which include alternative repetitive phrases in Arabic and English, to perform for the school community
Reflecting Elaborations
  1. Reflect on their experiences when interacting in English and Arabic, observing differences in language use and behaviours (VCARC129)
    1. 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
    2. 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…’
    3. 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

  2. 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 (VCARC130)
    1. 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
    2. 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
    3. 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
    4. 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

Understanding

Systems of language Elaborations
  1. Recognise and reproduce Arabic pronunciation and intonation patterns using vocalisation and features of individual syllable blocks, and understand that in Arabic script, most letters change appearance depending on their position (VCARU131)
    1. discriminating between simple vowels, for example, تَ؛ تِ؛ تُ , long vowels or the three vowel letters ا؛و؛ي , such as تا؛ تي؛ تو and consonant letters in a syllable block
    2. using basic punctuation in writing, including question marks (?), commas (,) and full stops (.) and semi-colons (؛)
    3. recognising that letters change form depending on their place in the word, for example,

      ك: كتب؛ يكتب؛ كتابك؛ ع: عين؛ معلم؛ م

    4. noticing that vocalisation such asَ؛ ِ؛ ُ may change the function of the word depending on where it is placed, for example, كَتَبَ؛ كُتُب؛ لَعِبَ؛ لُعَب
    5. experimenting with Arabic words and vowels to construct and deconstruct syllable blocks, for example, …كا/تب؛ سا/لم؛ فا/دي؛ كر/سي؛ غر/فة؛
    6. using basic pronunciation and intonation rules when speaking and reading aloud
    7. deducing from familiar sounds and contexts how to spell new words, for example, predicting how to spell هادي؛ وادي؛ شادي having learnt how to spell فادي
    8. comparing different forms of writing for the letter أ, for example, أ؛إ؛آ
  2. Understand and use key grammatical forms and structures, such as basic pronouns and possessive pronouns, singular/plural forms of regular nouns and adjectives, and prepositions (VCARU132)
    1. using subject–verb–object word order in simple sentences relating to home and school environment, recognising the use of the definite article and its impact on the meaning of the sentence, for example,

      أكمل وسام الدرس؛ أكمل وسام درساً؛ نظفت سماح الغرفة؛ نظفت سماح غرفةً

    2. understanding and applying singular nouns and regular plural noun endings in masculine and feminine forms, for example,

      معلم- معلمون؛ معلمة - معلمات

    3. using singular, second person and plural possessive pronouns to describe relationship or ownership, for example,

      هذا دفترك يا سمير؛ لينا هذه حقيبتك؛ أمي أليس هذا مفتاح سيارتك؟ أبي أين نظارتك؟ كتبهم؛ لعبكم؛ غرفنا

    4. using a range of adjectives in singular and plural form to describe appearance, feelings and personalities, for example,

      أختي طويلة وأخي قصير؛ عين أخي واسعة؛ أبي طويل القامة؛ امي نحيفة الجسم؛ أنا سعيد جداً؛ أختي حزينة لأنها أضاعت كتابها المفضل؛ أمي مرحة جداً وأبي ودود وضحوك

    5. using past tense verbs to recount events related to home and school contexts, for example,

      قدمت فرضي للمعلمة؛ تأخرت عن الدرس؛ نمت متأخراً؛ نسيت كتبي في البيت

    6. using imperative forms of simple verbs when giving others instructions, for example,

      كلُ طعامك؛ نظّف أسنانك؛ أُكتب الجملة؛ أفتحي كتابك؛ إمسكي القلم؛ إسألي أمك

    7. expressing negation in simple sentences, for example,

      لا أحب مادة العلوم

    8. using adverbs of place and time to expand on expressions, for example

      إستيقظت باكراً؛ وصلت إلى المدرسة متأخراً؛ شاهدت المباراة في الملعب؛ قرأت الكتاب في مكتبة المدرسة

    9. using a variety of prepositions to expand on spoken and written interactions, for example

      في وقت الفراغ؛ في العطلة؛ ذهبت من البيت إلى المدرسة؛ أثناء الغداء إتصلت بأمي

    10. understanding and using simple question words in interactions, for example

      متى أتيت إلى البيت؟ من أعد لك الفطور؟؛ ماذا احضرت للغداء؟ كيف أتيت إلى المدرسة؟

  3. Understand that familiar spoken and written Arabic texts, such as conversations and stories, have particular features and structures relating to different purposes and audiences (VCARU133)
    1. noticing differences between different types of texts in Arabic, for example, comparing a verbal recount of a well-known fable with the written text, or a text message with a phone call, an email with letter
    2. recognising how elements of texts in print, digital and online formats, such as title, layout, illustrations and size of script in a Big Book, combine to make meaning
    3. identifying and comparing the features of different types of texts, observing similar patterns and identifying differences, for example, the opening and signature in an email and a letter, a description in a story and a diary entry
    4. classifying a range of texts in print, digital and online formats, such as stories, digital greeting cards, recipes, advertisements (print and online versions) and posters, according to their purpose(s), for example, to entertain, to describe, to inform or to persuade, and recognising language features typically associated with particular texts, such as the use of imperatives in recipes and time markers in stories
Language variation and change Elaborations
  1. Understand that Arabic as a spoken language varies according to region and country and that meaning can be influenced by gestures, tone and purpose (VCARU134)
    1. 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
    2. 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
    3. 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
  2. Recognise that languages change over time and influence one another (VCARU135)
    1. identifying how Arabic has influenced other languages, for example, Indonesian (Kitab = كتاب, Kursi =كرسي) and Spanish (aceite = زيت), and the number system in English
    2. understanding that Arabic, like all languages, is constantly expanding in response to intercultural experiences to include new words and expressions, for example,

      دردشة على الإنترنت

    3. recognising that some Arabic words are derived from other languages, such as الفستق , which is borrowed from Greek to mean ‘pistachio’; or قز , which is borrowed from Persian to mean ‘raw silk’
    4. understanding that some languages are continuously evolving while others are endangered or being revived, for example, indigenous languages throughout the world, including Aboriginal languages and Torres Strait Islander languages in Australia
Role of language and culture Elaborations
  1. Compare and reflect on cultural practices relating to ways in which language is used in various Arabic-speaking communities and in the wider Australian context (VCARU136)
    1. examining aspects of Arabic culture in familiar contexts, for example, identifying language use such as كل عام وأنتم بخير؛ أهلاَ وسهلاَ؛ شرفتونا and behaviours such as eating sweets at different celebrations and occasions
    2. reflecting on and explaining to others the significance of some common Arabic cultural practices and events, such as offering visitors food and drink, and serving sweets during special occasions, or coffee in times of mourning
    3. comparing the cultural importance of music and traditional dance in different Arabic-speaking communities as expressions of identity and emotions, for example,

      الدبكة اللبنانية والجوبية العراقية؛ والرقص الصعيدي الفلكلوري

Levels 3 and 4 Achievement Standard

By the end of Level 4, students interact with the teacher and peers to share personal information about aspects of their lives, such as experiences, everyday routines and leisure activities, for example, عمري تسع سنوات؛ أنا مولود في أستراليا؛ أتيت إلى أستراليا وأنا صغير في الصباح أستيقظ باكراً؛ أنام في الساعة...؛ بعد المدرسة... في المساء... أذهب مع عائلتي إلى المتحف؛ البحر؛ الحديقة العامة؛ السوق؛ ألعب الرياضة بعد المدرسة؛ أحب كرة القدم؛ آخذ دروساً في الباليه. They use formulaic expressions when interacting, such as giving and following instructions, asking for repetition, planning shared activities and completing simple transactions, for example, من فضلك أريد المساعدة؛ أن أذهب إلى الحمام؟؛ هل أستطيع أن؛ من فضلك هل يمكن أن تعيد الكلمة؟ الجملة؟ ؛ . They use features of Arabic pronunciation and intonation when speaking and reading aloud. Students locate and classify information relating to familiar contexts and present it in modelled spoken, written and visual texts. They describe characters, events and ideas and express opinions about favourite elements in imaginative texts, and use formulaic expressions, for example, في يوم من الأيام؛ كان هناك , and modelled language to create...

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F–10 Sequence Levels 5 and 6

Levels 5 and 6 Description

Students’ pronunciation, intonation and phrasing are more confident, and they apply appropriate writing conventions, including spelling and punctuation, in a range of print, digital and multimodal texts. They use grammatical structures, such as verb conjugation, suffixes, linguistic elements such as conjunctions and a range of adjectives and adverbs to describe actions and events according...

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Levels 5 and 6 Content Descriptions

Communicating

Socialising Elaborations
  1. Socialise and maintain relationships with peers and the teacher by sharing information about their personal experiences and social activities (VCARC137)
    1. 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؟

    2. 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

    3. 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

    4. 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

  2. Collaborate in group tasks and organise shared experiences that involve making suggestions and decisions and engaging in transactions (VCARC138)
    1. 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

    2. 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؟

    3. 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

    4. creating displays, presentations or performances for family, friends or the school community to showcase their progress in learning Arabic
  3. Interact in classroom activities, such as creating and following shared rules and procedures, expressing opinions, and asking for and providing clarification (VCARC139)
    1. contributing to classroom activities by providing suggestions, such as for developing rules for a bilingual classroom, for example,

      إستمع للمعلمة؛ إحترم الجميع؛ إنتظر دورك؛ لا تأحذ شيئاً ليس لك؛ إذهب إلى الحمام في الفرصة؛ أكمل كل دروسك في الصف؛ لا تصرخ

      كن مؤدباً؛ لطيفاً؛ هادئاً؛ عادلاً؛ ودوداً؛ كوني هادئة؛ لطيفة؛ صادقة

    2. expressing opinions about procedures and experiences, for example,

      هذا الواجب صعب؛ الإمتحان طويل؛ ما عندي وقت؛ المعلمة لم تصحح إمتحان الإملاء بعد

    3. asking for and providing clarification, for example,

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

    4. giving advice and sharing ideas with peers about biliteracy development and learning strategies, for example,

