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Elaboration (3) ACLARC128

creating simple action songs and raps which include alternative repetitive phrases in Arabic and English, to perform for the school community

noticing how they communicate in both Arabic- and English-speaking contexts, identifying differences in behaviour and discussing reasons for these, for example, how they would address their teacher compared to a family member such as an uncle

Elaboration (3) ACLARU131

noticing that vocalisation such as َ؛ ِ؛ ُ may change the function of the word depending on where it is placed, for example, كَتَبَ؛ كُتُب؛ لَعِبَ؛ لُعَب

Elaboration (3) ACLARU132

using a range of adjectives in singular and plural form to describe appearance, feelings and personalities, for example,أختي طويلة وأخي قصير؛ عين أخي واسعة؛ أبي طويل القامة؛ امي نحيفة الجسم؛ أنا سعيد جداً؛ أختي حزينة لأنها أضاعت كتابها المفضل؛ أمي مرحة …

Elaboration (3) ACLARU133

classifying a range of texts in print, digital and online formats, such as stories, digital greeting cards, recipes, advertisements (print and online versions) and posters, according to their purpose(s), for example, to entertain, to describe, to inform …

Elaboration (3) ACLARU135

understanding that some languages are continuously evolving while others are endangered or being revived, for example, indigenous languages throughout the world, including Aboriginal languages and Torres Strait Islander languages in Australia

Elaboration (3) ACLARC137

recounting experiences with family and friends in a variety of ways, for example, in conversations, diaries or digital presentationذهبت البارحة مع عائلتي إلى المتحف؛ شاهدت مع أخي فيلماً جديداً في السينما؛ كانت لعبة الركبي ممتعة؛ كانت رحلة المدرسة إلى …

Elaboration (3) ACLARC138

creating displays, presentations or performances for family, friends or the school community to showcase their progress in learning Arabic

Elaboration (3) ACLARC139

giving advice and sharing ideas with peers about biliteracy development and learning strategies, for example,الأفضل أن نكبّر حجم العنوان؛ هذه الكتابة أفضل من الأخرى؛ أقترح أن نستعمل الألوان في الرسم

Elaboration (3) ACLARC140

identifying and comparing perspectives on cultural aspects of lifestyles in different Arabic-speaking communities as represented in spoken and written texts, for example,الجريدة المحلية كتبت أنّ الأغاني الجديدة مملة؛ ولكن الجميع يحبها

Elaboration (3) ACLARC141

preparing and giving simple oral or visual presentations on aspects of their personal world, such as a timeline of growth and change, or family celebrations of birthdays and other special occasions, for example,ولدت في العراق وأتيت إلى أستراليا وعمري …

Elaboration (3) ACLARC142

discussing key messages and cultural elements in imaginative texts, such as the moral of a story/fable, an idea or value in a song, or the qualities or behaviour of a character

Elaboration (3) ACLARC143

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

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) ACLARC145

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

Elaboration (3) ACLARC146

discussing the ways in which they communicate with Arabic speakers, for example, making appropriate eye contact, allowing for personal space, and respecting elderly people, parents and teachers, and making comparisons with the ways in which they communicate …

Elaboration (3) ACLARC147

exploring how they communicate with one another, their teachers and families, noticing if there are any changes in the way they see themselves in different contexts, for example, a family celebration, a school concert, or the birthday party of a non-Arabic-speaking …

Elaboration (3) ACLARU148

recognising the different ways of pronouncing the long vowel ا, for example, ندا؛ ندى؛ لذا؛ لدى؛ متى؛ فتى, and writing the long vowel ء, for example, شيء؛ قراءة؛ مسؤول

Elaboration (3) ACLARU149

using the imperative form of verbs to address different people and groups, orally, such as in speeches and presentations, or in writing, such as in a group email, for example,تعالوا جميعاً نشارك في يوم تنظيف أستراليا؛ هيّا شاركوا معنا؛ قولوا للجميع؛ لا …

Elaboration (3) ACLARU150

making connections between the degree of formality of a situation and the form of Arabic used, such as the use of colloquial Arabic in informal spoken texts and of Modern Standard Arabic in formal spoken situations and in written texts

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Curriculum Elements Types

Cross Curriculum Priorities