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• VCARC009

  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

  Elaborations

  • creating a digital bilingual dictionary for classroom use
  • 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

  • creating captions in Arabic and in English for a display of a class event or experience such as a sports day or school concert
  • 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
  • designing bilingual texts such as posters or signs for class or school assembly performances, a sports carnival, displays or events
  • 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’
  • composing bilingual texts such as a board game or an instruction manual for a game

  VCARC009 | Languages | Arabic | 7–10 Sequence | Levels 7 and 8 | Communicating | Translating

• VCARC121

  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

  Elaborations

  • 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

  • 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؟

  • participating in role-plays, such as buying goods from a shop, using props, for example, هل عندك حليب؟ , to engage in conversation
  • 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

  VCARC121 | Languages | Arabic | F–10 Sequence | Levels 3 and 4 | Communicating | Socialising

• VCARC104

  Engage in guided group activities and transactions such as playing games, role-playing, singing and dancing, and communicate ideas, using movement, gestures and pictures to support meaning

  Elaborations

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

    شكراً؛ شكراً جزيلاً

  • following instructions such as ضع يدك على رأسك؛ أغمض عينيك؛ أنظر إلي؛ إرفع يدك for a variety of language games
  • providing simple information about familiar objects and people, using pictures and crafts to support communication, for example,

    طاولة صغيرة؛ قلم رصاص؛ تلميذ شاطر؛ معلم جيد؛ شجرة كبيرة؛ بيت واسع؛ بنت جميلة؛ أمي طيبة؛ أبي حنون

  VCARC104 | Languages | Arabic | F–10 Sequence | Foundation to Level 2 | Communicating | Socialising

• VCARC145

  Produce bilingual texts and resources such as displays, instructions and newsletters for own learning and for the school community, identifying cultural terms in either language to assist meaning

  Elaborations

  • designing bilingual texts such as a poster for a class or school assembly performance, or a newsletter about a sports carnival or school event
  • using bilingual dictionaries and electronic translating tools to create bilingual texts such as captions, menus and timetables, comparing own version with peers’ and identifying differences in translation
  • creating parallel lists of informal Arabic and English expressions for own use in everyday interactions with friends and family
  • creating bilingual texts, such as songs, a board game, a web page for recipes or an instruction manual for a game, identifying and labelling culture-specific terms to support understanding

  VCARC145 | Languages | Arabic | F–10 Sequence | Levels 5 and 6 | Communicating | Translating

• VCARC026

  Create bilingual texts for the wider community, such as notices, promotional material, instructions or announcements, interpreting cultural and linguistic aspects

  Elaborations

  • 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
  • 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
  • designing menus or programs for Arabic-themed events, with key items/information in Arabic and explanatory notes in English
  • 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
  • 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
  • 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

  VCARC026 | Languages | Arabic | 7–10 Sequence | Levels 9 and 10 | Communicating | Translating

• VCARC126

  Create and perform short imaginative texts, such as dialogues or collaborative stories based on Arabic fables, using formulaic expressions and modelled language

  Elaborations

  • creating simple imaginative texts such as comics, short stories or poems, using modelled language to express own ideas and imagined experiences
  • 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 ...؛

  • modifying texts such as songs, for example, by substituting words in a well-known Arabic song or rhyme
  • creating and performing alternative versions or endings of familiar stories, using voice, rhythm and gestures to animate characters

  VCARC126 | Languages | Arabic | F–10 Sequence | Levels 3 and 4 | Communicating | Creating

• VCARC139

  Interact in classroom activities, such as creating and following shared rules and procedures, expressing opinions, and asking for and providing clarification

  Elaborations

  • 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

  • expressing opinions about procedures and experiences, for example,

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

  • 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

  • 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

  VCARC139 | Languages | Arabic | F–10 Sequence | Levels 5 and 6 | Communicating | Socialising

• VCARC177

  Create and present imaginative texts to express ideas, attitudes and values through characters, events and settings for a range of audiences, contexts and purposes

  Elaborations

  • 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
  • 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
  • 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

  • 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

  VCARC177 | Languages | Arabic | F–10 Sequence | Levels 9 and 10 | Communicating | Creating

• VCARC007

  Create and adapt texts with imaginary scenarios, characters and events, using modelled language and different modes of presentation

  Elaborations

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

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

  • 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...

  • producing and presenting picture/digital books or short plays or animations that use familiar Arabic words and expressions
  • creating and performing alternative versions or endings of known stories, using voice, rhythm and gestures to animate characters
  • creating and performing alternative versions of known songs or raps by creating new lyrics and using new voices to convey mood
  • 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

  VCARC007 | Languages | Arabic | 7–10 Sequence | Levels 7 and 8 | Communicating | Creating

• VCARC111

  Create simple print or digital bilingual texts in Arabic and English, such as word lists, labels and captions, for their class, school and family

  Elaborations

  • creating a bilingual picture dictionary for classroom use
  • 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

  • creating a bilingual personal profile containing information relating to self, family and friends
  • labelling photos in both Arabic and English for a display of a class event or experience such as a sports day or school concert

  VCARC111 | Languages | Arabic | F–10 Sequence | Foundation to Level 2 | Communicating | Translating

• VCARC024

  Create imaginative texts in multimodal forms, including digital, that draw on past experiences or future possibilities, experimenting with different techniques

  Elaborations

  • creating imaginative texts in multimodal forms that include illustrations, such as cartoons or captioned photo stories
  • composing and performing or filming imaginative texts such as role-plays, raps and video clips, using expressive language and movement
  • creating alternative versions of traditional Arabic stories and films by introducing new characters and contexts and alternative endings
  • 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

  VCARC024 | Languages | Arabic | 7–10 Sequence | Levels 9 and 10 | Communicating | Creating

• Arabic - F–10 Sequence: 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...

  Level description | Languages | Arabic | F–10 Sequence

• VCARC176

  Explore a range of imaginative texts, analysing themes, values and techniques, and discussing how aspects of language and culture help create particular effects

  Elaborations

  • listening to, reading and viewing a range of imaginative texts, including digital, online or multimodal texts, such as short stories, films and poetry, identifying technical aspects and analysing elements of language that convey emotions and values
  • reading texts such as poems and short stories, analysing the main messages the author wishes to convey and discussing the values presented in the texts and connecting them to their own experiences
  • analysing and evaluating the lyrics of contemporary Arabic songs, identifying themes, messages and cultural aspects expressed through language
  • discussing how texts such as short films or video clips portray social issues such as relationships, wealth and poverty and cultural change, and values such as honesty and equality

  VCARC176 | Languages | Arabic | F–10 Sequence | Levels 9 and 10 | Communicating | Creating

• VCARC109

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

  Elaborations

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

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

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

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

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

• VCARC143

  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

  Elaborations

  • creating own imaginative texts based on characters, settings and events in familiar stories for own and others’ enjoyment and interest
  • creating individual or collaborative poetry, such as an acrostic poem or rap, experimenting with rhyme and rhythm
  • 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
  • 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

  VCARC143 | Languages | Arabic | F–10 Sequence | Levels 5 and 6 | Communicating | Creating

• VCARC179

  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

  Elaborations

  • 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
  • producing bilingual texts, such as video clips with subtitles, explaining cultural practices in Australia for Arabic-speaking viewers, for example, bushwalking, Anzac Day commemorations
  • 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
  • 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

  VCARC179 | Languages | Arabic | F–10 Sequence | Levels 9 and 10 | Communicating | Translating

• VCARC160

  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

  Elaborations

  • creating cartoons, plays or short stories to share in class about an imagined experience in their own life or a dream for the future
  • illustrating own imaginative stories in print, visual or digital formats, such as captioned photo stories
  • 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
  • creating modified versions of traditional Arabic stories and films, such as علاء الدين والمصباح السّحري, by introducing new characters or contexts or alternative endings

  VCARC160 | Languages | Arabic | F–10 Sequence | Levels 7 and 8 | Communicating | Creating

• VCARC162

  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

  Elaborations

  • 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
  • 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
  • designing menus or programs for Arabic-themed events, with key items and information in Arabic and explanatory notes in English
  • 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

  VCARC162 | Languages | Arabic | F–10 Sequence | Levels 7 and 8 | Communicating | Translating

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

  By the end of Level 10, students use written and spoken Arabic to initiate, sustain and extend formal and informal interactions with the teacher, peers and others in a range of settings. They use language spontaneously to respond to others, seek and give advice for example, كيف أستطيع أن ...؛ أعتقد أ...

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

• Languages | Arabic: Structure

  Sequences of learning

  The Arabic curriculum recognises that there are different entry points into language learning across F–10, which reflects current language teaching practice.

  There are two possible learning sequences:

  • F–10 sequence for students who begin to learn the language...

  Overview material | Arabic