Elaboration (8) ACLARU029

using Arabic pronunciation and spelling rules when listening to and reading authentic texts, and evaluating their own spelling and pronunciation in relation to their understanding and expression

Elaboration (8) | ACLARU029 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Arabic | Languages | F-10 curriculum

Elaboration (2) ACLARC129

developing metalanguage for describing experiences of intercultural exchange in different contexts, for example,أتكلم العربي في البيت مع جدي وجدتي ولكن مع إخوتي أتكلم الإنجليزي؛ أمي تتكلم معي بالعربيوأنا أرد عليها بالإنجليزي؛ عربيتي ليست قوية؛ أحب التكلم …

Elaboration (2) | ACLARC129 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum

ACLARU119

Understand that the languages people use and the way they use them relate to who they are, where and how they live and what is important to them[Key concepts: language, culture and identity; Key processes: noticing, understanding, making connections]

Elaborations ScOT Terms

ACLARU119 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum

ACLARU167

Expand understanding of how the structure and language features of personal, informative and imaginative Arabic texts suit diverse audiences, contexts and purposes[Key concept: textual conventions; Key processes: comparing, examining]

Elaborations ScOT Terms

ACLARU167 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum

ACLARC020

Contribute to structured discussions and tasks by asking and responding to questions, clarifying understanding, elaborating on opinions and expressing agreement or disagreement[Key concepts: discussion, opinion; Key processes: discussing, clarifying, …

Elaborations ScOT Terms

ACLARC020 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) 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 (7) ACLARU115

understanding and responding to imperative verb forms in familiar instructions, for example,إفتح الباب؛ إجلس في مكانك؛ لا تتكلم دون إذن؛ نظّف غرفتك؛ اكمل طعامك

Elaboration (7) | ACLARU115 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum

Elaboration ACLARU116

listening to, reading and viewing different types of simple texts in Arabic, such as stories, songs and captions, understanding that the Arabic script is written from right to left and that books and papers are written from back to front

Elaboration | ACLARU116 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum

Elaboration ACLARU119

exploring the meaning of ‘culture’, and understanding that it involves visible elements, such as ways of eating and behaving, and invisible elements, such as how people live, what they value and how they think of themselves and others

Elaboration | ACLARU119 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum

Elaboration (2) ACLARU119

understanding that some Australian-English terms and expressions have no equivalent in Arabic, for example, ‘billabong’ or ‘the bush’, and that terms such as ‘the movies’, ‘footy’ and ‘backyard’ reflect aspects of culture in the Australian context

Elaboration (2) | ACLARU119 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum

Elaboration (1) ACLARU132

understanding and applying singular nouns and regular plural noun endings in masculine and feminine forms, for example,معلم- معلمون؛ معلمة - معلمات

Elaboration (1) | ACLARU132 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum

Elaboration (9) ACLARU132

understanding and using simple question words in interactions, for exampleمتى أتيت إلى البيت؟ من أعد لك الفطور؟؛ ماذا احضرت للغداء؟ كيف أتيت إلى المدرسة؟

Elaboration (9) | ACLARU132 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum

Elaboration (2) ACLARU134

understanding how differences in gestures and tone are used to change the meaning of spoken text, and how the purpose of interaction, such as to instruct or invite, changes the emphasis on words and expressions being used

Elaboration (2) | ACLARU134 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum

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) | ACLARU135 | Content Descriptions | Years 3 and 4 | 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 (6) ACLARU149

understanding and applying rhetorical questioning techniques in oral and written interactions to provoke thought and response, for example, أليس كذلك؟؛ من منا لا يحب اللعب على الكومبيوتر؟

Elaboration (6) | ACLARU149 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum

Elaboration (1) ACLARU165

understanding that the marks used in the Arabic script such as التنوين؛ الشدة ؛المدة influence pronunciation and meaning in words and sentences, for example, أمل /آمال؛ دعوة/دعوى

Elaboration (1) | ACLARU165 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum

Elaboration (1) ACLARU166

understanding and describing current, recurring and future actions, using auxiliary verbs, for example,ما زال أبي يعمل في المطار؛ ما زالت أختي تدرس الطّب

Elaboration (1) | ACLARU166 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum

Elaboration ACLARU168

understanding how particular gestures and body language used by various Arabic speakers, such as eye contact and the use of personal space, reflect feelings and attitudes towards other people and towards ideas

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

Elaboration ACLARU182

understanding that certain sounds in Arabic words can be dropped from pronunciation, such as the t sound in السماء صافية and tashkeel in البنت مريضة؛ الشمس مشرقة

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