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Foundation to Year 2 Arabic

The nature of the learners Children enter the early years of schooling with varying degrees of early literacy capability in Arabic and/or English. For young students, learning typically focuses on their immediate world of family, home, school, friends …

Foundation to Year 2 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum

Years 5 and 6 Arabic

The nature of the learners At this level, learners have established communication and literacy skills in Arabic that enable them to explore aspects of Arabic language and culture as well as topical issues drawn from other key learning areas. They are …

Years 5 and 6 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum

Elaboration (5) ACLARU115

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

Elaboration (5) ACLARC123

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 …

Elaboration (5) ACLARU131

using basic pronunciation and intonation rules when speaking and reading aloud

Elaboration (5) ACLARU132

using imperative forms of simple verbs when giving others instructions, for example,كلُ طعامك؛ نظّف أسنانك؛ أُكتب الجملة؛ أفتحي كتابك؛ إمسكي القلم؛ إسألي أمك

Elaboration (5) ACLARU148

applying accurate spelling in familiar words, phrases, sentences and texts

Elaboration (5) ACLARU149

using adverbial phrases to expand on ideas and elaborate on information related to feelings, attitudes and abilities, for exampleأمي تتكلم بثقة كبيرة؛ المعلم يشرح الدرس بطريقة مفهومة؛ أخي يتكلم في الخطب بجرأة كبيرة

Elaboration (5) ACLARU151

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 …

Elaboration (5) ACLARU166

using ordinal numbers to sequence ideas in oral interactions and written texts, for example,أوّلاً؛ ثانياً؛ ثالثاً؛ أخيراً

Elaboration (5) ACLARU182

using knowledge of Arabic pronunciation and spelling rules when engaging with authentic spoken and written texts

Elaboration (5) ACLARU183

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

Elaboration (5) ACLARC001

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 mediaذهبت البارحة مع عائلتي إلى المتحف؛ شاهدت مع أخي فيلماً جديداً في السينما؛ كانت لعبة …

Elaboration (5) ACLARC004

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 الغيتارتحب البنات الموسيقى …

Elaboration (5) ACLARC005

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 التنسعندما …

Elaboration (5) ACLARC006

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 …

Elaboration (5) ACLARC007

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

Elaboration (5) ACLARC008

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’

Elaboration (5) ACLARC009

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 …

Elaboration (5) ACLARU012

comparing the different ways to write the letter (أ), for example, ى؛ ؤ؛ئ أ, أ؛إ؛آ

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Curriculum Elements Types