      الأفضل أن نكبّر حجم العنوان؛ هذه الكتابة أفضل من الأخرى؛ أقترح أن نستعمل الألوان في الرسم

Informing Elaborations
  1. Listen to, view and read a range of texts to locate, classify and organise information relating to social and cultural worlds (VCARC140)
    1. identifying and classifying information in texts such as advertisements, conversations, brochures and announcements, and sharing the information with others in a different format, for example, presenting a chart of favourite television programs or computer games

      البرنامج التلفزيوني المفضل هو ...؛ أفضل برنامج ...؛ أحب برنامج ...؛ لعبتي الإلكترونية المفضلة هي ...؛ أفضل الألعاب الإلكترونية الحسابية

    2. reading texts and extracting key points relating to a range of topics, for example, social activities for young people in the local community, and discussing information with peers, using expressions such as

      الطقس هذه الأيام بارد جدّاً؛ الصيف هذا العام سيكون حارّاً؛ قلة الأمطار هذه السنة

      الشباب يحبون رياضة كمال الأجسام ويذهبون إلى االنادي الرياضي؛تحبّ البنات رقص الزومبا؛ هل تحبين الرقص أيضًا؟

    3. reading, viewing and listening to a variety of texts to collect and organise information about an Arabic cultural event or celebration, such as الأعياد الوطنية أو الدينية, in a digital display for the class or school community
    4. identifying and comparing perspectives on cultural aspects of lifestyles in different Arabic-speaking communities as represented in spoken and written texts, for example,

      الجريدة المحلية كتبت أنّ الأغاني الجديدة مملة؛ ولكن الجميع يحبها

  2. Convey ideas and information on topics of interest and aspects of culture in different formats for particular audiences (VCARC141)
    1. 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
    2. creating a performance or interactive display to inform younger children about the benefits of maintaining Arabic language
    3. 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
    4. 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

    5. 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

Creating Elaborations
  1. 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 (VCARC142)
    1. 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

    2. 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

    3. 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

    4. 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
  2. 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 (VCARC143)
    1. creating own imaginative texts based on characters, settings and events in familiar stories for own and others’ enjoyment and interest
    2. creating individual or collaborative poetry, such as an acrostic poem or rap, experimenting with rhyme and rhythm
    3. 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
    4. 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
Translating Elaborations
  1. Translate and interpret texts from Arabic into English and vice versa for peers, family and community, and identify words and expressions that may not readily correspond across the two languages (VCARC144)
    1. identifying words and expressions in Arabic and English that cannot be readily translated, clarifying meanings and explanations, for example, فزت فوزاً ساحقاً لعبت لعباً؛ جميلة كالقمر؛
    2. interpreting Arabic expressions in familiar texts such as greeting cards, menus and stories, and considering how these expressions reflect aspects of Arabic language and culture
    3. translating texts such as public signs, advertisements and food packaging from Arabic into English and vice versa, for example, ‘no parking’, ‘no dogs’, ‘no-smoking zone’, الوقوف ممنوع؛ الكلاب ممنوعة؛ التدخين ممنوع؛, to identify differences in elements of language structure and vocabulary use
    4. creating Arabic versions of school signs, notices and class rules, considering why some words and expressions require flexibility in translation, for example, ‘the oval’, ‘the office’, ‘the canteen’, ‘out of bounds’, ‘no hat, no play’

      الملعب؛ مكتب الإدارة؛ المقصف/دكان المدرسة؛ ممنوع اللعب في هذه المنطقة؛ اللعب غير مسموح بدون قبعة

  2. 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 (VCARC145)
    1. designing bilingual texts such as a poster for a class or school assembly performance, or a newsletter about a sports carnival or school event
    2. 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
    3. creating parallel lists of informal Arabic and English expressions for own use in everyday interactions with friends and family
    4. 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
Reflecting Elaborations
  1. Reflect on their experiences of interacting in Arabic- and English-speaking contexts, discussing adjustments made when moving between languages (VCARC146)
    1. explaining changes they make when moving between English- and Arabic-speaking contexts, for example, adjusting the way they communicate to adults and authority figures in Arabic by using لو سمحت؛ من فضلك؛ أرجوك, or how they use different introductions depending on the audience, such as using بالإذن يا أبي ؛ هذا سليم صديقي من المدرسة to introduce friends to their parents and عادل؛ تعال؛ هذا ماهر صديقنا الجديد to introduce friends to each other
    2. identifying changes they make when interacting in an Australian-English context, for example, using different forms of address, or different ways of showing politeness, and discussing why these adjustments are appropriate
    3. reflecting on instances when moving between Arabic- and English-speaking contexts has felt comfortable, awkward or difficult and explaining why this might be the case, for example, translating to parents what the teacher is saying, helping an elderly person who cannot speak English find the bus stop
    4. discussing the ways in which they communicate with Arabic speakers, for example, making appropriate eye contact, allowing for personal space, and respecting elderly people, parents and teachers, and making comparisons with the ways in which they communicate with English speakers
  2. Reflect on how own biography, including family origins, traditions and beliefs, impacts on identity and communication (VCARC147)
    1. discussing how their Arabic cultural heritage influences who they are, how they think about things and how they interact and behave in different contexts
    2. 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
    3. 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

    4. 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

Understanding

Systems of language Elaborations
  1. Understand patterns of intonation and pronunciation, including the way vowels soften and extend sounds, and apply appropriate conventions to their writing (VCARU148)
    1. understanding that vowel marks influence the way words are pronounced, for example,

      أكلتُ التفاحة؟ أكلتِ التفاحة؛ المدرسةُ واسعة/في المدرسةِ

    2. discriminating between the use of alif, waaw and yih as either consonants or long vowels in words, for example,

      سال الدم من يد سعاد/سأل الولد المعلمة

    3. applying pronunciation rules when speaking and reading aloud, for example,

      ؛ المدة والشدة؛ والتنوين ؛ والياء المقصورة والتاء المربوطة والطويلة مُ/عَ/لِّ/مة؛ تِ/ل/ميذ…

    4. recognising the different ways of pronouncing the long vowel ا, for example, ندا؛ ندى؛ لذا؛ لدى؛ متى؛ فتى, and writing the long vowel ء, for example, شيء؛ قراءة؛ مسؤول
    5. applying phonic knowledge to spell unfamiliar words, for example,

      جِئتُ؛ آكل؛ شيء

    6. applying accurate spelling in familiar words, phrases, sentences and texts
  2. Develop and apply understanding of verb conjugation, suffixes, basic conjunctions and a range of adjectives and adverbs to construct simple sentences (VCARU149)
    1. applying rules of past tense verb conjugation to describe past actions and events, for example,

      أنا أكلتُ؛ أنتَ شربتَ؛ أنتِ ذهبتِ؛ هو كتبَ‘؛ هي ركضَت؛ هم تأخروا

    2. producing complex sentences using present tense verb conjugation, for example,

      أمي تطبخ طعاماً لذيذاً؛ أبي يغسل السّيارة كل أسبوع؛ أساعد في تنظيف البيت دائماً؛ المعلمون يتكلمون كثيراً

    3. expressing negation in complex sentences, for example

      لا أريد أن ألعب هذه اللعبة؛ ليس عندي طعام مفضّل؛ لم؛ لن

    4. using the imperative form of verbs to address different people and groups, orally, such as in speeches and presentations, or in writing, such as in a group email, for example,

      تعالوا جميعاً نشارك في يوم تنظيف أستراليا؛ هيّا شاركوا معنا؛ قولوا للجميع؛ لا تتأخروا

      understanding gender and number agreement between nouns and adjectives, for example, كتاب واحد رخيص؛ ثلاثة كتب رخيصة؛ عشرة كتب غالية؛ طاولة واحدة ثقيلة؛ أربع طاولات قديمة ؛ تسع طاولات كبيرة using irregular adjectives to describe number, shape and colour, for example,

      فزت في المرتبة الأولى؛ أتيتُ الثاني في الإمتحان؛ حقيبتي حمراء؛ قميص أحمر؛ قلم أخضر؛ ممحاة خضراء؛ شكل مدوّر؛ مثلث؛ مربع؛ مستطيل

      describing a relationship using a possessive pronoun for singular and plural third person, for example

      سليم يحب ابي كثيراً؛ هناء تستمع إلى أمها دائماً

    5. using conjunctions (بينما) to make comparisons between people or actions, for example, كامل صديق ودود بينما مازن شخص غيّور؛ أمل تلعب التنس بينما علياء تسبح بمهارة, and to link ideas and sentences, for example, لكن؛ كذلك
    6. using adverbial phrases to expand on ideas and elaborate on information related to feelings, attitudes and abilities, for example

      أمي تتكلم بثقة كبيرة؛ المعلم يشرح الدرس بطريقة مفهومة؛ أخي يتكلم في الخطب بجرأة كبيرة

    7. understanding and applying rhetorical questioning techniques in oral and written interactions to provoke thought and response, for example, أليس كذلك؟؛ من منا لا يحب اللعب على الكومبيوتر؟
    8. building compound sentences to express opinions, preferences or reasons, for example

      الكاتب المفضل عندي هو... لأن قصصه مشوقة وفيها كثير من المفاجآت؛ قصص مسلية وتحتوي على الخيال

  3. Explore the structure and language features of spoken and written Arabic texts, such as news reports and conversations, recognising that language choices and the form of Arabic used depend on purpose, context and audience (VCARU150)
    1. identifying the purpose, context and audience of a range of familiar texts, for example, fairy tales, songs, poems, short plays and video clips
    2. listening to, reading and viewing different types of texts with a common topic and comparing features, for example, examining a print report, a television report and an internet announcement about an accident and discussing how the different features of each text combine to make similar meaning
    3. discussing key features, audience and purpose of different types of texts, for example, a shopping list serves as a reminder to self of items to be purchased, whereas a permission note seeks permission from another person to do or have something
    4. making connections between the degree of formality of a situation and the form of Arabic used, such as the use of colloquial Arabic in informal spoken texts and of Modern Standard Arabic in formal spoken situations and in written texts
    5. analysing how different types of texts create specific effects by using particular aspects of language, for example, superlative adjectives and imperative verb forms in advertisements designed to persuade customers
Language variation and change Elaborations
  1. 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 (VCARU151)
    1. 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
    2. 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؟

    3. 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
    4. 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
    5. recognising differences in language use between class presentations and everyday conversations
    6. 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
  2. Explore the origins of Arabic and how it has been influenced by and influences other languages (VCARU152)
    1. 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
    2. 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؛
    3. 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 ؛

    4. 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
    5. identifying languages that were derived from Arabic, for example, Maltese and Nubi
Role of language and culture Elaborations
  1. Explore how language use reflects particular value systems, attitudes and patterns of behaviour by comparing ways of communicating across cultures (VCARU153)
    1. describing own and others’ ways of communicating, and identifying aspects that reflect traditions, values and practices in Arabic-speaking communities
    2. exploring words or expressions commonly used in informal interactions in the Australian context, and interpreting or explaining them for young Arabic speakers, for example, ‘mate’ or ‘fair dinkum’
    3. noticing similarities and differences between own ways of communicating and interactions between young Arabic and English speakers in different contexts and situations, for example, expressions of politeness or turn-taking in conversations, and reflecting on the influence of culture on language use

Levels 5 and 6 Achievement Standard

By the end of Level 6, students use spoken and written Arabic to exchange personal information and describe people, places and ideas related to their personal experiences and social activities such as celebrations for example, أذهب مع عائلتي لزيارة جدي وجدتي في الأعياد؛ في العطلة الأسبوعية, sport (for example, أألعب رياضتي المفضلة مع أصدقائي بعد المدرسة في الحديقة العامة and other interests such as أشاهد أفلام الكارتون مع عائلتي في السينما؛ ألعب ألعاب إلكترونية. They make shared decisions, for example, أريد أن... , provide suggestions such as يمكن أن... , and complete transactions. When participating in classroom routines and activities, they follow shared rules and procedures, express opinions and ask for clarification, for example, حسنا؛ نعم ولكن؛ أعتقد أن...؛ ما معنى ... . Students use patterns of Arabic pronunciation and intonation when interacting. They locate, classify and organise information from a range of spoken, written and visual texts related to aspects of culture and lifestyle. They present ideas and information on topics of interest and aspects of culture in different formats for particular audiences. They respond to a range of imaginative texts by expressing...

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F–10 Sequence Levels 7 and 8

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 structures to convey relationships between people, places, events and ideas. They employ a variety...

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Levels 7 and 8 Content Descriptions

Communicating

Socialising Elaborations
  1. Initiate and sustain interactions with others by expressing and exchanging opinions on topics of interest, and maintain relationships through apologising, inviting or praising (VCARC154)
    1. 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!

    2. 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 ؟

    3. 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؟

    4. 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

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

      عفواً؛ تفضل؛ أنت بنت ذّكية

  2. Take action in collaborative tasks, activities and experiences that involve negotiation, making arrangements, problem-solving and shared transactions (VCARC155)
    1. 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

    2. 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

    3. 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.

    4. 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؟

  3. Engage in classroom interactions and exchanges, clarifying meaning, and describing and explaining actions and responses (VCARC156)
    1. exchanging ideas and suggestions with peers, for example,

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

    2. 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

    3. 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

    4. 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
Informing Elaborations
  1. Locate, interpret and compare information and ideas from a variety of texts relating to topics of interest such as leisure, entertainment and special occasions (VCARC157)
    1. identifying context, purpose and audience in a range of texts in print, online or digital formats, such as articles, reports and documentaries
    2. 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
    3. 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

    4. 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

  2. Present information to describe, compare and report on ideas and experiences in print, digital and multimodal formats selected to suit audience and purpose (VCARC158)
    1. 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

    2. presenting views on topics related to personal experiences in texts such as blogs, emails and speeches, for particular purposes and audiences
    3. 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
    4. 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

Creating Elaborations
  1. Compare ways in which people, places and experiences are represented in different imaginative texts, analysing ideas, themes and messages and contrasting them with own experiences (VCARC159)
    1. expressing personal opinions on ideas presented in various texts such as stories, films, songs or video clips, for example,

      الفيلم يشجع الشباب على الدراسة وهذا ممتاز؛ المقطع الغنائي جميل ومؤثر؛ الفيلم غير واقعي؛ يعرض الفيلم مشاكل الشباب مع الأهل؛ الأغنية جميلة فهي تعبر عن الصداقة

    2. stating and explaining personal preferences about characters, themes, ideas and events in texts, using expressions such as

      أفضل شخصية في الفيلم هي سميرة لأنها تعرف ما تريد؛ عادل شخصيته مؤثرة لأنها تمثل شخصية معظم الشباب العربي وتعرض مشاكلهم؛ أحداث القصة متسلسلة ومنطقية؛ الأب في المسلسل ليس مثاليّاً أبداً؛ الأم أيضا دورها تقليدي

    3. analysing how people, places and experiences are represented in a variety of imaginative texts, such as extracts from a play or scenes from a film, and comparing how key messages and beliefs are communicated
    4. expressing and exchanging opinions on typical features, language use and cultural elements in contemporary songs, films or video clips from the Arabic-speaking world, and comparing them with similar texts from the English-speaking world
  2. Create and present imaginative texts, including multimodal and digital texts, such as songs, poems, plays, stories or video clips, involving fictional characters, events and contexts, to entertain different audiences (VCARC160)
    1. creating cartoons, plays or short stories to share in class about an imagined experience in their own life or a dream for the future
    2. illustrating own imaginative stories in print, visual or digital formats, such as captioned photo stories
    3. composing and performing imaginative texts for the school community, through role-plays, raps and video clips, using expressive language and movement to illustrate meaning and to entertain
    4. creating modified versions of traditional Arabic stories and films, such as علاء الدين والمصباح السّحري, by introducing new characters or contexts or alternative endings
Translating Elaborations
  1. 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 (VCARC161)
    1. 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
    2. comparing own and others’ translations of the same text, commenting on differences and similarities between versions and considering possible reasons for these
    3. 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
    4. 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
  2. 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 (VCARC162)
    1. 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
    2. 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
    3. designing menus or programs for Arabic-themed events, with key items and information in Arabic and explanatory notes in English
    4. 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
Reflecting Elaborations
  1. Reflect on cultural differences between Arabic and English communicative styles, and discuss how and why they modify language for different cultural perspectives (VCARC163)
    1. discussing cultural cues in communication that suggest differences in traditions, ideas or values, for example,

      التّحية المتكرّرة مثلاً: كيف حالك وكيف العائلة؟ ؛ التّعابير الدينية مثل: إن شاء الله؛ إن شاء الرّب وعشنا

    2. reflecting on the influence of Arabic culture on their own communication style, for example, using gestures, words or expressions with particular cultural significance in Arabic, such as kissing your own right hand, then raising your eyes and your right hand to express thanks, and discussing whether they modify their communication style when interacting in English
    3. comparing choices of language and behaviours when communicating in Arabic and English, explaining the modifications they make and why, for example, when addressing older people with titles such as عم (عمّو)؛ خالة؛ (طنت)
    4. considering own and others’ responses and reactions in Arabic–English intercultural exchanges and discussing reasons for different interpretations of meaning, for example, an Arabic-speaking man stroking his moustache in connection with an oath or promise indicates sincerity, while raising the right hand when swearing an oath is used in the Australian context
  2. 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 (VCARC164)
    1. 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
    2. 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
    3. expressing to others how Arabic is part of their identity, reflecting on when, how and why they use Arabic
    4. 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 …’

Understanding

Systems of language Elaborations
  1. Understand and apply rules of intonation and pronunciation in spoken texts, and apply writing conventions with increased accuracy in written texts (VCARU165)
    1. understanding that Arabic sentences can be separated by commas and that a paragraph may only have one full stop at the end
    2. 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
    3. using the rhythms of the Arabic language, including intonation, tone and stress, to increase fluency and enhance expression
    4. applying spacing rules between words and using their knowledge of writing conventions to expand on ideas when writing short texts
    5. making choices in relation to the use of punctuation such as (؛) and adjusting the flow of ideas by enhancing text cohesion and expression
  2. 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 (VCARU166)
    1. 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

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

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

    3. using the conditional mood as a formulaic expression, for example,

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

    4. 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

    5. 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

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

      أوّلاً؛ ثانياً؛ ثالثاً؛ أخيراً

    7. 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؟

    8. 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

    9. 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

    10. 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

    11. expressing opinions and feelings using expressions such as

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

    12. 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

  3. Expand understanding of how the structure and language features of personal, informative and imaginative Arabic texts suit diverse audiences, contexts and purposes (VCARU167)
    1. applying knowledge of texts and their purpose, and predicting the meaning of unfamiliar words and phrases
    2. 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
    3. 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
    4. 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
    5. 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
Language variation and change Elaborations
  1. Explain how elements of communication and choice of language and register vary according to the cultural context and situation (VCARU168)
    1. understanding how particular gestures and body language used by various Arabic speakers, such as eye contact and the use of personal space, reflect feelings and attitudes towards other people and towards ideas
    2. recognising that different situations require different levels of politeness depending on the context and speaker, for example, a gift from parents to a teacher may be seen as a polite gesture in some Arabic cultures but as inappropriate in the Australian school context, while declaring an opposing opinion on a current issue may be acceptable in the Australian context but viewed as being disrespectful in some Arabic cultures
    3. identifying and reflecting on how emotions and attitudes, such as respect or embarrassment, and personal views are reflected in the choice of language in various social settings, such as public forums and school contexts
    4. identifying and comparing the features of language that distinguish the purpose for which it is used, for example

      فعل الأمر مع واو الجماعة في الخطبة: هيا شاركوا في المهرجان العربي الحافل؛ استخدام "يا ليت؛ يا ليتني" في التعقيب على الأحداث في مدونة شخصية

    5. comparing informal classroom discussions of a current event or issue with news and current-affairs programs, and analysing differences
  2. Explore and reflect on the impact of social, cultural and intercultural changes such as globalisation and new technologies on the use of Arabic in different contexts (VCARU169)
    1. investigating and describing the influence of globalisation and new technologies such as the internet on Arabic as a dynamic language
    2. exploring the power and function of Arabic regional dialects in digital and social media
    3. researching and reporting on the influence of Arabic language and culture in the local and broader Australian community, for example, the food industry (Lebanese restaurants and bakeries), the entertainment industry and the media (the Arab Film Festival, SBS Arabic radio and television, Arabic films) and education (Arabic bilingual schools)
    4. reflecting on changes in their own use of the Arabic language, identifying new terms and behaviours that they have adopted into their everyday language in response to changes in technology and social media
Role of language and culture Elaborations
  1. Understand and reflect on language choices made in everyday communication in order to express ideas and perspectives that relate to cultural elements (VCARU170)
    1. identifying and discussing how values or attitudes are differently reflected in Arabic and English, for example, attitudes to being on time reflected in language such as لا تستعجل؛ لن تهرب الحفلة؛ لا تهتم يوجد وقت كثير , and social interactions such as expressing thanks or appreciation more or less directly, or attitudes to making an apology
    2. considering how differences between ways of using language reflect cultural influences, for example,

      العبارات التي تقال في المناسبات: ألف مبروك؛ عقبى للمئة عام؛ بالأفراح والمسرّات؛ زواج مبارك

    3. examining how and why language and cultural practices are interconnected, for example, by identifying religious origins or connotations associated with places such as

      كربلاء؛ مكة الكرمة؛ أورشليم المقدسة؛ ديرالزور

Levels 7 and 8 Achievement Standard

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 . They use language conventions, such as الترقيم/الوقف والإملاء والقواعد ال التعريف؛ الفواصل والنقط في نهاية الجمل, vocabulary and sentence structures to apologise (for example, أنا آسف؛ أعتذر عن..., invite (for example, أدعوك لحفل عيد ميلادي...؛ أرجو أن تحضر ..., and offer praise, for example, رأيي أن ...؛ أعتقد أن... . They clarify meaning, explain actions and responses, and complete transactions by negotiating, making arrangements and solving problems, for example, ماذا لو أكملنا البحث مع؟؛ هل تريد أن أساعدك؟ , سوف أتصل بك بعد المدرسة؛ أراك غدا صباحا؛ سوف أرسل البحث بالإيميل . They apply pronunciation and rhythm patterns in spoken Arabic to a range of sentence types. They locate, interpret and compare information and ideas on topics of interest from a range of written, spoken and multimodal texts, and convey information and ideas in a range of formats selected to suit audience and...

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F–10 Sequence Levels 9 and 10

Levels 9 and 10 Description

Students apply appropriate pronunciation, rhythm, stress and tone and a variety of language features and complex sentence structures to enhance their spoken and written communication. They apply complex grammatical structures, such as indirect object pronouns and passive voice, to express their ideas objectively in texts such as articles and speeches, for example, لا تهتم لقد دُفعت فاتورة الطعام...

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Levels 9 and 10 Content Descriptions

Communicating

Socialising Elaborations
  1. Initiate, sustain and extend interactions with others through seeking and giving advice, and discussing future plans, aspirations, relationships and social issues (VCARC171)
    1. sustaining interactions by asking for and providing specific information and elaborating on ideas, for example,

      ماذا تعني بهذا؟؛ قلت بأنك تحب السفر؛ إلى أين تريد أن تسافر؟؛ ما معنى...؟

    2. extending on others’ responses by providing suggestions and giving advice, for example,

      بما انك تحب الرياضة؛ أنصحك بالسّباحة لأنّها مفيدة جداً؛ لماذا لا تقرأ هذا الكتاب؟ جرّب هذا القلم الجديد. ضع الصورة هنا؛ هذا مكان مناسب لها

    3. sharing ideas and making suggestions relating to own and others’ experiences and aspirations, for example,

      أنا أيضاً مثلك أحب السّباحة؛ أمي أيضاً لا تسمح لي بالّلعب على الحاسوب أيام الأسبوع؛ إن أردت سأرسل لك رسالة إلكترونية فيها كل المعلومات؛ أتمنّى أن ألتحق بفريق التّنس؛ أتمنّى أن أتعلّم الموسيقى

    4. participating in discussions, via online and virtual forums, relating to relationships and social issues such as youth employment, smoking and poverty, using reasoning and justification, for example,

      لا يستطيع الشّباب العمل بدوام جزئي لأنّ واجبات المدرسة كثيرة؛ التّدخين مضر بالصّحة فهو يسبّب الكثير من الأمراض الخطيرة؛ يزداد الفقر في المجتمع ويجب على الجميع أن يحاربه

  2. Negotiate actions and contribute ideas, opinions and suggestions in interactions related to shared tasks, transactions and problem-solving, managing different views and perspectives (VCARC172)
    1. 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

    2. 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

    3. organising an event such as a youth meeting through social media to raise awareness of environmental or ethical issues
    4. 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

  3. Engage in language learning tasks and experiences, discussing and justifying ideas and opinions (VCARC173)
    1. expressing and justifying own opinion in class discussions and debates, for example,

      أتفق معك جداً؛ أوافقك الرأي؛ أنا أحترم رأيك كثيراً

      لا أتفق معك في رأيك. لا أوافقك الرأي

    2. eliciting, reflecting on and responding to others’ opinions, for example,

      ما رأيك في هذه الجملة؟ هل تتفق معي؟ هل توافقني على كلامي؟ وأنت يا سعيد؛ ماذا تعتقد؟ سميرة؛ ما رأيك في الموضوع؟

      كلامك صحيح مئة بالمئة؛ أنت على حق في قولك هذا صحيح!

      أعتقد أنّ كلامك ليس صحيحاً؛ أنت لست دقيقاً في كلامك؛ مع إحترامي لشخصك؛ أرى أنّ كلامك ليس منطقيّاً. آسفة رأيك غير مقنع

    3. making connections between ideas and consequences, and cause and effect, for example,

      وصلت إلى المدرسة متأخّراً لأنّ سيارة أمي تعطلت في الطريق؛ لم أكمل الدرس أمس لأنّ بيتنا كان مليئاً بالزّوار؛ لم أكمل واجب العلوم لأنّني لم أفهم السّؤال

      إنّ سبب صعوبة الإمتحان هي الأسئلة الأخيرة؛ المعلمة لم تشرح الدرس جيداً؛ ؛ عاقبني الأستاذ في الفرصة لأنّني تأخّرت عن الصف ؛ اتّصلت المعلمة بأمي لأنني أتكلم كثيراً في الصف ولا أستمع لشرحها

    4. praising, complimenting and encouraging peers when discussing ideas, for example,

      ممتاز! رائع! فكرة هائلة! واصل مجهودك. هذه فكرة عبقريّة! أنت ذكيّ جداً! فكرتك مذهلة

Informing Elaborations
  1. 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 (VCARC174)
    1. 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

    2. 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

    3. 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 ...

    4. 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

  2. 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 (VCARC175)
    1. 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
    2. 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
    3. 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

    4. 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
Creating Elaborations
  1. Explore a range of imaginative texts, analysing themes, values and techniques, and discussing how aspects of language and culture help create particular effects (VCARC176)
    1. 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
    2. 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
    3. analysing and evaluating the lyrics of contemporary Arabic songs, identifying themes, messages and cultural aspects expressed through language
    4. 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
  2. Create and present imaginative texts to express ideas, attitudes and values through characters, events and settings for a range of audiences, contexts and purposes (VCARC177)
    1. 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
    2. 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
    3. 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

    4. 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

Translating Elaborations
  1. 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 (VCARC178)
    1. 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 ...

    2. 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؛

    3. 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

    4. analysing existing translations of texts, such as subtitled short films, making comparisons with own translations and reflecting on why versions may vary
  2. Create bilingual texts that reflect aspects of culture for Arabic- speaking and English-speaking audiences in the school and wider community, for example, pamphlets, travel brochures or road directories (VCARC179)
    1. considering how to maintain the integrity of original texts when translating into Arabic or English, for example, explaining culture-specific concepts relating to Arabic-speaking communities, such as التّحيات والسّلامات والسؤال عن الأهل والأقارب , or to the Australian context, such as ‘the bush’ or ‘the outback’, and representing original ideas and meanings bilingually
    2. producing bilingual texts, such as video clips with subtitles, explaining cultural practices in Australia for Arabic-speaking viewers, for example, bushwalking, Anzac Day commemorations
    3. producing digital and online texts in both Arabic and English, such as brochures and leaflets, for different contexts, purposes and audiences, such as Arabic-speaking students studying in Australia, Arabic-speaking tourists, or Australian schools hosting Arabic-speaking visitors, and reflecting on the process of working in both languages
    4. creating captions or commentaries in Arabic and English to accompany texts such as song lyrics, video clips, film extracts or parts of a television program, exchanging and comparing bilingual texts with peers using online forums and discussing the best ways of achieving consistency in meaning
Reflecting Elaborations
  1. 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 (VCARC180)
    1. considering how being bilingual offers additional ways of interpreting the world and representing experience
    2. 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
    3. 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
    4. 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
  2. Reflect on own cultural identity and how it is both shaped by and influences ways of communicating, thinking and behaving (VCARC181)
    1. 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
    2. 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
    3. 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
    4. comparing and contrasting an Arabic and an Australian experience, such as الإحتفالات العائلية
    5. considering how their own and others’ identity may shift according to the place and time

Understanding

Systems of language Elaborations
  1. Understand how rules of Arabic pronunciation, including patterns of stress and rules of pause, and writing conventions enhance meaning and aesthetic effect (VCARU182)
    1. 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
    2. understanding that sentences can contain one or more verbs and can be joined with و or other cohesive devices
    3. 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
    4. 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
    5. reflecting on the role of pronunciation, rhythm, word stress and intonation in effective communication, and applying this knowledge to own interactions
    6. using knowledge of Arabic pronunciation and spelling rules when engaging with authentic spoken and written texts
    7. evaluating own spelling and pronunciation in relation to their understanding and expression
  2. 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 (VCARU183)
    1. 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
    2. 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

    3. 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؟

    4. 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

    5. 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

    6. 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

    7. using إلاّ to express exceptions, for example, جميع أصدقائي يلعبون رياضة ما خلال الأسبوع إلّا أنا
    8. 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

    9. 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

    10. 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
    11. 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

    12. 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

    13. 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!

