Elaboration ACLARC106
listening for key words in stories, rhymes or songs, using intonation and visual cues such as gestures and facial expressions to assist understanding
Elaboration | ACLARC106 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum
Elaboration (2) ACLARC108
responding to imaginative Arabic texts such as stories, rhymes and songs through play-acting, illustrating and movement
Elaboration (2) | ACLARC108 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum
Elaboration (3) ACLARC108
making simple statements in response to favourite characters in stories, rhymes, storyboards or songs, for example,أفضل الدب لأنه لطيف؛ أفضل السمكة الذهبية الجميلة
Elaboration (3) | ACLARC108 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum
Elaboration (1) ACLARC109
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
Elaboration (1) | ACLARC109 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum
Elaboration (1) ACLARU116
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
Elaboration (1) | ACLARU116 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum