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 (10) | ACLARU115 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum
Elaboration (11) ACLARU115
developing knowledge of cardinal numbers
Elaboration (11) | ACLARU115 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum
Elaboration (12) ACLARU115
beginning to use simple conjunctions to link words and expressions, such as و؛ أو؛ أيضا
Elaboration (12) | ACLARU115 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum
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 | ACLARU116 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum
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 (1) | ACLARU116 | Content Descriptions | Foundation to Year 2 | 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 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) 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 (1) | ACLARU117 | Content Descriptions | Foundation to Year 2 | 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 ACLARU118
understanding that the world contains many different languages and that many people around the world speak more than one language
Elaboration | ACLARU118 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum
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) ACLARU118
exploring the range of languages spoken in Australia, including Aboriginal languages and Torres Strait Islander languages
Elaboration (2) | ACLARU118 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum
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 | ACLARU119 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum
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 (1) | ACLARU119 | Content Descriptions | Foundation to Year 2 | 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 ACLARC120
asking and answering questions about information relating to self, peers, friends and family members, for example,أين ولدت؟ ماذا تتكلم في البيت؟ ماذا يعمل أبوك؟ أين تذهب يوم السبت؟ من هي صديقتك؟ لماذا تحب جدتك؟ ماذا تفعل بعد المدرسة؟ أي رياضة تلعب؟ولدت …
Elaboration | ACLARC120 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum
Elaboration (1) ACLARC120
sharing information about daily routines and favourite activities at home and school, for example,أستيقظ باكراً؛ آكل الفطور؛ ألبس ثيابي؛ أشاهد التلفاز؛ أكمل فروض المدرسة؛ ألعب ألعاباً الكترونية؛ أرتب سريري؛ أنظف غرفتي؛ ألعب كرة القدم؛ أذهب إلى المسبح …
Elaboration (1) | ACLARC120 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum
Elaboration (2) ACLARC120
using common expressions and appropriate body language when responding to frequently used comments and questions, for example,يبدو أنك متعب؛ متى نمت البارحة؟ لماذا تأخرت هذا الصباح؟ كيف تأتي إلى المدرسة؟ هل عندك طعام للفرصة؟
Elaboration (2) | ACLARC120 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum
Elaboration (3) ACLARC120
exchanging simple correspondence such as notes, invitations or birthday cards in print or digital form, for example,هل تحب أن تأتي إلى حفلة عيد ميلادي؟ سمير؛ أنا أدعوك إلى بيتي يوم السبت؛ تعال نلعب معاً.عيد ميلاد سعيد؛ كل عام وأنت بخير؛ أتمنى لك عيداً …
Elaboration (3) | ACLARC120 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum
Elaboration ACLARC121
asking and responding to questions in group activities such as number and memory games, for example,كم ورقة عندك؟ أي عدد إخترت؟ ما هي الأعداد التي تريدها؟ إخترت عدد ثمانية؛ عددي المفضل ستة؛ وصلت إلى الرقعة الثالثة؛ أنا في الخانة الأولى
Elaboration | ACLARC121 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum