Years 9 and 10 Arabic

The nature of the learners Learners increasingly communicate in Arabic in everyday interactions and in domains beyond the home. They continue to be immersed in Arabic language and culture, making connections and comparisons with other languages and cultures. …

Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Arabic | Languages | F-10 curriculum

Years 3 and 4 Arabic

The nature of the learners At this level, children are developing awareness of their social worlds and their membership of various groups, including the Arabic class. They are further developing literacy capabilities in both Arabic and English, as well …

Years 3 and 4 | 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 (3) ACLARC104

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

Elaboration (3) | ACLARC104 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum

Years 7 and 8 Arabic

The nature of the learners Students who enter the background language learner pathway in Arabic in Year 7 may have strong connections to Arabic language and culture through family and community and varying degrees of oracy in Arabic. Their textual knowledge …

Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Arabic | Languages | F-10 curriculum

Years 7 and 8 Arabic

The nature of the learners These years represent a transition to secondary school. Students in this sequence are continuing to study Arabic, bringing with them an established capability to interact in different situations, …

Years 7 and 8 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum

Years 9 and 10 Arabic

The nature of the learners At this level, students bring to their learning existing knowledge of Arabic language and culture and a range of strategies. They are increasingly aware of the world beyond their own and are …

Years 9 and 10 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum

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

Achievement Standard Arabic Years 7 and 8

By the end of Year 8, students use written and spoken Arabic to initiate and sustain classroom interactions with others, to exchange views, for example, السباحة رياضة ممتعة؛ أعتقد أن السفر مفيد جدا , and express feelings such as أشعر بالفرح؛ …

Achievement Standard | Achievement Standards | Years 7 and 8 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum

Elaboration (3) ACLARU169

reflecting on changes in their own use of the Arabic language, identifying new terms and behaviours that they have adopted into their everyday language in response to changes in technology and social media

Elaboration (3) | ACLARU169 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum

Elaboration (2) ACLARU033

reflecting on changes in their own use of the Arabic language, identifying new terms and behaviours that they have adopted into their everyday language in response to changes in technology and social media

Elaboration (2) | ACLARU033 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Arabic | Languages | F-10 curriculum

ACLARU169

Explore and reflect on the impact of social, cultural and intercultural changes such as globalisation and new technologies on the use of Arabic in different contexts[Key concepts: globalisation, technology, dynamic systems; Key processes: researching, …

Elaborations ScOT Terms

ACLARU169 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum

Achievement Standard Arabic Years 9 and 10

By the end of Year 10, students use written and spoken Arabic to initiate and sustain interactions with peers and adults. They use language spontaneously to exchange ideas, opinions and feelings, compare experiences and discuss future plans. They …

Achievement Standard | Achievement Standards | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Arabic | Languages | F-10 curriculum

ACLARC027

Reflect on how conventions of speech and Arabic cultural concepts can influence own communication style when using both English and Arabic[Key concepts: cultural concept, norms, communication; Key processes: understanding, explaining, reflecting]

Elaborations ScOT Terms

ACLARC027 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Arabic | Languages | F-10 curriculum

Elaboration (4) ACLARU182

reflecting on the role of pronunciation, rhythm, word stress and intonation in effective communication, and applying this knowledge to own interactions

Elaboration (4) | ACLARU182 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum

Elaboration (1) ACLARC163

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 …

Elaboration (1) | ACLARC163 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum

ACLARC130

Explore their own sense of identity, including elements such as family, background and experiences, and ways of using language in Arabic- and English-speaking contexts[Key concepts: communication, identity; Key processes: reflecting, adjusting]

Elaborations ScOT Terms

ACLARC130 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum

ACLARC147

Reflect on how own biography, including family origins, traditions and beliefs, impacts on identity and communication[Key concepts: self, complexity, belief systems; Key processes: finding connections, reflecting, discussing]

Elaborations ScOT Terms

ACLARC147 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum

ACLARC163

Reflect on cultural differences between Arabic and English communicative styles, and discuss how and why they modify language for different cultural perspectives[Key concepts: communication, cultural perspectives; Key processes: reflecting, discussing, …

Elaborations ScOT Terms

ACLARC163 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum

ACLARU168

Explain how elements of communication and choice of language and register vary according to the cultural context and situation[Key concepts: body language, expression, negotiation, choice; Key processes: reflecting, selecting, connecting]

Elaborations ScOT Terms

ACLARU168 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum