Elaboration (1) ACLARU118
recognising that Arabic has borrowed many words from English, for example, إنترنت؛ كومبيوتر؛ تلفاز , and that English has borrowed words from Arabic, such as ‘admiral’, ‘candy’, ‘coffee’, ‘cotton’, ‘genie’, ‘sugar’ and ‘sultan’
Elaboration (1) | ACLARU118 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum
Elaboration (2) ACLARC146
reflecting on instances when moving between Arabic- and English-speaking contexts has felt comfortable, awkward or difficult and explaining why this might be the case, for example, translating to parents what the teacher is saying, helping an elderly …
Elaboration (2) | ACLARC146 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum
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) | ACLARU116 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum
Elaboration (2) ACLARC127
translating short, simple texts from Arabic into English and vice versa, using cues to interpret meaning, such as layout, headings and familiar vocabulary
Elaboration (2) | ACLARC127 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum
Elaboration (3) ACLARC161
paraphrasing English words or expressions that have no specific equivalent in Arabic, such as ‘mufti day’ or ‘fundraiser’, and annotating them in order to convey their intended meaning
Elaboration (3) | ACLARC161 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum
ACLARU151
Explore how language use differs between spoken and written Arabic texts, and depends on the relationship between participants and on the context of the situation[Key concepts: language, variation, context, relationship; Key processes: observing, exp …
Elaborations ScOT Terms
ACLARU151 | Content Descriptions | Years 5 and 6 | 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
Elaboration (4) ACLARU151
recognising differences in language use between class presentations and everyday conversations
Elaboration (4) | ACLARU151 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum
Elaboration ACLARU169
investigating and describing the influence of globalisation and new technologies such as the internet on Arabic as a dynamic language
Elaboration | ACLARU169 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum
Elaboration ACLARU184
analysing how language choices help achieve particular purposes and effects in particular types of texts, such as descriptive language in documentaries; reflective language in personal blogs, diary or journal entries, including digital diaries; and persuasive …
Elaboration | ACLARU184 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum
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
Elaboration (2) | ACLARU117 | Content Descriptions | Foundation to Year 2 | 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) ACLARU187
discussing and reflecting on how language use, such as persuasive, motivational or emotive language in texts, and in different forms of media, such as the internet, impacts on social behaviour, actions and reactions
Elaboration (2) | ACLARU187 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum
ACLARC110
Translate familiar Arabic and English words, phrases and expressions, using visual cues and word lists, and explain the meaning of particular words and verbal and non-verbal expressions[Key concepts: meaning, expression; Key processes: noticing, matching, …
Elaborations ScOT Terms
ACLARC110 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum
ACLARC144
Translate and interpret texts from Arabic into English and vice versa for peers, family and community, and identify words and expressions that may not readily correspond across the two languages[Key concepts: correspondence, interpretation, audience; …
Elaborations ScOT Terms
ACLARC144 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum
ACLARC179
Create bilingual texts that reflect aspects of culture for Arabic- speaking and English-speaking audiences in the school and wider community, for example, pamphlets, travel brochures or road directories[Key concepts: representation, cultural literacy; …
Elaborations ScOT Terms
ACLARC179 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum
ACLARC180
Reflect on how meanings vary according to cultural assumptions that Arabic and English speakers bring to interactions, and take responsibility for contributing to mutual understanding[Key concepts: cultural assumptions, judgement; Key processes: reflecting, …
Elaborations ScOT Terms
ACLARC180 | Content Descriptions | Years 9 and 10 | 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 ACLARC128
producing a parallel bilingual word list or digital picture dictionary by identifying known Arabic words or expressions and relating them to English equivalents, and vice versa, recognising that direct translation is not always possible
Elaboration | ACLARC128 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum
Elaboration (2) ACLARC128
creating texts in print, digital or online formats, such as descriptions in both Arabic and English on familiar topics, selecting from word lists vocabulary that best conveys the intended meaning in both languages
Elaboration (2) | ACLARC128 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum