Years 5 and 6 Arabic

The nature of the learners At this level, learners have established communication and literacy skills in Arabic that enable them to explore aspects of Arabic language and culture as well as topical issues drawn from other key learning areas. They are …

Years 5 and 6 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum

Elaboration (2) ACLARU153

noticing similarities and differences between own ways of communicating and interactions between young Arabic and English speakers in different contexts and situations, for example, expressions of politeness or turn-taking in conversations, and reflecting …

Elaboration (2) | ACLARU153 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum

Elaboration ACLARU152

recognising that the Arabic alphabet has similarities with the Aramaic alphabet system (alpha being the first letter, and beta the second), and that the Arabic ordering system أ؛ب؛ج؛د is based on the Aramaic alphabet

Elaboration | ACLARU152 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum

Elaboration (2) ACLARC144

translating texts such as public signs, advertisements and food packaging from Arabic into English and vice versa, for example, ‘no parking’, ‘no dogs’, ‘no-smoking zone’, الوقوف ممنوع؛ الكلاب ممنوعة؛ التدخين ممنوع؛, to identify differences in elements …

Elaboration (2) | ACLARC144 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum

Achievement Standard Arabic Years 5 and 6

By the end of Year 6, students use spoken and written Arabic to exchange personal information and describe people, places and ideas related to their personal experiences and social activities such as celebrations for example, أذهب مع عائلتي لزيارة …

Achievement Standard | Achievement Standards | Years 5 and 6 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum

Elaboration (2) ACLARC145

creating parallel lists of informal Arabic and English expressions for own use in everyday interactions with friends and family

Elaboration (2) | ACLARC145 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum

ACLARC146

Reflect on their experiences of interacting in Arabic- and English-speaking contexts, discussing adjustments made when moving between languages[Key concepts: biculturality, meaning, context, belonging; Key processes: comparing, explaining]

Elaborations ScOT Terms

ACLARC146 | Content Descriptions | Years 5 and 6 | 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

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

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

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

Elaboration ACLARC144

identifying words and expressions in Arabic and English that cannot be readily translated, clarifying meanings and explanations, for example, فزت فوزاً ساحقاً لعبت لعباً؛ جميلة كالقمر؛

Elaboration | ACLARC144 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum

Elaboration (1) ACLARC146

identifying changes they make when interacting in an Australian-English context, for example, using different forms of address, or different ways of showing politeness, and discussing why these adjustments are appropriate

Elaboration (1) | ACLARC146 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum

Elaboration (3) ACLARC146

discussing the ways in which they communicate with Arabic speakers, for example, making appropriate eye contact, allowing for personal space, and respecting elderly people, parents and teachers, and making comparisons with the ways in which they communicate …

Elaboration (3) | ACLARC146 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum

ACLARU150

Explore the structure and language features of spoken and written Arabic texts, such as news reports and conversations, recognising that language choices and the form of Arabic used depend on purpose, context and audience[Key concepts: structure, coherence, …

Elaborations ScOT Terms

ACLARU150 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum

Elaboration (1) ACLARC141

creating a performance or interactive display to inform younger children about the benefits of maintaining Arabic language

Elaboration (1) | ACLARC141 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum

ACLARU152

Explore the origins of Arabic and how it has been influenced by and influences other languages[Key concepts: language, change, borrowing; Key processes: reflecting, selecting, connecting]

Elaborations ScOT Terms

ACLARU152 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum

ACLARU153

Explore how language use reflects particular value systems, attitudes and patterns of behaviour by comparing ways of communicating across cultures[Key concepts: values, attitudes, behaviour; Key processes: exploring, describing, comparing]

Elaborations ScOT Terms

ACLARU153 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum

Elaboration (3) ACLARU152

investigating the influence of Arabic on other languages such as Berber, Kurdish, Amharic, Tigrinya, Persian, Pashto, Urdu, Punjabi, Portuguese, Sindhi, Tagalog, Turkish, Spanish, Hindi, Swahili, Somali, Malay and Indonesian, for example, the Arabic word …

Elaboration (3) | ACLARU152 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum

Elaboration (1) ACLARC144

interpreting Arabic expressions in familiar texts such as greeting cards, menus and stories, and considering how these expressions reflect aspects of Arabic language and culture

Elaboration (1) | ACLARC144 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum