Search

Elaboration (10) ACLARU115

using singular personal pronouns, both masculine and feminine, with appropriate simple present tense verbs to describe aspects of home or school life, for example,أمي تحب العمل؛ هي نشيطة؛ أبي يحب الطبخ؛ هو ماهر؛ صديقي سليم شاطر؛ هو ذكي؛ هي تكتب القصص

Elaboration (11) ACLARU115

developing knowledge of cardinal numbers

Elaboration (12) ACLARU115

beginning to use simple conjunctions to link words and expressions, such as و؛ أو؛ أيضا

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 (1) ACLARU116

observing typical features of familiar Arabic texts, such as stories, nursery rhymes and signs, for example,ليلى والذئب؛ الارنب والسلحفاة؛ الخنازير الثلاثة؛ كان يا ما كان

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 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 (1) ACLARU117

recognising that informal forms of address are very common among speakers of Arabic and are acceptable across Arabic communities, for exampleعمو عادل؛ عمة هناء؛ خالة عبير؛ ست أمل؛ تيتا وداد؛ جدو

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 ACLARU118

understanding that the world contains many different languages and that many people around the world speak more than one language

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 (2) ACLARU118

exploring the range of languages spoken in Australia, including Aboriginal languages and Torres Strait Islander languages

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 (1) ACLARU119

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

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

Curriculum Types

Curriculum Elements Types

Cross Curriculum Priorities