Elaboration ACLARU183
understanding that Arabic uses the dual form of nouns, verbs and adjectives, in both masculine and feminine forms, for example,أنتما تلعبان؛ هذان كتابان؛ الوردتان جميلتان
Elaboration | ACLARU183 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum
Elaboration (1) ACLARU183
understanding the importance of vocalisation on the subject word and the object word and analysing how this affects the meaning of the sentence, for example,كلّمت الأمُّ البنتَ؛ كلّمت الأمَّ البنتُ
Elaboration (1) | ACLARU183 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum
ACLARU117
Recognise that there are variations in the language used by Arabic speakers in different situations, such as at home with family, and that the language used varies between different Arabic speakers[Key concept: variation based on gender, age and context; …
Elaborations ScOT Terms
ACLARU117 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum
ACLARC157
Locate, interpret and compare information and ideas from a variety of texts relating to topics of interest such as leisure, entertainment and special occasions[Key concepts: representation, community; Key processes: identifying, classifying, comparing, …
Elaborations ScOT Terms
ACLARC157 | Content Descriptions | Years 7 and 8 | 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 (1) ACLARU134
understanding that Arabic as a language has a standard form called اللغة العربية الفصحى, which is mainly used in writing, and a range of spoken dialects that differ greatly from region to region, for example, Lebanese, Egyptian, Sudanese and the Iraqi …
Elaboration (1) | ACLARU134 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum
Elaboration ACLARU151
understanding the importance of using appropriate forms of address when interacting with different people, for example, the use of سيد ماجد؛ أستاذ هاني؛ سيدة عبير؛ خالتي رانيا؛ عمي حسين حضرتك؛ عم كريم؛ خالة سامية with adults, both close relatives and …
Elaboration | ACLARU151 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum
Elaboration (3) ACLARU166
understanding and using the conjunction (بينما) to compare people or actions, and enhance expression, for example,رياضة السّباحة ممتعة ومفيدة خاصة هنا في أستراليا؛ بينما لعبة كرة القدم شعبيّة أكثر
Elaboration (3) | ACLARU166 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum
Elaboration (7) ACLARU166
expanding their knowledge of noun–adjective agreement through understanding and applying the irregular plural form, for example,بيت/بيوت كبيرة؛ كرسي/كراسي جديدة؛ كتاب/كتب قيمة؛ يوم/أيام جميلة؛ تلميذ/تلاميذ مجتهدون؛ معلمون ملتزمون
Elaboration (7) | ACLARU166 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum
Elaboration (3) ACLARU182
applying understanding of how tone can convey emotions and shade meaning, such as distinguishing between colloquial or formal language, for example, حقًا؟ يا إلهي! معقولة؟ تعال إلى هنا حالًا
Elaboration (3) | ACLARU182 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum
Elaboration (3) ACLARU183
understanding and applying indirect object pronouns and passive voice to express ideas objectively in texts such as articles and speeches, for example,مُنعَ الكتاب بسبب أفكاره الجريئة؛ خُصّصَ وقت بعد المدرسة لتعليم اللّغة العربية
Elaboration (3) | ACLARU183 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum
Elaboration (8) ACLARU183
understanding how to use exaggeration and emphasis for effect, for example,ألف مبروك على رخصة القيادة؛ أنا أفكر بك دائماً؛ قلت للمرة المليون بأنني لم اسمع جرس المحمول لأردّ عليك
Elaboration (8) | ACLARU183 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum
Elaboration ACLARU117
understanding that different forms of address and greetings are used depending on the time of day and the gender, background and social status of the participants, for example,مرحبا ؛ صباح الخير/ مساء الخير؛ سلام ونعمة؛ السلام عليكم ورحمة الله وبركاته؛ …
Elaboration | ACLARU117 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum
Elaboration (1) ACLARU152
understanding that many words in Arabic are borrowed from indigenous languages of the Arabic-speaking world, such as Assyrian, Aramaic and Syriac, Phoenician and Berber, for example, أب؛ رأس؛ دم؛ أخ؛ أخت؛ شمس؛ لسان؛ أنا؛ أنت؛ هو؛ نحن؛ كلب؛ بيت؛ سمع؛ كتاب …
Elaboration (1) | ACLARU152 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum
Elaboration ACLARC174
understanding main ideas and evaluating information from texts such as articles, reports, charts, diagrams and news items, on topics such as environmental sustainability, world sports, and youth culture, for example,السخرية من وضع معين؛ التنديد بفعل معين؛ …
Elaboration | ACLARC174 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum
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) | ACLARU149 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum