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• VCARC144

  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

  Elaborations

  • 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؛
  • 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
  • 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
  • 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

  VCARC144 | Languages | Arabic | F–10 Sequence | Levels 5 and 6 | Communicating | Translating

• VCARC008

  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

  Elaborations

  • demonstrating and explaining hand gestures and facial expressions that can be used without language to convey meaning
  • 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
  • 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

  • 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

  • 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’
  • 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’

  VCARC008 | Languages | Arabic | 7–10 Sequence | Levels 7 and 8 | Communicating | Translating

• VCARC120

  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

  Elaborations

  • 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.

  • 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.

  • 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؟

  • 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.

  VCARC120 | Languages | Arabic | F–10 Sequence | Levels 3 and 4 | Communicating | Socialising

• 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

• VCARC002

  Participate in collaborative planning, decision making and shared transactions, using different modes of communication

  Elaborations

  • 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؟

  • 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.

  • 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

  • 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؟

  VCARC002 | Languages | Arabic | 7–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• 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

• 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

• VCARC125

  Respond to imaginative texts, such as interactive stories and performances, identifying and describing characters, events, ideas and favourite elements

  Elaborations

  • 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
  • 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
  • discussing imaginative texts, using short statements to describe aspects such as characters, settings or events, and illustrating and captioning aspects of texts
  • role-playing events in imaginative texts, using movement and actions to reinforce meaning and experimenting with voice and gestures to animate characters

  VCARC125 | Languages | Arabic | F–10 Sequence | Levels 3 and 4 | Communicating | Creating

• VCARC163

  Reflect on cultural differences between Arabic and English communicative styles, and discuss how and why they modify language for different cultural perspectives

  Elaborations

  • 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

  • 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
  • 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)
  • 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

  VCARC163 | Languages | Arabic | F–10 Sequence | Levels 7 and 8 | Communicating | Reflecting

• VCARC108

  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

  Elaborations

  • 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

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

    أفضل الدب لأنه لطيف؛ أفضل السمكة الذهبية الجميلة

  VCARC108 | Languages | Arabic | F–10 Sequence | Foundation to Level 2 | Communicating | Creating

• 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

• VCARC022

  Convey ideas and viewpoints from a range of perspectives to various audiences in familiar contexts using different modes of presentation

  Elaborations

  • 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

  • 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
  • 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
  • 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

  • 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
  • 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
  • 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

  VCARC022 | Languages | Arabic | 7–10 Sequence | Levels 9 and 10 | Communicating | Informing

• 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

• VCARC181

  Reflect on own cultural identity and how it is both shaped by and influences ways of communicating, thinking and behaving

  Elaborations

  • 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
  • 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
  • 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
  • comparing and contrasting an Arabic and an Australian experience, such as الإحتفالات العائلية
  • considering how their own and others’ identity may shift according to the place and time

  VCARC181 | Languages | Arabic | F–10 Sequence | Levels 9 and 10 | Communicating | Reflecting

• 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

• VCARC123

  Locate and classify information relating to familiar contexts, routines and interests from spoken, written and visual texts

  Elaborations

  • 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

  • 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

  • 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.

  • 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
  • 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

  • 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

  VCARC123 | Languages | Arabic | F–10 Sequence | Levels 3 and 4 | Communicating | Informing

• VCARC025

  Translate and interpret texts from Arabic into English and vice versa, compare own translations and interpretations with others’ and discuss reasons for differences

  Elaborations

  • translating existing texts and experimenting with unfamiliar words or expressions, reflecting on challenges associated with transferring meaning from one language to another
  • comparing one another’s translations of the same text, commenting on differences and similarities between versions and considering possible reasons for these
  • 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
  • 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
  • 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
  • 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
  • analysing existing translations of texts, such as film subtitles, comparing them with own translation, and reflecting on why translations may vary

  VCARC025 | Languages | Arabic | 7–10 Sequence | Levels 9 and 10 | Communicating | Translating

• VCARC157

  Locate, interpret and compare information and ideas from a variety of texts relating to topics of interest such as leisure, entertainment and special occasions

  Elaborations

  • identifying context, purpose and audience in a range of texts in print, online or digital formats, such as articles, reports and documentaries
  • 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
  • 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

  • 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

  VCARC157 | Languages | Arabic | F–10 Sequence | Levels 7 and 8 | Communicating | Informing

• VCARC001

  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

  Elaborations

  • 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

  • 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

  • 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

  • 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

  • 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

  • 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

  VCARC001 | Languages | Arabic | 7–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCARC113

  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

  Elaborations

  • 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
  • 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

  • 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
  • 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

  VCARC113 | Languages | Arabic | F–10 Sequence | Foundation to Level 2 | Communicating | Reflecting