  3. 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 (VCARU184)
    1. 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
    2. analysing a range of expository texts such as news reports and feature articles, identifying language features and any elements of bias or objectivity
    3. 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
    4. identifying and discussing the use of diacritics in texts for decorative purposes such as book titles, letter heads and nameplates
    5. 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
Language variation and change Elaborations
  1. Analyse and explain how variations in Arabic language use relate to roles, relationships and the context of interactions, and consider how and why these would differ from interactions in English or other languages represented in the classroom (VCARU185)
    1. investigating the nature and use of the Arabic language in different contexts of interaction, for example, by asking Arabic-speaking students in Australia when, with whom and for what purpose they use Arabic or English, and reflecting on similarities and differences in interactions in both languages
    2. reflecting on how various Arabic speakers’ views on social or cultural roles and relationships are reflected in texts such as traditional sayings, idioms, proverbs, poetry and song lyrics
    3. comparing a variety of texts relating to interactions in different Arabic-speaking regions, and analysing how aspects of the language used in varying social contexts reflect certain values and world views
  2. Reflect on the dynamic nature of language, relating it to constantly changing environments and cultural conditions such as contact with other languages and cultures and changing circumstances in local and global contexts (VCARU186)
    1. recognising that language changes over time, for example, by viewing classical and contemporary Arabic films and comparing how certain ideas and concepts are differently represented through the language used
    2. examining how English is influencing and modifying Arabic language use in particular settings, for example, in the entertainment industry, such as in films and television programs; in online contexts; and in language used to express global concepts such as الدّيمقراطيّة؛ الّليبراليّة
    3. considering how moving between Modern Standard Arabic and regional dialects reflects personal, social and political histories and changing contexts
Role of language and culture Elaborations
  1. Explore how language both shapes and reflects thoughts and world views and encourages action and reaction, and is shaped by community and individual cultural experiences (VCARU187)
    1. recognising the importance of learning and maintaining Arabic and other languages in order to access the cultural understanding, values, beliefs and mindsets of others
    2. reflecting on personal encounters with cultural practices that have impacted on own ways of thinking and reacting and have helped to shape their attitudes to and views of the world around them, and discussing ways to increase intercultural understanding
    3. discussing and reflecting on how language use, such as persuasive, motivational or emotive language in texts, and in different forms of media, such as the internet, impacts on social behaviour, actions and reactions

Levels 9 and 10 Achievement Standard

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..., describe relationships for example, عندي أصدقاء كثر؛ علاقتي بعائلتي وطيدة؛ أحب معلمتي كثيرا لأنها حنونة, discuss aspirations for example, أريد أن أعمل في مكدونالدز في العطلة؛ أريد أن اصبح طبيبا؛ أحلم أن أكون رائد فضاء and future plans (for example, في المستقبل؛ أريد أن أسافر إلى أوروبا؛ عندما أكبر؛ أريد أن أدخل الجامعة, compare experiences for example, بيتي القديم كان أجمل من بيتي الحالي , and justify opinions for example, لأن...؛ بسبب... ) on social issues of interest to them. They listen to different views and perspectives when interacting with others, and take action, solve problems and contribute ideas, opinions and suggestions. They apply pronunciation rules and rhythm to complex sentences to enhance spoken interactions. They analyse, interpret and evaluate information on topical issues of interest to young people, making connections with their own experiences and considering...

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7–10 Sequence Levels 7 and 8

Levels 7 and 8 Description

Students understand and use features of the Arabic sound and writing systems, and make connections between spoken and written texts. They use appropriate pronunciation and intonation when communicating and interacting in a range of contexts, and apply spelling rules when writing in Arabic script. They explore Arabic syntax and linguistic structures and begin to use metalanguage by identifying...

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Levels 7 and 8 Content Descriptions

Communicating

Socialising Elaborations
  1. 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 (VCARC001)
    1. 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

    2. 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

    3. 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

    4. 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

    5. 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

    6. 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

  2. Participate in collaborative planning, decision making and shared transactions, using different modes of communication (VCARC002)
    1. making decisions about roles, using simple expressions such as

      ماذا عن دور الأب؟ أنت لا تقدر ان تكتب كل القصة؛ أنا اكتب النصف الأول وأنت النصف الآخر؛ ليكن دوري المشتري وأنت دورك البائع؛ هل تحب أن تكون البائع؟

    2. planning, rehearsing and presenting a group activity for class or school relating to a familiar situation or event such as Mother’s Day, using expressions such as

      اليوم سوف نقدم لكم عرضاً عن عيد الأم؛ شكراً لاستماعكم؛ أنا كامل وهذه لينا وهذا محمود؛ نرجو أن تستمتعوا بالعرض.

    3. making collaborative decisions and arrangements using expressions of counting, sequencing and organising ideas, for example,

      أولاً نختار أفراد الفريق؛ ثانيا نوزع الأدوار؛ ثالثاً نعرض الأفكار؛ أخيراً نقوم بدورنا

      في البداية أنا سوف أجمع الصور؛ وأنت تبحث عن المعلومات في الإنترنت وفي النهاية سنجمعها

    4. participating in transactions by asking for and providing information such as price, and requesting goods and services, for example,

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

      أحتاج مساعدة من فضلك؛ هل تستطيع أن تساعدني؟ أبحث عن خوذة لقيادة الدراجة أين أجدها؟ هل عندكم الفيلم الكارتوني الجديد؟

  3. 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 (VCARC003)
    1. 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...؟

    2. 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

    3. 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

    4. 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

Informing Elaborations
  1. 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 (VCARC004)
    1. 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
    2. identifying letters, words and phrases in written Arabic, for example, titles, labels and captions
    3. 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
    4. 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

    5. 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

    6. 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

    7. 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

    8. gathering information about other peers’ activities through conducting interviews about weekend activities and selecting specific information to use in a short report
  2. Convey and present ideas and information obtained from different sources relating to home, school, leisure and interests (VCARC005)
    1. 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

    2. 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

    3. 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

    4. 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

    5. creating a class book, visual/digital display or collection related to a school excursion or camp
    6. 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

Creating Elaborations
  1. Participate in imaginative experience by listening to, viewing and reading texts, such as songs, cartoons, folk tales and other stories, and sharing opinions, ideas and responses relating to characters, settings and events (VCARC006)
    1. participating in shared reading of imaginative texts, sharing opinions and responding to questions
    2. responding to imaginative texts such as stories, rhymes and songs through play-acting, or using illustrations, captions and movement, or miming favourite characters
    3. listening to, reading and viewing a range of texts in print, digital and oral formats, and participating in guided discussion, for example, by responding to questions about characters, ideas and events
    4. discussing imaginative texts and making short statements about aspects such as characters, settings or events
    5. listening to and viewing imaginative texts such as folk tales and fables and sharing opinions or feelings about them using expressions such as

      أحبّ قصة علاء الدين لأنها مسلية؛ قصة علاء الدين مملّة لأنها قديمة

    6. describing characters, events or contexts in different types of imaginative texts such as films and cartoons, and listing words or expressions associated with a character’s personality and explaining how they can relate to them, for example,

      أنا أحبّ دور الولد في الفيلم لأنّه شقيّ مثلي؛ البنت غيورة جداً؛ الأب في الفيلم حنون مثل أبي

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

      البنت في القصة أفضل من أخيها لأنها صادقة ولا تكذب؛ عادل صديق مخلص أكثر من سمير

  2. Create and adapt texts with imaginary scenarios, characters and events, using modelled language and different modes of presentation (VCARC007)
    1. 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,

      استيقظ سامر صباحاً؛ غسل وجهه؛ بعدها ذهب إلى...؛ في طريقه شاهد ... في النهاية عاد إلى ...

    2. creating and presenting own story in digital form based on imaginary scenarios, using familiar contexts and modelled language, for example,

      في يوم من الأيام؛ كان هناك...؛ كان يوجد مرة...

    3. producing and presenting picture/digital books or short plays or animations that use familiar Arabic words and expressions
    4. creating and performing alternative versions or endings of known stories, using voice, rhythm and gestures to animate characters
    5. creating and performing alternative versions of known songs or raps by creating new lyrics and using new voices to convey mood
    6. composing, performing or filming texts for own and others’ enjoyment and interest, for example, a description of an imaginary character or animal, a commercial for a new product, a short film, or a poster advertising an event
Translating Elaborations
  1. Translate and interpret short spoken and written texts, such as dialogues, speeches, labels, signs and messages, from Arabic into English and vice versa, using contextual cues and textual features, and recognising aspects that are similar or different in each language (VCARC008)
    1. demonstrating and explaining hand gestures and facial expressions that can be used without language to convey meaning
    2. using a picture or digital dictionary to find the meanings of words and expressions used in class, comparing English and Arabic versions of each word
    3. comparing Arabic expressions used in everyday interactions such as greetings with equivalent English expressions, identifying differences and similarities that reflect cultural associations or nuances, for example,

      مرحبا؛ كيف حالك؟ السلام عليكم؛ سلام ونعمة؛ صباح الخير؛ صباح النور

    4. interpreting Arabic expressions in dialogues and speeches and discussing how these expressions reflect aspects of Arabic language and culture, for example,

      لا؛ حقاً؟ يا إلهي! كلامك عجيب! لا لا قل لي الحقيقة؛ صدقني يا سامي!؛ مع السلامة؛ الله معك؛ الرب معك

    5. translating texts such as labels, public signs and messages from Arabic into English and vice versa to identify differences in elements of language structure and vocabulary use, for example, ‘no parking’, ‘no dogs’, ‘no-smoking zone’, ‘insert card’
    6. creating Arabic versions of school signs, notices, timetables and class rules, and considering why some words and expressions require flexibility in translation, for example, ‘the oval’, ‘the office’, ‘the canteen’, ‘out of bounds’, ‘no hat, no play’
  2. 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 (VCARC009)
    1. creating a digital bilingual dictionary for classroom use
    2. 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

    3. creating captions in Arabic and in English for a display of a class event or experience such as a sports day or school concert
    4. 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
    5. designing bilingual texts such as posters or signs for class or school assembly performances, a sports carnival, displays or events
    6. 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’
    7. composing bilingual texts such as a board game or an instruction manual for a game
Reflecting Elaborations
  1. Reflect on personal responses and reactions during interactions in Arabic, recognising how interaction involves culture as well as language (VCARC010)
    1. 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
    2. 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
    3. 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...

    4. 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
    5. 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
  2. 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 (VCARC011)
    1. 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
    2. 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

    3. 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
    4. comparing cultural and intercultural experiences and language capabilities with peers, and exchanging views on the benefits of being bilingual

Understanding

Systems of language Elaborations
  1. Understand features of the Arabic sound system, including intonation and pronunciation, and how these are represented in written form, and apply writing conventions to form letters, words and texts (VCARU012)
    1. exploring the Arabic alphabet and script, noticing that sounds differ in both systems, for example, خ؛ ح؛ ط؛ ظ؛ ع؛ غ؛ ص؛ ض؛ ق, and that letters are joined in different ways to make words, for example,

      باب؛خال ؛ حال ؛ هذا؛ هي؛

    2. discriminating between simple vowels, for example, تَ؛ تِ؛ تُ , long vowels such as تا؛ تي؛ تو, and consonant letters in a syllable block
    3. recognising that letters change form depending on their place in the word, for example,

      ح: حصان؛ محب؛ سامح؛ ي: يد؛ لين؛ سامي

    4. inferring from familiar sounds and contexts how to spell new words, for example, predicting how to spell هادي؛ وادي؛ شادي having learnt how to spell فادي
    5. noticing that vocalisation such asَ؛ ِ؛ ُ may change the function of the word depending on where it is placed, for example, كَتَبَ؛ كُتُب؛ لَعِبَ؛ لُعَب
    6. comparing the different ways to write the letter (أ), for example, ى؛ ؤ؛ئ أ, أ؛إ؛آ
    7. pronouncing words following basic pronunciation rules
    8. recognising the different ways of sounding the long vowel (ا), for example, ندا؛ ندى؛ لذا؛ لدى؛ متى؛ فتى, and writing the ء, for example, شيء؛ قراءة؛ مسؤول recognising variations in forms of spoken Arabic associated with particular regions, such as the pronunciation of رِز and سِكر in the Levant compared with سُكر and رُز in other Arabic-speaking regions
  2. Understand and use aspects of key grammatical forms and structures in spoken and written texts, such as articles, nouns, adjectives, personal pronouns, verbs and verb tenses, conjunctions, adverbs, statements, negation and questions, and use vocabulary that relates to familiar environments and activities (VCARU013)
    1. learning frequently used words related to the home and school environment, for example,

      بيت؛ عائلة؛ أب؛ أم؛ إخوة؛ معلمة؛ مدرسة؛ حصّة؛ صف؛ كتاب؛ دراسة؛ فرصة؛ وقت فراغ؛ ايام الأسبوع

    2. understanding the effect of word order in phrases and sentences, for example,

      الجملة الفعلية: كتب الولد القصة؛ جاءت البنت إلى المدرسة؛ يعمل أبي في المطار

    3. recognising the different parts of speech and categorising words into groups, for example, الاسم؛ الفعل ؛ الصّفة؛ الحرف
    4. recognising definite and indefinite articles with nouns and knowing that nouns have a gender, for example, تلميذ/التلميذ؛ مُعلّمة العلوم؛ المعلمة
    5. understanding that adjectives have a gender and that they follow the noun and its gender, for example, الأب حنون؛ الأم جميلة؛ الكرسي كبير؛ الطاولة صغيرة
    6. describing aspects of own daily activities, using simple present tense verbs, for example, أستيقظ في الصباح؛ اتناول الفطور؛ أستقلّ الباص؛ أدخل الصف؛ أكمل الواجب؛ ألبس ثيابي
    7. understanding and using simple verbs to express likes and dislikes, for example, أحب طعام أمي؛ لا أحب الأكل السريع؛ أحب الرياضة ولا أحب الرسم
    8. using demonstrative pronouns to identify people, objects or animals, for example, هذا كتاب؛ هذه مسطرة
    9. using singular possessive pronouns, for example, بيتي؛ سريري؛ معلمتي؛ غرفتكَ؛ كتابكِ؛ حقيبتها؛ دفتره
    10. using singular personal pronouns, both masculine and feminine, with appropriate simple present tense verbs to describe aspects of home or school life, for example, تحبّ أمي العمل؛ هي نشيطة؛ يحب أبي الطبخ؛ هو ماهر
    11. understanding and responding to basic familiar instructions using imperatives, for example, إفتح الباب؛ أجلس في مكانك؛ لا تتكلم دون إذن؛ نظّف غرفتك؛ اكمل عملك
    12. exploring the use of simple conjunctions such as و؛ أو؛ أيضا؛ كذلك
    13. using adverbs of place and time to expand expression, for example,

      باكراً؛ صباحاً؛ بعيداً ؛ قريباً؛ شرقاً؛ غرباً

    14. understanding and using singular nouns and regular plural noun endings in masculine and feminine forms, for example, معلم/معلمون؛ معلمة/معلمات؛
    15. expressing negation in simple sentences, for example, لا أحب السفر؛ ليس لدي إخوة
    16. using a range of adjectives in singular form to describe appearance, feelings and personalities, for example,

      أمي طويلة وأبي وسيم؛ صديقي سعيد ومعلمتي حزينة؛ أخي ظريف وأختي مزعجة

    17. using past tense verbs to recount events related to home and school contexts, for example,

      قدمت فرضي للمعلمة؛ تأخرت عن الدرس؛ نمت متأخرا؛ نسيت كتبي في البيت

    18. understanding and using simple question words in their interactions with peers, for example,

      متى أتيت إلى البيت؟ من أعدّ لك الفطور؟ ماذا احضرتِ للغداء؟ كيف أتيت إلى المدرسة؟

    19. developing knowledge of cardinal and ordinal numbers to describe time and date, for example, (آذار) الساعة الواحدة ظهراً؛ اليوم السادس من إبريل (نيسان)/اليوم أربعة مارس
    20. applying rules of present tense verb conjugation when speaking to peers and the teacher, for example,

      أنتَ تدرس كثيرا؛ أنتِ تلعبين مع غيري؛ أنتم تلاميذ مجتهدون

    21. building metalanguage to describe grammatical concepts and develop learning resources, for example, verb charts, vocabulary lists, and groups of pronouns, adverbs or adjectives
  3. Identify the structure and textual features of a range of personal, informative and imaginative texts, and recognise how these contribute to meaning (VCARU014)
    1. understanding that texts in Arabic can be short or long, spoken, written, digital, visual or multimodal, for example, labels, stories, signs, songs and captions
    2. 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
    3. recognising how elements of texts such as the title, layout and the size of the script all combine to make meaning
    4. 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
    5. identifying the purpose, context and audience of a range of familiar texts, for example, songs, poems, short plays and video clips
    6. 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
    7. 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
    8. 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
Language variation and change Elaborations
  1. Understand that spoken and written Arabic varies according to regions and countries, and according to context, situations and relationships (VCARU015)
    1. recognising that forms of address and greetings may vary according to the time of day, gender, a person’s background and the social status of the participants, for example,

      مرحبا؛ أهلاً؛ صباح الخير/ مساء الخير؛ سلام ونعمة؛ السلام عليكم ورحمة الله وبركاته؛ سلام الرب معك

      سيد أمين؛ الآنسة هالة؛ ؛ الأستاذ فارس

    2. recognising that informal forms of address are commonly used and are accepted as the norm in various Arabic-speaking communities, for example,

      عم جوزيف؛ عمة سناء؛ خالة عبير؛ ست صباح؛ عم سليم

    3. identifying how they communicate with their family and friends and with people less close to them, noticing differences in word choice and language use and communicative behaviour
    4. explaining how their spoken language at home may differ from the language spoken in class, and recognising similarities and differences between various dialects represented within the classroom
    5. understanding that the Arabic language has a standard form called Al Fusha, اللغة العربية الفصحى , which is mainly used in writing, and a range of oral dialects that differ greatly from region to region, for example, regional dialects from Lebanon, Palestine, Morrocco, Iraq, Egypt
    6. understanding how gestures and tone are used to change the meaning of speech, and how the purpose of interactions, such as to command or invite, would change the emphasis on words being used, for example,

      زينب؛ تعالي! تعالي يا زينب. ضع الكتاب على الطاولة؛ الكتاب؛ ضعه على الطاولة الآن!

  2. Understand that the Arabic language has changed and continues to change through interaction with other languages and cultures (VCARU016)
    1. recognising that Arabic has borrowed many words from English, for example,إنترنت؛ كومبيوتر؛ تلفاز؛ , and English has borrowed words from Arabic, such as ‘admiral’, ‘alcohol’, ‘algebra’, ‘coffee’, ‘genie’, ‘hazard’ and ‘sultan’
    2. recognising that Arabic as a language has experienced many changes over time and that classical Arabic is only used in ancient literature and religious texts
    3. understanding that Arabic, like all languages, is constantly expanding to include new words and expressions through interaction with other languages and cultures, for example,التواصل الإجتماعي؛ دردشة على الإنترنت؛
    4. 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
    5. recognising that many words in Arabic are borrowed from indigenous languages of the Arabic-speaking world such as Aramaic, for example, أب؛ رأس؛ دم؛ أخ؛ أخت؛ شمس؛ لسان؛ أنا؛ أنت؛ هو؛ نحن؛ كلب؛ بيت؛ سمع؛ كتاب , and that many colloquial words, for example,بوظة؛ دولاب؛ دولمة؛ بسطرمة؛ , are borrowed from regional languages such as Persian and Turkish
Role of language and culture Elaborations
  1. Explore how language use reflects one’s thoughts, perceptions and culture, recognising that language and culture are interrelated systems for meaning-making (VCARU017)
    1. 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
    2. 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
    3. 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
    4. 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

    5. 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

    6. 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’

Levels 7 and 8 Achievement Standard

By the end of Level 8, students use written and spoken Arabic to exchange information about their personal worlds and to express feelings, likes and dislikes. They use formulaic language for a range of classroom functions and processes, such as asking and responding to questions, following instructions, requesting repetition and asking for permission and assistance, for example, متى أكملت البحث؟؛ من ساعدك في إكمال الواجب المدرسي؟؛ هل يمكن أن تعيد السؤال؟؛ لو سمحت؛ ممكن أن أستخدم الهاتف؟؛ من فضلك ممكن أن تساعدني في حمل صندوق الكتب؟. Students use rehearsed and some spontaneous language to engage in planning, transacting, making arrangements and negotiating. They apply features of pronunciation and rhythm in spoken Arabic to a range of sentence types. They locate, classify and sequence key points of information from a range of sources and communicate information and ideas related to home, school, leisure and interests using different modes of presentation. They share their responses to different imaginative texts by expressing feelings and ideas about the ways in which characters, settings and events are represented. Students use modelled language to create imaginative texts or...

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7–10 Sequence Levels 9 and 10

Levels 9 and 10 Description

Students use appropriate pronunciation, rhythm and intonation in communication and interaction, and apply accurate spelling and punctuation in a range of written texts. They gain greater control of grammatical elements, such as word order, a range of tenses, conditional and subjunctive moods, embedded clauses, imperative forms, and vocative case, to elaborate on ideas and information relating...

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Levels 9 and 10 Content Descriptions

Communicating

Socialising Elaborations
  1. Initiate and sustain interactions to develop relationships with peers and adults, exchanging ideas, opinions and feelings, comparing experiences and discussing future plans (VCARC018)
    1. initiating and sustaining conversations on topics of interest by using expressions such as

      هل تحب المأكولات العربية؟ ما هي أكلتك المفضلة؟ أنا أيضا أحب الوجبات السريعة؛ هل تريد أن تأتي معي إلى الحديقة بعد المدرسة؟

      أمي طباخة ماهرة. تعال إلى بيتنا يوم السبت. هل تحب الذهاب معنا إلى المنتزه/الحديقة؟

      أنا آسف؛ أمي لا تسمح لي. أعتذر ليس لدي وقت؛ سوف أسأل أبي. نعم؛ طبعاً؛ سوف أتصل بأمي أولاً.

      هل شاهدت مباراة كرة القدم أمس؟ برأيك من سيفوز بالكأس؟ من هو لاعبك المفضل؟ هل نزلت اللعبة الإلكترونيّة إلى الأسواق؟ إنها لعبة ممتعة. هل أكملت واجب المدرسة؟ أحتاج إلى مساعدة؛ إن الواجب صعب

    2. 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 احب بيتنا كثيراً؛ أريد ركوب الدّراجة ولكن ليس عندي خوذة. ما رأيك بلعبة كرة القدم؟ أنا أحب القراءة كثيراً؛ وأنت؟

    3. expressing wishes and feelings, and describing personal plans for school holidays or weekend, for example,

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

    4. elaborating on others’ responses by providing suggestions and giving advice, for example,

      بما أنك تحب الرّياضة، أنصحك بالسباحة لأنها مفيدة جداً؛ لماذا لا تقرأ هذا الكتاب؟ جرّب هذا القلم الجديد. ضع الصورة هنا؛ هذا مكان مناسب لها

    5. comparing own and others’ experiences and future aspirations by sharing ideas and making suggestions, for example,

      أنا أيضاً مثلك أحب السباحة؛ أمي أيضاً لا تسمح لي باللعب على الحاسوب أيام الأسبوع؛ إذا أردت سأرسل لك رسالة إلكترونية فيها كل شيء؛ أتمنى أن ألتحق بفريق التنس؛ أتمنى أن أتعلم الموسيقى

  2. Participate in collaborative projects, providing ideas and suggestions, negotiating and justifying options, solving problems and completing transactions (VCARC019)
    1. expressing preferences for plans, comparing and contrasting alternatives using

      أفضل من...؛ الأفضل...؛ الأحسن...

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

    2. making suggestions, such as when arranging a day out or a birthday party, for example,

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

    3. responding to invitations by accepting or declining and providing explanations, for example,

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

    4. collaborating with peers to organise class displays and events, such as an Arabic music day, and agreeing or disagreeing with suggestions, for example, فكرة رائعة؛ أنت عبقري
    5. completing tasks involving authentic or simulated transactions, such as asking for, giving and following directions to real locations, for example,

      كيف أذهب إلى محطة القطار؟ أين البنك؟ أرجوك أرشدني إلى المكتبة

    6. discussing problems, such as a disagreement with parents, sibling or classmate over having to share a room or computer, or a complaint about unsatisfactory goods or services, and suggesting solutions
  3. Contribute to structured discussions and tasks by asking and responding to questions, clarifying understanding, elaborating on opinions and expressing agreement or disagreement (VCARC020)
    1. initiating and sustaining discussions by inviting peers to make suggestions, clarifying meaning and giving examples, expressing agreement or disagreement, and praising, complimenting and encouraging others and their ideas, for example,

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

      أقصد أن كل واحد منا يكتب صفحة؛ قصدي؛ أنا وهناء نبحث عن الصور؛ وعادل ووفاء وسمر يكتبون المقاطع

      مثلا؛ مثل؛ على سبيل المثال

      أتفق معك جدا؛ اتفق على ما تقول؛ أنا أحترم رأيك كثيراً

      لا أتفق معك إطلاقاً؛ لا أتفق معك في رأيك. أنا لا أوافقك الرأي

      ممتاز! رائع! فكرة رائعة! واصل مجهودك. أنت ذكي جداً!

    2. expressing own opinions, and eliciting and reflecting on the opinions of others, for example,

      لو كان لدينا وقتاً أطول؛ لوضعنا موسيقى في البحث؛ كان الإمتحان صعباً وطويلاً؛ أصبحت القراءة سهلة

      ما رأايك في هذه الجملة؟ هل تتفق معي؟ هل توافقني على كلامي؟ وأنت يا سعيد؛ ماذا تعتقد؟ سميرة؛ ما رأيك في الموضوع؟

      كلامك صحيح مئة بالمئة؛ أنت على حق؛ كلامك ليس صحيحاً؛ آسفة لا أتفق معك

    3. explaining actions and responses, for example,

      وضعت الصورة هنا لأنها صغيرة ومناسبة؛ تأخرت في الصباح كثيراً؛ أنا متعب اليوم لأنني نمت الساعة العاشرة ليلاً. إن ساعدتني في البحث، سنحصل على درجة عالية

    4. giving reasons and making connections between ideas and consequences, for example,

      وصلت إلى المدرسة متأخراً لأنّ سيارة أمّي تعطّلت في الطريق؛ لم أكمل الدرس بالأمس لأنّ بيتنا كان مليئاً بالزوار؛ لم أكمل واجب العلوم لأنّني لم أفهم السؤال

      عاقبني الأستاذ في الفرصة لأنّني تأخرت عن الصف؛ اتّصلت المعلمة بأمي لأنّني أتكلم كثيراً في الصف

Informing Elaborations
  1. Extract, organise and evaluate information and ideas from a range of texts, analysing meaning, gist and purpose (VCARC021)
    1. identifying the context, purpose and target audience of texts such as advertisements, messages and announcements
    2. 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
    3. 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

    4. 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

    5. 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؟

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

      الجريدة المحلية كتبت أن الأغاني العصرية تافهة ؛ ولكن الجميع يحبها

  2. Convey ideas and viewpoints from a range of perspectives to various audiences in familiar contexts using different modes of presentation (VCARC022)
    1. 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

    2. 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
    3. 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
    4. 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

    5. 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
    6. 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
    7. 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

Creating Elaborations
  1. 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 (VCARC023)
    1. 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

    2. 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

    3. 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
    4. 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
    5. identifying emotional aspects of texts and analysing elements of language that convey emotions and values
    6. reading texts such as biographies and critically reflecting on others’ experiences and relating them to their own
    7. analysing and evaluating lyrics of contemporary Arabic songs, identifying themes, messages and cultural aspects
    8. 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
  2. Create imaginative texts in multimodal forms, including digital, that draw on past experiences or future possibilities, experimenting with different techniques (VCARC024)
    1. creating imaginative texts in multimodal forms that include illustrations, such as cartoons or captioned photo stories
    2. composing and performing or filming imaginative texts such as role-plays, raps and video clips, using expressive language and movement
    3. creating alternative versions of traditional Arabic stories and films by introducing new characters and contexts and alternative endings
    4. expressing imagined experiences in a range of texts such as poems and video clips that relate to significant celebrations or events in both Australia and the Arabic-speaking world, for example,

      عيد الأم؛ عيد الأنزاك؛ العيد الوطني الأسترالي ؛ الأعياد الدينية مثل عيد الميلاد وعيد القيامة وعيد الفطر وعيد الأضحى

Translating Elaborations
  1. Translate and interpret texts from Arabic into English and vice versa, compare own translations and interpretations with others’ and discuss reasons for differences (VCARC025)
    1. translating existing texts and experimenting with unfamiliar words or expressions, reflecting on challenges associated with transferring meaning from one language to another
    2. comparing one another’s translations of the same text, commenting on differences and similarities between versions and considering possible reasons for these
    3. 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
    4. 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
    5. 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
    6. 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
    7. analysing existing translations of texts, such as film subtitles, comparing them with own translation, and reflecting on why translations may vary
  2. Create bilingual texts for the wider community, such as notices, promotional material, instructions or announcements, interpreting cultural and linguistic aspects (VCARC026)
    1. 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
    2. 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
    3. designing menus or programs for Arabic-themed events, with key items/information in Arabic and explanatory notes in English
    4. 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
    5. 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
    6. 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
Reflecting Elaborations
  1. Reflect on how conventions of speech and Arabic cultural concepts can influence own communication style when using both English and Arabic (VCARC027)
    1. 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
    2. 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
    3. 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
    4. 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
    5. 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
  2. Reflect on own sense of identity as an Arabic and English speaker, recognising how own cultural assumptions, practices and values influence ways of communicating, and considering reactions and how they adjust behaviours and language in own interactions (VCARC028)
    1. discussing how being bilingual allows them to present ‘self’ to others in particular ways, for example, as being Lebanese, Jordanian, Iraqi, Arab Australian, or Australian from a Syrian background
    2. 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
    3. noticing how they communicate with one another, their teachers and families, noticing how they see themselves differently in different contexts, for example, as Arabic-speaking person, less traditional than parents
    4. 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

Understanding

Systems of language Elaborations
  1. Understand rules of pronunciation and intonation and writing conventions, and apply these to own constructions to enhance meaning and aesthetic effect (VCARU029)
    1. distinguishing the pronunciation of (الشدة) and (التنوين )
    2. using the rhythms of the Arabic language, including intonation, tone and stress, to increase fluency and enhance expression
    3. recognising that certain letters in Arabic appear in different variations, for example, ت؛ ة
    4. applying spacing rules between words and using their knowledge of writing conventions to expand on ideas in written texts
    5. making choices in relation to the use of punctuation such as ( ؛) and adjusting the flow of ideas, increasing text cohesion and enhancing expression
    6. recognising the need for pauses or changes of tone in complex sentences with embedded clauses
    7. 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
    8. 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!
    9. 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
  2. Expand spoken and written expression by extending grammatical knowledge of Arabic, including features such as conditional and subjunctive moods, embedded clauses, imperative, future tense and vocative case, and acquisition of vocabulary and expressions that are culturally embedded (VCARU030)
    1. using سوف in addition to the present tense to express future plans, for example, سوف أذهب إلى الجامعة؛ سوف أسافر مع أهلي؛ سوف أشتري سيارة؛ سوف أعمل في مطعم
    2. using the conditional mood as a formulaic expression, for example,

      لو: لو نجحت، سوف يشتري لي أبي محمولاً جديداً

    3. understanding and using the conjunctions لكن to compare people and actions, expanding on their expression, for example, خالي غني لكن عمّي فقير؛

      أخي يلعب كثيرا لكن أختي تدرس دائم

    4. using interrogative pronouns and expressions such as لماذا؛ لمَ؟ هل؟ to ask questions and make requests, for example,

      لماذا أحضرت الكرة معك إلى الصف؟ هل تقدر أن تعطيني القلم؟ لمَ تحب الموسيقى؟

    5. 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

    6. using expressions to indicate preference and compare, for example,

      هذا أقل من هذا؛ الكتاب أخف من الكرسي؛ العلوم أفضل من الرياضة

    7. creating compound and complex sentences by using embedded clauses such asالكتاب المفضل لدي (والذي أحبه كثيرا) هو ...
    8. understanding that Arabic uses the dual form of nouns, verbs and adjectives, in both masculine and feminine forms, for example,

      هذان كتابان جديدان؛ هاتان صديقتان وفيتان

    9. understanding and applying indirect object pronouns and passive voice to express ideas objectively in texts such as articles and speeches, for example, أُنهيت المباراة سريعاً ؛ دُق الجرس متأخراً
    10. using cohesive devices to sequence ideas, for example, في البداية؛ بعد ذلك؛ أخيراً
    11. extending use of negative forms, for example, لن أتصل بك؛ لم أتأخر عن الدرس؛ ليس عندي وقت
    12. using إلا to express exceptions, for example, أحب كل المواد إلا الرياضيات
    13. describing people and objects using comparatives and superlatives, for example, رسمك جميل؛ رسم سامي أجمل من رسمي؛ رسم عدنان الأجمل
    14. using elements of exaggeration and emphasis, for example,

      للمرة المليون أكرر هذه العبارة

    15. using a range of irregular adjectives to describe number, shape and colour, for example, قميص أحمر؛ حقيبة حمراء؛ قلم أخضر؛ ممحاة خضراء؛ شكل مدور؛ مثلث؛ مربع؛ مستطيل
    16. using singular and plural third person possessive pronouns to indicate relationships, for example, أصدقاؤهم كتابه؛ قلمها؛
    17. using adverbial phrases to expand on ideas and provide further information related to feelings, attitudes and abilities, for example, متأخراً؛ باكراً؛ دائماً؛ مسرعاً
    18. 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
    19. using imperative verb forms to persuade, encourage, and give advice, for example,

      لنذهب إلى المعلم ونسأله؛ هيا حاول مرة ثانية؛ ممتاز! أحسنت؛ تكلم مع سامر

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

      ربما نذهب إلى السينما يوم السبت ؛ قد أسافر في العطلة

  3. Analyse different texts in a variety of forms, including digital, , considering the relationship between audience, purpose and context, and the use of textual conventions, features and cohesive devices (VCARU031)
    1. applying knowledge of particular types of texts and their purpose to identify the gist and predict the meaning of unfamiliar vocabulary and phrases encountered in texts
    2. analysing different samples of a particular type of text, such as online diary entries, to analyse ideas and reflections through the language features used, for example,

      ضمير المتكلم: أشعر بسعادة كبيرة؛ هذا عملي وأنا مسؤول عنه

      التعبير عن التعجب والدهشة: يا إلهي!؛ مستحيل! يا للكارثة!

      الصور البلاغية: كنت كالفراشة أطير من فرحتي؛ كلامه كالخنجر في صدري

    3. exploring a range of imaginative texts to compare the use of language features such as imagery and exaggeration, and discussing how these are used to convey meaning to and entertain the audience
    4. examining a variety of informative texts, such as reports and articles, identifying how the structure and features of each text reflect the intended purpose and how the choice of vocabulary reflects ideas and perspectives
    5. experimenting with language appropriate to particular types of texts, for example, descriptive language in documentaries, reflective language in blogs, diary or journal entries, and persuasive language in advertisements and speeches
    6. analysing a range of expository texts, such as feature articles, identifying possible elements of bias and objectivity
    7. discussing and evaluating how language is used to express ideas and justify opinions on topical issues of interest to teenagers in debates or on a talk show
    8. identifying and discussing the level of formality in spoken and written texts, considering what these texts reveal about social relationships and processes, for example, reflections of status, authority, concepts of respect and politeness
Language variation and change Elaborations
  1. 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 (VCARU032)
    1. 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
    2. noticing that variation in language use often reflects the mood, feelings, attitudes or relationships of the people involved
    3. 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
    4. 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
    5. 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
    6. comparing a variety of texts from different Arabic-speaking regions and analysing how aspects of the language used reflect particular values and world views
  2. Explore and reflect on how the Arabic language influences and is influenced by cultural, political and social change (VCARU033)
    1. investigating and explaining the influence of globalisation and new technologies such as the internet on Arabic as a dynamic language, and the power and function of regional dialects in both digital and social media
    2. researching and reporting on the influence of Arabic language and culture in the local and broader Australian community, for example, the food industry (Lebanese restaurants and bakeries), the entertainment industry and the media (the Arab Film Festival, SBS Arabic radio and television, Arabic films) and education (Arabic bilingual schools)
    3. reflecting on changes in their own use of the Arabic language, identifying new terms and behaviours that they have adopted into their everyday language in response to changes in technology and social media
    4. discussing how language changes over time, for example, by viewing classical Arabic and contemporary films and comparing how certain messages and concepts are represented through language
    5. examining how English is influencing and modifying Arabic language use in particular settings, for example, language used in the entertainment industry, such as in films and television programs, or language used to express global concepts, such as الليبرالية
Role of language and culture Elaborations
  1. Understand the symbolic nature and influence of language in local and global contexts and how the use of language determines the nature of intercultural communication (VCARU034)
    1. identifying and discussing how values or attitudes are differently reflected in Arabic and English, for example, attitudes to being on time reflected in language such as لا تستعجل؛ لن تهرب الحفلة؛ لا تهتم يوجد وقت كثير , and social interactions such as expressing thanks or appreciation more or less directly, or attitudes to making an apology
    2. recognising that language and cultural practices are interconnected, for example, by identifying religious origins or connotations associated with places such as كربلاء؛ مكة الكرمة؛ أورشليم المقدسة؛ ديرالزور , or by identifying ways in which the residual influences of traditional lifestyles are preserved in language reflecting the sustainable use of resources
    3. identifying similarities and differences between own ways of communicating and interactions between young Arabic speakers in different contexts and situations, for example, the expression of politeness or turn-taking in conversations
    4. reflecting on personal encounters with cultural practices that have helped shape their attitudes towards and views of the world around them
    5. discussing and reflecting on how language use such as persuasive, motivational and emotive language, can effect changes in social attitudes and mobilise actions and reactions
    6. exploring a range of Arabic and English idioms and proverbs and analysing the cultural values and perspectives they reflect, for example,

      الجار قبل الدار؛ من جدّ وجد ومن زرع حصد؛ الوقت من ذهب؛ في التأني السلامة وفي العجلة الندامة

Levels 9 and 10 Achievement Standard

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 to questions, requesting clarification (for example, هل تعني....؟ ما قصدك؟), elaborating on opinions, and expressing agreement or disagreement, for example, على أتفق؟ لا أتفق؛ أعترض. In classroom interactions, they share ideas and suggestions, negotiate options, solve problems and complete transactions. They apply pronunciation and intonation rules to convey emotions and enhance expression. They obtain information from multiple sources on a range of issues and analyse and evaluate meaning, gist and purpose. They convey ideas and viewpoints from a range of perspectives using different text types and modes of presentation selected to suit different audiences and to achieve different purposes. They share their responses to different imaginative texts by expressing opinions on themes, events and values and explaining key ideas and messages. They manipulate language and use different techniques...

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