Arabic (Version 8.4)

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Context statement

The place of the Arabic culture and language in Australia and in the world
Arabic is spoken by approximately 280 million people in 22 countries over two continents.


PDF documents

Resources and support materials for the Australian Curriculum: Languages - Arabic are available as PDF documents. 
Languages - Arabic: Sequence of content
Languages - Arabic: Sequence of Achievement - F-10 Sequence
Languages - Arabic: Sequence of …


Years 7 and 8

Years 7 and 8 Band Description

The nature of the learners

These years represent a transition to secondary school. Students in this sequence are continuing to study Arabic, bringing with them an established capability to interact in different situations, to engage with a variety of texts and to communicate about their immediate world and that of Arabic-speaking countries and communities overseas.

Arabic language learning and use

The focus of learning shifts from the world of learners’ own experience and imagination to the wider world. Learners make cross-curricular connections and explore intercultural perspectives and experiences relating to teenage life and interests. They engage in a range of interactions with others, expressing their feelings أتمنى أن نسافر إلى كوينزلاند في عطلة المدرسة, exchanging and clarifying their views ما رأيك؛ سامي أعطنا رأيك, describing and explaining their actions and responses تأخرت في الصباح لأنني إستيقضت متأخراَ , and negotiating and making arrangements أن ساعدتني في البحث؛ سنحصل على درجة عالية. They increasingly access information from local sources and the internet to explore perspectives and views on topics of interest to teenagers, such as leisure, entertainment and special occasions. Learners use different processing strategies and their knowledge of language, increasingly drawing on their understanding of text types, when conveying information in a range of texts. They produce personal, informative and persuasive texts, such as blogs, diary entries, emails, reports, articles and speeches, about their own social and cultural experiences at home, at school, and in Arabic-speaking communities in the Australian context. They examine a range of imaginative texts, such as Arabic legends, to analyse and give their opinions on themes, characters, events, messages and ideas الفيلم غير واقعي, and discuss and compare how elements of Arabic culture are represented. They use their imagination to create and perform songs, short plays and stories to entertain different audiences. They use vocabulary and grammar with increasing accuracy, drafting and editing to improve structure and clarify expression and meaning.

Contexts of interaction

Learners work both collaboratively and independently, exploring different modes and genres of communication with particular reference to their current social, cultural and communicative interests. They pool language knowledge and resources to plan, problem-solve, monitor and reflect. They use Arabic to interact with teachers, peers and local Arabic speakers, participating in authentic situations at home, at school and within the local community. The context of interactions extends beyond the home and classroom and involves participation in community events or celebrations. Additional opportunities for interaction are provided by purposeful and integrated use of information and communications technologies (ICT), for example, videoconferencing and e-learning.

Texts and resources

Learners read, view and interact with a broad range of texts and resources specifically designed for learning Arabic in school contexts, such as textbooks, readers, videos and online materials, including those developed for computer-supported collaborative learning. They also access authentic materials created for Arabic-speaking communities, such as films, literature, websites and magazines. They use a range of dictionaries and translation methods to support comprehension.

Features of Arabic language use

Learners use appropriate pronunciation, intonation, rhythm patterns and writing conventions to convey specific meaning in a range of texts. By building their vocabulary knowledge, learners are able to develop and express more complex concepts in Arabic. They use a range of grammatical forms and structures to convey relationships between people, places, events and ideas. They employ a variety of sentence structures, including grammatical elements such as adjective–noun agreement, dual forms of nouns and verbs, and irregular plural, imperative and auxiliary verbs to describe and compare people, actions and events, elaborate on ideas and opinions رياضة السباحة ممتعة ومفيدة خاصة هنا في أستراليا؛ بينما كرة القدم ليست مفيدة مع أنها شعبية and enrich their understanding and use of language. They make connections between texts and cultural contexts, identifying how cultural values and perspectives are embedded in language, and how Arabic speakers use particular language and gestures to convey their feelings about and attitudes towards other people and ideas.

Level of support

The class will likely comprise background learners with a range of prior experience in studying Arabic. Learners are supported through multilevel and differentiated tasks. Consolidation of prior learning is balanced with the provision of new, engaging and challenging experiences. As they develop increasing autonomy as language learners and users, learners are supported to self-monitor and reflect on language use in response to their experiences in diverse contexts.

The role of English

The classroom is increasingly characterised by bilinguality, with Arabic being the principal language of communication. English may be used separately or in conjunction with Arabic to express ideas, personal views and experiences relating to communicating in Arabic and English in different contexts of interaction. Learners continue to develop a metalanguage for thinking and communicating about language, culture and their sense of identity from a bilingual perspective, and about the importance of maintaining their Arabic cultural heritage.

Years 7 and 8 Content Descriptions


Initiate and sustain interactions with others by expressing and exchanging opinions on topics of interest, and maintain relationships through apologising, inviting or praising

[Key concepts: experiences, attitudes, etiquette, respect; Key processes: speaking, writing, expressing, inviting, accepting and declining, explaining] (ACLARC154 - Scootle )

  • Literacy
  • Information and Communication Technology (ICT) Capability
  • Critical and Creative Thinking
  • Personal and Social Capability
  • Intercultural Understanding
  • initiating conversations, including face-to-face and virtual conversations, by asking peers about personal interests, for example,

    هل تحب المأكولات العربية؟ ما هو طعامك المفضّل؟ أنا أيضاً أحب الوجبات السّريعة ؛ هل تريد أن تأتي معي إلى مطعم الوجبات السّريعة بعد المدرسة؟

    أمي طبّاخة ماهرة؛ تعال إلى بيتنا يوم السبت؛ هل تحب الذّهاب معنا إلى المنتزه/الحديقة؟

    أنا آسف؛ أمي لا تسمح لي. أعتذر ليس عندي وقت؛ سوف أسأل أبي. نعم؛ طبعاً؛ سوف أتّصل بأمّي أولاً.

    ممتاز!؛ هذا رائع!

  • developing and sustaining conversations with peers, including online or virtual conversations, on topics of interest, such as sport, games and music, for example,

    هل شاهدت أمس مباراة كرة القدم؟ برأيك من سيفوز بالكأس؟ من هو لاعبك المفضل؟ هل نزلت الّلعبة الالكترونية الجديدة إلى الأسواق ؟ إنها لعبة مسلّية. هل تُحبين الأغنية الجديدة ؟

  • exchanging information and opinions on a range of topics such as home, school, leisure and travelling, for example,

    هل تحب المنطقة التي تسكن فيها؟ لماذا؟ منطقتي جميلة وشارع بيتي هادىء؛ أبي يريد أن يشتري بيتاً جديداً وأنا لا أريد أن أترك بيتنا؛ أنا أحب بيتنا كثيراً؛ أريد ركوب الدّراجة ولكن ليس عندي خوذة. ما رأيك بلعبة كرة القدم؟ أنا أحب القراءة كثيراً؛ وأنت؟

  • expressing hopes and feelings, and describing personal plans for school holidays and the weekend, for example,

    في عطلة نهاية الأسبوع أحب أن أذهب إلى البحر لأن الطّقس سيكون حاراً؛ أتمنّى أن نسافر إلى كوينزلاند في العطلة المدرسية. أنا سعيد لأننا سوف نسافر في العطلة؛ في العطلة المدرسية سوف ألعب التنس كل يوم؛ يوم السبت القادم سأذهب إلى السينما مع إخوتي؛ يوم الأحد القادم سأذهب إلى السّوق مع أمي لأشتري حذاءً جديداً للرّياضة

  • using communication strategies such as apologising, inviting and praising when interacting in social situations, for example,

    عفواً؛ تفضل؛ أنت بنت ذّكية

Take action in collaborative tasks, activities and experiences that involve negotiation, making arrangements, problem-solving and shared transactions

[Key concepts: negotiation, expressing preference, collaboration; Key processes: planning, discussing, agreeing/disagreeing, making decisions] (ACLARC155 - Scootle )

  • Literacy
  • Numeracy
  • Information and Communication Technology (ICT) Capability
  • Critical and Creative Thinking
  • Personal and Social Capability
  • Intercultural Understanding
  • expressing preferences for plans, comparing and contrasting alternatives, and negotiating solutions, for example,

    أفضل من ...؛ الأفضل...؛ الأحسن...

    أفضل ان نشتري هذه اللعبة لأنّها حديثة؛ لا أتفق معكم على الذهاب إلى السينما في المساء؛ ماذا لو نذهب في عطلة المدرسة؟ في المساء تكون السينما مزدحمة أما أثناء النّهار فتكون هادئة. سأتصل بك في عطلة نهاية الأسبوع لأنّ ذلك أفضل من أيام الأسبوع

  • collaborating with others in online or real settings to plan events, such as arranging a day out or a birthday party, and making shared decisions, such as negotiating how much to spend on presents, or a budget for a day out, for example,

    هل تحب أن نذهب إلى البولينغ يوم السبت؟ أبي سوف يأخذني إلى هناك الساعة العاشرة صباحاً؛ هناك نلتقي؛ نلتقي بعد المدرسة؛ حفل عيد ميلاد قيس يوم الأحد. سآتي لآخذك معي إلى بيته. الحفلة ستبدأ الساعة السادسة

  • responding to invitations in print, digital or online formats by accepting or declining and providing reasons for non-attendance, for example,

    شكراً جزيلاً على الدعوة؛ سأحضر الحفلة؛ آسف لا أقدر أن آتي إلى السينما لأن أمي لا تسمح لي. أنا مدعوة لحفل زواج ابن عمتي ولا أستطيع أن آتي معكم إلى البولينغ.

  • asking for others’ opinions on group weekend plans, and resolving disagreements by providing alternative suggestions, for example,

    يا سمير؛ هل قررت أن تأتي معنا إلى السينما يوم السبت؟ لا تقلق كل شيء سوف يكون على ما يرام؛ الغالبية منا تفضل الذهاب إلى البولينغ؛ لذا من العدل أن تقبل يا هادي قرار الأغلبية؛ ماذا لو شاهدنا عرضاً مسرحياً؟ ربما عرضاً غنائياً؟ يا سلمى أنا أعرف أنك تحبين الموسيقى؛ لذلك تعالي نحجز تذاكر عرض "الأميرة النائمة" الموسيقي. ما رأيك؟

Engage in classroom interactions and exchanges, clarifying meaning, and describing and explaining actions and responses

[Key concepts: opinion, perspective, mindful learning, exchange; Key processes: describing, explaining, clarifying, expressing] (ACLARC156 - Scootle )

  • Literacy
  • Critical and Creative Thinking
  • Personal and Social Capability
  • exchanging ideas and suggestions with peers, for example,

    ماذا تقترح يا سامي؟ أعطنا رأيك؛ كيف يمكن أن ننظّم الأدوار بيننا؟ ما رأيكم؟

  • clarifying meaning of common expressions by giving examples, such as

    أعني أنّ كل واحد منّا يكتب صفحة؛ أقصد أنا وهناء نبحث عن الصور؛ وعادل ووفاء وسمر يكتبون المقاطع؛ مثلاً؛ مثل؛ على سبيل المثال

  • contributing to class discussions by expressing opinions, using reflective language, for example,

    لو كان لدينا وقتاً أطول؛ لأضفنا موسيقى على البحث؛ كان الإمتحان صعباً وطويلاً؛ أصبحت القراءة في الصّف مملّة

  • describing actions and responses and giving reasons, for example, وضعتُ الصورة هنا لأنّها صغيرة ومناسبة؛ فاتني القطار لأنّني إستيقظت متأخراً؛ أنا متعب اليوم لأنّني نمت الساعة العاشرة ليلاً. إن ساعدتني في البحث؛ سنحصل على درجة عالية


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, summarising, relating, understanding] (ACLARC157 - Scootle )

  • Literacy
  • Numeracy
  • Information and Communication Technology (ICT) Capability
  • Critical and Creative Thinking
  • Personal and Social Capability
  • Intercultural Understanding
  • identifying context, purpose and audience in a range of texts in print, online or digital formats, such as articles, reports and documentaries
  • gathering information independently and collaboratively about events or people and comparing how various sources, such as magazines, newspapers and websites, use language to convey meaning
  • listening to, viewing and reading texts to extract elements that reflect different aspects of Arabic culture related to topics such as entertainment and special occasions, for example,

    حفلات المطربين؛ البرامج الترفيهية؛ برامج المسابقات

    الأعياد الدينية المختلفة وطرق الإحتفال بها؛ عيد الأم؛عيد الأب؛ أعياد الميلاد الخاصة؛ مناسبات الخطوبة والزواج

  • using concept maps, charts and tables to organise, analyse and summarise information from texts such as television programs, reports and documentaries, and comparing how ideas are conveyed in different texts

    الأفلام العربية الحديثة؛ البرامج النّقدية الساخرة؛ البرامج الحوارية؛ البرامج الوثائقية

Present information to describe, compare and report on ideas and experiences in print, digital and multimodal formats selected to suit audience and purpose

[Key concepts: representation, experience, audience; Key processes: describing, summarising, comparing, reporting] (ACLARC158 - Scootle )

  • Literacy
  • Numeracy
  • Information and Communication Technology (ICT) Capability
  • Critical and Creative Thinking
  • Personal and Social Capability
  • Intercultural Understanding
  • conveying information in texts such as notices and newspaper announcements to inform others about an issue of interest or an upcoming event, for example,

    إعلان هام؛ تحتفل الجالية العربية بعيد الأم في إحتفال كبير في الحديقة العامة يوم السبت القادم؛ الدكتورة ريم ستلقي محاضرة عن الشباب والمستقبل في الجامعة

  • presenting views on topics related to personal experiences in texts such as blogs, emails and speeches, for particular purposes and audiences
  • organising information and presenting it to an Arabic-speaking audience, for example, creating a visual presentation comparing cultural aspects of life at school and at home for young Arabic speakers or a video recording of a cooking demonstration for their classmates
  • reporting on own and others’ experiences, such as holiday trips or a school camp, in a text such as a digital presentation, and comparing own experiences with others’, using expressions such as

    بالنسبة لي، الرحلة كانت ممتعة بينما غالبية تلاميذ الصف شعروا بالملل؛ بالرّغم من الساعات الطويلة التي قضيناها في الطريق؛ إلا أنني لم أشعر بالتعب لكنّ أصدقائي كانوا متعبين جداً


Compare ways in which people, places and experiences are represented in different imaginative texts, analysing ideas, themes and messages and contrasting them with own experiences

[Key concepts: representation, morality, context; Key processes: analysing, comparing, contextualising, explaining] (ACLARC159 - Scootle )

  • Literacy
  • Critical and Creative Thinking
  • Personal and Social Capability
  • Ethical Understanding
  • Intercultural Understanding
  • expressing personal opinions on ideas presented in various texts such as stories, films, songs or video clips, for example,

    الفيلم يشجع الشباب على الدراسة وهذا ممتاز؛ المقطع الغنائي جميل ومؤثر؛ الفيلم غير واقعي؛ يعرض الفيلم مشاكل الشباب مع الأهل؛ الأغنية جميلة فهي تعبر عن الصداقة

  • stating and explaining personal preferences about characters, themes, ideas and events in texts, using expressions such as

    أفضل شخصية في الفيلم هي سميرة لأنها تعرف ما تريد؛ عادل شخصيته مؤثرة لأنها تمثل شخصية معظم الشباب العربي وتعرض مشاكلهم؛ أحداث القصة متسلسلة ومنطقية؛ الأب في المسلسل ليس مثاليّاً أبداً؛ الأم أيضا دورها تقليدي

  • analysing how people, places and experiences are represented in a variety of imaginative texts, such as extracts from a play or scenes from a film, and comparing how key messages and beliefs are communicated
  • expressing and exchanging opinions on typical features, language use and cultural elements in contemporary songs, films or video clips from the Arabic-speaking world, and comparing them with similar texts from the English-speaking world
Create and present imaginative texts, including multimodal and digital texts, such as songs, poems, plays, stories or video clips, involving fictional characters, events and contexts, to entertain different audiences

[Key concepts: imagination, emotion, context, audience; Key processes: composing, performing, building context and character, entertaining] (ACLARC160 - Scootle )

  • Literacy
  • Information and Communication Technology (ICT) Capability
  • Critical and Creative Thinking
  • Personal and Social Capability
  • Intercultural Understanding
  • creating cartoons, plays or short stories to share in class about an imagined experience in their own life or a dream for the future
  • illustrating own imaginative stories in print, visual or digital formats, such as captioned photo stories
  • composing and performing imaginative texts for the school community, through role-plays, raps and video clips, using expressive language and movement to illustrate meaning and to entertain
  • creating modified versions of traditional Arabic stories and films, such as علاء الدين والمصباح السّحري, by introducing new characters or contexts or alternative endings


Translate and interpret texts from Arabic into English and vice versa, compare own translations with others’, discuss differences and possible reasons and alternatives, and make language choices that best convey equivalent meaning

[Key concepts: meaning, equivalence, choice; Key processes: interpreting, comparing, refining] (ACLARC161 - Scootle )

  • Literacy
  • Information and Communication Technology (ICT) Capability
  • Critical and Creative Thinking
  • Personal and Social Capability
  • Intercultural Understanding
  • translating and interpreting texts from Arabic into English and vice versa, using print and online dictionaries, and translation tools or programs, and experimenting with interpreting unknown words or expressions, reflecting on challenges associated with transferring meaning from one language to another
  • comparing own and others’ translations of the same text, commenting on differences and similarities between versions and considering possible reasons for these
  • translating and interpreting texts, using print and online dictionaries, and translation tools or programs, identifying culturally specific vocabulary, for example, عفواً؛ سلامتك؛, and expressions, such as ألف مبروك الحمد لله على السلامة؛ نشكرالرب؛, and discussing the translation process relating to choice of words that best reflect the meaning, equivalence and contextual appropriateness
  • paraphrasing English words or expressions that have no specific equivalent in Arabic, such as ‘mufti day’ or ‘fundraiser’, and annotating them in order to convey their intended meaning
Create bilingual texts on particular themes or events in different modes, including multimodal and digital modes, such as menus, brochures, cartoons or video clips, explaining culture-specific words and expressions, for example, by using captions and descriptions

[Key concepts: language, culture, meaning; Key processes: selecting, relating interculturally, designing] (ACLARC162 - Scootle )

  • Literacy
  • Information and Communication Technology (ICT) Capability
  • Critical and Creative Thinking
  • Personal and Social Capability
  • Intercultural Understanding
  • creating bilingual subtitles, captions or commentaries for texts, such as brochures in print and digital formats, digital presentations or digital video clips, that inform the school community about aspects of culture in the Arabic-speaking world
  • producing bilingual texts in both Arabic and English about community events, such as promoting a concert or an interview with a celebrity on a community radio station, in print or multimedia formats, for example, posters or advertisements
  • designing menus or programs for Arabic-themed events, with key items and information in Arabic and explanatory notes in English
  • creating a short film about social interactions among different speakers of Arabic, explaining cultural elements that may vary in different parts of the Arabic-speaking world and which may be unfamiliar to English-speaking viewers


Reflect on cultural differences between Arabic and English communicative styles, and discuss how and why they modify language for different cultural perspectives

[Key concepts: communication, cultural perspectives; Key processes: reflecting, discussing, connecting] (ACLARC163 - Scootle )

  • Literacy
  • Critical and Creative Thinking
  • Personal and Social Capability
  • Ethical Understanding
  • Intercultural Understanding
  • discussing cultural cues in communication that suggest differences in traditions, ideas or values, for example,

    التّحية المتكرّرة مثلاً: كيف حالك وكيف العائلة؟ ؛ التّعابير الدينية مثل: إن شاء الله؛ إن شاء الرّب وعشنا

  • reflecting on the influence of Arabic culture on their own communication style, for example, using gestures, words or expressions with particular cultural significance in Arabic, such as kissing your own right hand, then raising your eyes and your right hand to express thanks, and discussing whether they modify their communication style when interacting in English
  • comparing choices of language and behaviours when communicating in Arabic and English, explaining the modifications they make and why, for example, when addressing older people with titles such as عم (عمّو)؛ خالة؛ (طنت)
  • considering own and others’ responses and reactions in Arabic–English intercultural exchanges and discussing reasons for different interpretations of meaning, for example, an Arabic-speaking man stroking his moustache in connection with an oath or promise indicates sincerity, while raising the right hand when swearing an oath is used in the Australian context
Reflect on how and why being a speaker of Arabic contributes to their sense of identity and is an important part of their Arabic cultural heritage

[Key concepts: cultural heritage, identity; Key processes: reflecting, explaining] (ACLARC164 - Scootle )

  • Literacy
  • Critical and Creative Thinking
  • Personal and Social Capability
  • Intercultural Understanding
  • discussing how being bilingual allows them to present ‘self’ to others in particular ways, for example, as ‘Arabic’ or ‘Lebanese’/‘Egyptian’/‘Iraqi’, and recognising that identity includes culture as well as language
  • reflecting on the role of language in expressing identity, considering when, with whom and why different languages are used, and reflecting on whether their own identity changes when they use different languages
  • expressing to others how Arabic is part of their identity, reflecting on when, how and why they use Arabic
  • sharing views of what their Arabic culture ‘is’, discussing what elements of culture they accept or reject, and exploring how culture relates to language, identity and experience, using statements such as ‘My culture is …’, ‘Culture can …’

Systems of language

Understand and apply rules of intonation and pronunciation in spoken texts, and apply writing conventions with increased accuracy in written texts

[Key concepts: writing conventions, pronunciation, sounds; Key processes: selecting, speaking, writing] (ACLARU165 - Scootle )

  • Literacy
  • Critical and Creative Thinking
  • understanding that Arabic sentences can be separated by commas and that a paragraph may only have one full stop at the end
  • understanding that the marks used in the Arabic script such as التنوين؛ الشدة ؛المدة influence pronunciation and meaning in words and sentences, for example, أمل /آمال؛ دعوة/دعوى
  • using the rhythms of the Arabic language, including intonation, tone and stress, to increase fluency and enhance expression
  • applying spacing rules between words and using their knowledge of writing conventions to expand on ideas when writing short texts
  • making choices in relation to the use of punctuation such as (؛) and adjusting the flow of ideas by enhancing text cohesion and expression
Understand and use grammatical forms and structures, such as adjectivenoun agreement, adverbial phrases (time, place and manner), and irregular plural, imperative and auxiliary verbs, to expand on spoken and written ideas

[Key concepts: grammar, accuracy; Key processes: elaborating, speaking, writing] (ACLARU166 - Scootle )

  • Literacy
  • Numeracy
  • Critical and Creative Thinking
  • Intercultural Understanding
  • using سوف in addition to the present tense to express future plans, for example,

    سوف أدخل إلى الجامعة بعد الثانوية العامة؛ سوف أشتري سيّارة بعد الإمتحانات

  • understanding and describing current, recurring and future actions, using auxiliary verbs, for example,

    ما زال أبي يعمل في المطار؛ ما زالت أختي تدرس الطّب

  • using the conditional mood as a formulaic expression, for example,

    لو نجحت في الأمتحان هذا العام فسوف يشتري لي أبي لعبة إلكترونية جديدة

  • 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

  • referring to a date of an event, such as a birthdate, and noticing that names of months vary in different regions of the Arabic-speaking world, for example,

    الخامس من إبريل 1999؛ العاشر من نيسان۲۰۰۱

  • using ordinal numbers to sequence ideas in oral interactions and written texts, for example,

    أوّلاً؛ ثانياً؛ ثالثاً؛ أخيراً

  • using interrogative words and expressions, such as لمَ؛ هل, to ask questions and make requests, for example,

    لمَ تأخّرت اليوم وأنت عندك إمتحان؟ هل فهمت ما قلت لك؟ رجاءً؛ أحضر البحث غداً لأنك لم تقدمه أمس؛ من فضلك هل تستطيع أن تقول لي كيف أذهب إلى البنك؟

  • 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

  • using specific structures relating to expressions of praise, encouragement and persuasion, for example,

    ممتاز! أحسنت! عمل رائع؛ ؛ هيّا واصل عملك أنت شخص ذكيّ؛ أكمل الصورة وقدمها للعرض؛ لا تتكاسل واصل الركض؛ إعرض كتاباتك على الصحيفة المحلية؛ أنت كاتب بارع

  • using expressions such as أكبر من؛ الأكبر to indicate preference and compare, for example,

    هذا الملعب أكبر من الملعب القديم؛ إن مدرستنا فيها أدوات حديثة أكثر من المدارس الأخرى؛ بيتنا هو الأجدّ في المنطقة؛ سيارة أبي أقدم سيارة رأيتها في حياتي

  • expressing opinions and feelings using expressions such as

    أشعر بالسّعادة عندما أسافر إلى المناطق الرّيفيّة في أستراليا؛ أعتقد أن أستراليا أجمل دولة في العالم

  • using conjunctions such as بالرّغم من ؛ to show differences and contrasts in ideas, for example,

    بالرّغم من أن الشمس ساطعة إلّا أنّ الطقس بارد؛ بالرّغم من نجاحي في الإمتحان لم يشترِ لي أبي اللّعبة الإلكترونيّة

Expand understanding of how the structure and language features of personal, informative and imaginative Arabic texts suit diverse audiences, contexts and purposes

[Key concept: textual conventions; Key processes: comparing, examining] (ACLARU167 - Scootle )

  • Literacy
  • Information and Communication Technology (ICT) Capability
  • Critical and Creative Thinking
  • Personal and Social Capability
  • applying knowledge of texts and their purpose, and predicting the meaning of unfamiliar words and phrases
  • analysing the language features and text structure of different samples of a particular type of text, including digital and online texts, such as a diary entry or a blog, to identify how ideas, representations and reflections are presented
  • comparing the use of language features such as imagery and exaggeration in a range of imaginative texts, and discussing how these features are used to convey meaning to and entertain the audience
  • examining how the structures and features of a variety of informative texts, including online and digital texts, such as reports and articles, reflect the intended purpose and how the choice of vocabulary reflects ideas and perspectives
  • explaining linguistic choices made to vary texts according to their intended audience and degree of formality, for example, changing from Modern Standard Arabic to colloquial Arabic to indicate changes in relationship between participants or degree of (in)formality

Language variation and change

Explain how elements of communication and choice of language and register vary according to the cultural context and situation

[Key concepts: body language, expression, negotiation, choice; Key processes: reflecting, selecting, connecting] (ACLARU168 - Scootle )

  • Literacy
  • Critical and Creative Thinking
  • Personal and Social Capability
  • Intercultural Understanding
  • understanding how particular gestures and body language used by various Arabic speakers, such as eye contact and the use of personal space, reflect feelings and attitudes towards other people and towards ideas
  • recognising that different situations require different levels of politeness depending on the context and speaker, for example, a gift from parents to a teacher may be seen as a polite gesture in some Arabic cultures but as inappropriate in the Australian school context, while declaring an opposing opinion on a current issue may be acceptable in the Australian context but viewed as being disrespectful in some Arabic cultures
  • identifying and reflecting on how emotions and attitudes, such as respect or embarrassment, and personal views are reflected in the choice of language in various social settings, such as public forums and school contexts
  • identifying and comparing the features of language that distinguish the purpose for which it is used, for example

    فعل الأمر مع واو الجماعة في الخطبة: هيا شاركوا في المهرجان العربي الحافل؛ استخدام "يا ليت؛ يا ليتني" في التعقيب على الأحداث في مدونة شخصية

  • comparing informal classroom discussions of a current event or issue with news and current-affairs programs, and analysing differences
Explore and reflect on the impact of social, cultural and intercultural changes such as globalisation and new technologies on the use of Arabic in different contexts

[Key concepts: globalisation, technology, dynamic systems; Key processes: researching, explaining, reflecting] (ACLARU169 - Scootle )

  • Literacy
  • Information and Communication Technology (ICT) Capability
  • Critical and Creative Thinking
  • Personal and Social Capability
  • Intercultural Understanding
  • investigating and describing the influence of globalisation and new technologies such as the internet on Arabic as a dynamic language
  • exploring the power and function of Arabic regional dialects in digital and social media
  • researching and reporting on the influence of Arabic language and culture in the local and broader Australian community, for example, the food industry (Lebanese restaurants and bakeries), the entertainment industry and the media (the Arab Film Festival, SBS Arabic radio and television, Arabic films) and education (Arabic bilingual schools)
  • reflecting on changes in their own use of the Arabic language, identifying new terms and behaviours that they have adopted into their everyday language in response to changes in technology and social media

Role of language and culture

Understand and reflect on language choices made in everyday communication in order to express ideas and perspectives that relate to cultural elements

[Key concepts: cultural expression, representation; Key processes: analysing, selecting, reflecting] (ACLARU170 - Scootle )

  • Literacy
  • Critical and Creative Thinking
  • Personal and Social Capability
  • Ethical Understanding
  • Intercultural Understanding
  • identifying and discussing how values or attitudes are differently reflected in Arabic and English, for example, attitudes to being on time reflected in language such as لا تستعجل؛ لن تهرب الحفلة؛ لا تهتم يوجد وقت كثير, and social interactions such as expressing thanks or appreciation more or less directly, or attitudes to making an apology
  • considering how differences between ways of using language reflect cultural influences, for example,

    العبارات التي تقال في المناسبات: ألف مبروك؛ عقبى للمئة عام؛ بالأفراح والمسرّات؛ زواج مبارك

  • examining how and why language and cultural practices are interconnected, for example, by identifying religious origins or connotations associated with places such as

    كربلاء؛ مكة الكرمة؛ أورشليم المقدسة؛ ديرالزور

Years 7 and 8 Achievement Standards

By the end of Year 8, students use written and spoken Arabic to initiate and sustain classroom interactions with others, to exchange views, for example, السباحة رياضة ممتعة؛ أعتقد أن السفر مفيد جدا , and express feelings such as أشعر بالفرح؛ بالسعادة عندما ألعب رياضت المفضلة؛ عندما أعزف الموسيقى . They use language conventions, such as الترقيم/الوقف والإملاء والقواعد ال التعريف؛ الفواصل والنقط في نهاية الجمل, vocabulary and sentence structures to apologise (for example, أنا آسف؛ أعتذر عن..., invite (for example, أدعوك لحفل عيد ميلادي...؛ أرجو أن تحضر ..., and offer praise, for example, رأيي أن ...؛ أعتقد أن... . They clarify meaning, explain actions and responses, and complete transactions by negotiating, making arrangements and solving problems, for example, ماذا لو أكملنا البحث مع؟؛ هل تريد أن أساعدك؟ , سوف أتصل بك بعد المدرسة؛ أراك غدا صباحا؛ سوف أرسل البحث بالإيميل . They apply pronunciation and rhythm patterns in spoken Arabic to a range of sentence types. They locate, interpret and compare information and ideas on topics of interest from a range of written, spoken and multimodal texts, and convey information and ideas in a range of formats selected to suit audience and purpose. They express opinions on the ways in which characters and events are represented in imaginative texts, and explain ideas, themes and messages, for example, في القصة؛ هيام أذكى من عبير ؛ في النص الأول... بينما في النص الثاني ... . Students create texts with imagined places, events, people and experiences in a range of forms to entertain different audiences. They use grammatical forms and features such as adjectivenoun agreement for example, الشاب الوسيم/الشابة الجميلة, adverbial phrases to indicate time, place and manner for example, في الصباح الباكر؛ في منتصف الطريق, and irregular, plural, imperative and auxiliary verbs for example, كان وأخواتها ,فعل الأمر جمع التكسير, to elaborate their oral and written communication. They translate texts from Arabic into English and vice versa, and compare own translations with others’, explaining differences and possible reasons and alternatives. They make language choices that best reflect meaning to create bilingual texts, identifying and using words and expressions that carry specific cultural meaning. Students explain how and why they adjust their language use according to different cultural contexts, and how being a speaker of Arabic contributes to their own sense of identity.

Students apply their knowledge of writing conventions, such as punctuation, to convey specific meaning in a range of texts, for example, الفواصل وعلامات الإستفهام والاستنكار والتعجب والجمل المبطنة . They analyse the structure and linguistic features of a range of personal, informative and imaginative texts and explain how these features are influenced by the context, audience and purpose. Students explain how and why changes to social settings affect verbal and non-verbal forms of communication. They explain the impact of social, cultural and intercultural changes such as globalisation and new technologies on the use of Arabic in different contexts. They explain how language choices they make reflect cultural ideas, assumptions and perspectives, for example, العبارات الشعبية؛ مصطلحات ذات دلائل دينية؛ العناوين الذكورية مثل رئيس للمذكر والمؤنث.