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Elaboration (1) ACLARC010

sharing with peers how it feels to use Arabic and English in different contexts, for example, at home, at school and in the Arabic-speaking community, reflecting on instances when these interactions have felt comfortable, awkward or difficult and explaining …

Elaboration (1) ACLARC011

identifying events, relationships and experiences that have contributed to building a personal and/or collective sense of identity, for example,مكان الولادة؛ جنسية الأهل؛ أسس القيم التي تربّى عليها؛ المجموعات أو الفرق التي ينتمي إليها مثل فريق كرة القدم؛ …

Elaboration (1) ACLARU012

discriminating between simple vowels, for example, تَ؛ تِ؛ تُ, long vowels such as تا؛ تي؛ تو, and consonant letters in a syllable block

Elaboration (1) ACLARU013

understanding the effect of word order in phrases and sentences, for example,الجملة الفعلية: كتب الولد القصة؛ جاءت البنت إلى المدرسة؛ يعمل أبي في المطار

Elaboration (1) ACLARU014

understanding that texts have a purpose, for example, train timetables indicate the time the train arrives or departs the station, recounts describe past events and experiences, greeting cards convey feelings, and labels tell us information about an …

Elaboration (1) ACLARU015

recognising that informal forms of address are commonly used and are accepted as the norm in various Arabic-speaking communities, for example,عم جوزيف؛ عمة سناء؛ خالة عبير؛ ست صباح؛ عم سليم

Elaboration (1) ACLARU016

recognising that Arabic as a language has experienced many changes over time and that classical Arabic is only used in ancient literature and religious texts

Elaboration (1) ACLARU017

noticing similarities and differences between naming systems across languages represented in the classroom, and noticing that Arabic-speaking students may have names from other cultures and languages

Elaboration (1) ACLARC018

exchanging information and opinions on a range of topics such as home, school, leisure and travelling, for example,هل تحب المنطقة التي تسكن فيها؟ لماذا؟ منطقتي جميلة وشارع بيتي هادىء؛ أبي يريد أن يشتري بيتاً جديداً وأنا لا أريد أن أترك بيتنا؛ أنا احب …

Elaboration (1) ACLARC019

making suggestions, such as when arranging a day out or a birthday party, for example,هل تحب أن نذهب إلى البولينغ يوم السبت؟ أبي سوف يوصلني إلى هناك الساعة العاشرة صباحا؛ هناك نلتقي؛ نلتقي بعد المدرسة؛ حفل عيد ميلاد قيس يوم الأحد. سآتي لآخذك معي إلى بيته. …

Elaboration (1) ACLARC020

expressing own opinions, and eliciting and reflecting on the opinions of others, for example,لو كان لدينا وقتاً أطول؛ لوضعنا موسيقى في البحث؛ كان الإمتحان صعباً وطويلاً؛ أصبحت القراءة سهلةما رأايك في هذه الجملة؟ هل تتفق معي؟ هل توافقني على كلامي؟ وأنت …

Elaboration (1) ACLARC021

independently and collaboratively gathering information on events or people and comparing how various media sources, such as texts from magazines, newspapers and websites, use language to convey meaning

Elaboration (1) ACLARC022

producing texts such as letters, emails and speeches to convey information and personal viewpoints on topics connected to personal experiences, for particular purposes and audiences

Elaboration (1) ACLARC023

stating and explaining personal preferences about characters, attitudes and events in texts, using expressions such asأفضل شخصية في الفيلم هي سميرة لأنها تعرف ما تريد؛ يحاول الفيلم تشجيع الشباب على الدراسة وهذا ممتاز

Elaboration (1) ACLARC024

composing and performing or filming imaginative texts such as role-plays, raps and video clips, using expressive language and movement

Elaboration (1) ACLARC025

comparing one another’s translations of the same text, commenting on differences and similarities between versions and considering possible reasons for these

Elaboration (1) ACLARC026

producing texts in print or multimodal format in both Arabic and English relating to community events, such as a poster or advertisement to promote a concert, advertise an interview with a celebrity on a community radio station, or provide details of …

Elaboration (1) ACLARC027

reflecting on own language choices and communicative gestures in different cultural contexts, considering how own ways of behaving and communicating might be perceived by people from different backgrounds, and making necessary adjustments to establish, …

Elaboration (1) ACLARC028

reflecting on the role of language in expressing identity, considering when, with whom and why different languages are used, and reflecting on whether their own identity changes when they use different languages

Elaboration (1) ACLARU029

using the rhythms of the Arabic language, including intonation, tone and stress, to increase fluency and enhance expression

Curriculum Types

Curriculum Elements Types

Cross Curriculum Priorities