The Arabic curriculum recognises that there are different entry points into language learning across F–10, which reflects current language teaching practice.
There are two possible learning sequences:
The content descriptions of the Languages curriculum F–10 are organised through two interrelated strands. The two strands are Communicating and Understanding. Each strand contains several sub-strands.
| Strand | Communicating | Understanding |
|---|---|---|
| Using language for communicative purposes in interpreting, creating and exchanging meaning. | Analysing and understanding language and culture as resources for interpreting and shaping meaning in intercultural exchange. | |
| Sub-strands | Socialising Interacting orally and in writing to exchange ideas, opinions, experiences, thoughts and feelings, and participating in planning, negotiating, deciding and taking action. | Systems of language Understanding language as a system that includes sound, writing, grammatical and textual conventions. |
| Informing Obtaining, processing, interpreting and conveying information through a range of oral, written and multimodal texts, developing and applying knowledge. | Language variation and change Understanding how languages vary in use (register, style, standard and non-standard varieties) and change over time and place. | |
| Creating Engaging with imaginative experience by participating in, responding to and creating a range of texts, such as stories, songs, drama and music. | The role of language and culture Analysing and understanding the role of language and culture in the exchange of meaning. | |
| Translating Moving between languages and cultures orally and in writing, recognising different interpretations and explaining these to others. | ||
| Reflecting Participating in intercultural exchange, questioning reactions and assumptions, and considering how interaction shapes communication and identity. |
In Arabic, students progress along a curriculum continuum. The learning sequence undertaken by students will determine the number and progression of achievement standards:
