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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

Elaboration (2) ACLARU186

considering how moving between Modern Standard Arabic and regional dialects reflects personal, social and political histories and changing contexts

Elaboration (2) ACLARU151

experimenting with different vocabulary and language structures in Modern Standard Arabic, and making comparisons with Arabic dialects spoken by themselves and peers, discussing similarities and differences

Context statement Arabic

The place of the Arabic culture and language in Australia and in the world Arabic is spoken by approximately 280 million people in 22 countries over two continents. It is the official language of the Arab world, which includes countries of the Middle …

Context statement | Arabic | Languages | F-10 curriculum

Achievement Standard Arabic Foundation to Year 2

By the end of Year 2, students interact with the teacher and peers to exchange information about themselves, their family and friends, for example, إسمي هاني؛ أنا ليلى؛ عمري ست سنوات؛ أمي سميرة؛ أبي خالد؛ عندي أخ وأخت؛ صديقي رامي؛ صديقتي رنا , …

Elaboration (2) ACLARC103

describing self, family, friends and aspects of school, for example,أنا طويل؛ أنا شاطر؛ بيتي صغير؛ غرفتي واسعة؛ صديقي علي ذكي؛ مدرستي كبيرة؛ معلمتي طيبة

Elaboration (2) ACLARC104

following instructions such as ضع يدك على رأسك؛ أغمض عينيك؛ أنظر إلي؛ إرفع يدك for a variety of language games

Elaboration (2) ACLARC105

asking and responding to questions, for example,متى يدق الجرس؟ كيف أكتب ...؟ ما معنى...؟لماذا تأخرت عن المدرسة؟ نمت كثيراً؛ توقفت سيارة أبي في الطريق؛ أخّرَنا أخي؛ بسبب أختي

Elaboration (2) ACLARC106

participating in shared reading of print and digital texts such as stories in Big Books and other texts relating to familiar events and contexts, using pictures, intonation and contextual cues to predict meaning and identify key information

Elaboration (2) ACLARC107

contributing aspects of personal information to a class digital photo story, for example, writing or reading aloud captions to own photosهذه أنا عندما كان عمري أربع سنوات؛ كان شعري طويلاً؛ هذا مازن؛ كان يبكي في الصباح؛ صورة أميرة كانت على حقيبتي؛ هاني …

Elaboration (2) ACLARC108

responding to imaginative Arabic texts such as stories, rhymes and songs through play-acting, illustrating and movement

Elaboration (2) ACLARC109

creating a puppet play or dramatic performance based on an experience or aspect of a story, song, poem or cartoon

Elaboration (2) ACLARC110

playing matching games with Arabic and English words from Big Books and picture books

Elaboration (2) ACLARC111

creating a bilingual personal profile containing information relating to self, family and friends

Elaboration (2) ACLARC112

sharing with peers how it feels to use Arabic, for example, when singing a song in class, speaking Arabic with friends or family members, and using gestures, such as nodding the head slightly when saying نعم أو لا

Elaboration (2) ACLARC113

creating own profile using drawings or providing captions for photos to express roles in or membership of various groups, including their identity as a person who knows more than one language

Elaboration (2) ACLARU114

recognising and producing distinctive Arabic sounds such as guttural sounds ع؛غ؛ق and other sounds such asص؛ ض؛ ط؛ ظ؛ ح؛ خ

Elaboration (2) ACLARU115

identifying different parts of speech, for example,الاسم؛ الفعل؛ الصفة؛ الحرف

Elaboration (2) ACLARU116

comparing similar texts in Arabic and English and noticing how they are the same or different, for example, a counting song, street sign, labels at a supermarket, or a cover of a picture book

Elaboration (2) ACLARU117

explaining how their spoken language at home may vary from the spoken language in class, and understanding similarities and differences between various dialects represented within the classroom

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