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Elaboration ACLARC106

listening for key words in stories, rhymes or songs, using intonation and visual cues such as gestures and facial expressions to assist understanding

Elaboration (9) ACLARU115

understanding that adjectives follow nouns and their gender, for example, كتاب كبير؛ طاولة كبيرة

Elaboration ACLARU118

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

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 (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

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 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 (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 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؛ …

Curriculum Types

Curriculum Elements Types