Elaboration (5) ACLARU148
applying accurate spelling in familiar words, phrases, sentences and texts
Elaboration (5) | ACLARU148 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum
Elaboration (4) ACLARC141
presenting key ideas relating to aspects of lifestyle in the local community, using graphic organisers to convey information in particular ways, for example, to show priorities (list/table), compare statistics or ideas (Venn diagram), or highlight frequency …
Elaboration (4) | ACLARC141 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum
Elaboration (4) ACLARU148
applying phonic knowledge to spell unfamiliar words, for example,جِئتُ؛ آكل؛ شيء
Elaboration (4) | ACLARU148 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum
Elaboration (1) ACLARU153
exploring words or expressions commonly used in informal interactions in the Australian context, and interpreting or explaining them for young Arabic speakers, for example, ‘mate’ or ‘fair dinkum’
Elaboration (1) | ACLARU153 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum
Elaboration ACLARC144
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؛
Elaboration | ACLARC144 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum
Elaboration ACLARU148
understanding that vowel marks influence the way words are pronounced, for example,أكلتُ التفاحة؟ أكلتِ التفاحة؛ المدرسةُ واسعة/في المدرسةِ
Elaboration | ACLARU148 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum
Elaboration (1) ACLARU148
discriminating between the use of alif, waaw and yih as either consonants or long vowels in words, for example,سال الدم من يد سعاد/سأل الولد المعلمة
Elaboration (1) | ACLARU148 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum
Elaboration (3) ACLARC144
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؛ …
Elaboration (3) | ACLARC144 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum
Elaboration (1) ACLARU152
understanding that many words in Arabic are borrowed from indigenous languages of the Arabic-speaking world, such as Assyrian, Aramaic and Syriac, Phoenician and Berber, for example, أب؛ رأس؛ دم؛ أخ؛ أخت؛ شمس؛ لسان؛ أنا؛ أنت؛ هو؛ نحن؛ كلب؛ بيت؛ سمع؛ كتاب …
Elaboration (1) | ACLARU152 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum
Elaboration (1) ACLARC142
responding to questions about characters in different types of imaginative texts, such as films or cartoons, by listing words or expressions associated with the character’s personality and explaining how they can or cannot relate to them, for example,شخصية …
Elaboration (1) | ACLARC142 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum