Arabic: Foundation – Level 6

F – 10 Sequence
Foundation – Level 2 Levels 3 and 4 Levels 5 and 6
Communicating
Socialising
Initiate interactions with peers and the teacher by asking and responding to questions and Socialise and build relationships with the teacher, peers and friends through the exchange of personal Socialise and maintain relationships with peers and the teacher by sharing information about their
exchanging information about self and family, friends and school information relating to home and school environment, such as everyday routines personal experiences and social activities
Engage in guided group activities and transactions such as playing games, role-playing, singing and Participate in collaborative tasks and shared experiences that involve planning and simple Collaborate in group tasks and organise shared experiences that involve making suggestions and
dancing, and communicate ideas, using movement, gestures and pictures to support meaning transactional exchanges, such as playing games, role-playing dialogues, and preparing and decisions and engaging in transactions
presenting group work
Participate in classroom activities and routines, such as opening and closing of lessons, responding Participate in everyday classroom activities, such as giving and following instructions, attracting the Interact in classroom activities, such as creating and following shared rules and procedures,
to instructions and taking turns teacher’s attention and asking for repetition expressing opinions, and asking for and providing clarification
Informing
Locate and organise information from simple spoken, written and visual texts to identify details about Locate and classify information relating to familiar contexts, routines and interests from spoken, Listen to, view and read a range of texts to locate, classify and organise information relating to social
people and objects written and visual texts and cultural worlds
Share information obtained from different sources, including online and digital sources, by listing, Present information relating to home, school, neighbourhood and leisure in a range of spoken, written Convey ideas and information on topics of interest and aspects of culture in different formats for
tabulating or sequencing information and using illustrations and gestures to support meaning and digital modes particular audiences
Creating
Listen to, view and read to simple imaginative texts, including digital and multimodal texts, and Respond to imaginative texts, such as interactive stories and performances, identifying and Share responses to a range of imaginative texts, including multimodal and digital texts, such as
respond by making simple statements about favourite elements and through action, mime, dance, describing characters, events, ideas and favourite elements cartoons, folk tales, fables and films, by expressing opinions on key ideas, characters and actions,
drawing and other forms of expression and making connections with own experiences and feelings
Create own representations of people or events in imaginative texts using familiar words, illustrations, Create and perform short imaginative texts, such as dialogues or collaborative stories based on Create and perform imaginative texts in print, digital or online formats, such as songs, stories, video
actions and other verbal and non-verbal forms of expression Arabic fables, using formulaic expressions and modelled language clips or short plays, based on a stimulus, concept or theme
Translating
Create own representations of people or events in imaginative texts using familiar Translate and interpret words, expressions and sentences in simple English and Translate and interpret texts from Arabic into English and vice versa for peers,
words, illustrations, actions and other verbal and non-verbal forms of expression Arabic texts, noticing similarities and differences or non-equivalence family and community, and identify words and expressions that may not readily
correspond across the two languages
Create own representations of people or events in imaginative texts using familiar Produce bilingual texts and resources, including digital and online resources such Produce bilingual texts and resources such as displays, instructions and
words, illustrations, actions and other verbal and non-verbal forms of expression as digital picture dictionaries, posters and signs, for their class and school newsletters for own learning and for the school community, identifying cultural
community terms in either language to assist meaning
Reflecting
Describe the experience of using Arabic at home and at school, such as how it feels and the Reflect on their experiences when interacting in English and Arabic, observing differences Reflect on their experiences of interacting in Arabic- and English-speaking contexts, discussing
particular behaviours they associate with speaking Arabic in language use and behaviours adjustments made when moving between languages
Identify themselves as members of different groups, including the Arabic class, the school, and their Explore their own sense of identity, including elements such as family, background and experiences, Reflect on how own biography, including family origins, traditions and beliefs, impacts
family and community, describing their roles within these different groups and ways of using language in Arabic- and English-speaking contexts on identity and communication
Understanding
Systems of language
Recognise the letters and sounds of the Arabic alphabet and identify how letters are modified so they Recognise and reproduce Arabic pronunciation and intonation patterns using vocalisation and Understand patterns of intonation and pronunciation, including the way vowels soften and extend
can be joined to form words features of individual syllable blocks, and understand that in Arabic script, most letters change sounds, and apply appropriate conventions to their writing
appearance depending on their position
Recognise parts of speech and frequently used words in familiar contexts, and understand the basic Understand and use key grammatical forms and structures, such as basic pronouns and possessive Develop and apply understanding of verb conjugation, suffixes, basic conjunctions and a range of
rules of word order in simple sentences, such as the role of verbs in a sentence; the masculine and pronouns, singular/plural forms of regular nouns and adjectives, and prepositions adjectives and adverbs to construct simple sentences
feminine forms of nouns, verbs and adjectives; and simple possessive forms
Recognise that language is organised as text, and that texts such as songs, stories and labels have Understand that familiar spoken and written Arabic texts, such as conversations and stories, have Explore the structure and language features of spoken and written Arabic texts, such as news reports
different features particular features and structures relating to different purposes and audiences and conversations, recognising that language choices and the form of Arabic used depend on
purpose, context and audience
Language variation and change
Recognise that there are variations in the language used by Arabic speakers in different situations, Understand that Arabic as a spoken language varies according to region and country and that Explore how language use differs between spoken and written Arabic texts, and depends on the
such as at home with family, and that the language used varies between different Arabic speakers meaning can be influenced by gestures, tone and purpose relationship between participants and on the context of the situation
Recognise that Australia has speakers of many different languages, including Arabic, and that Recognise that languages change over time and influence one another Explore the origins of Arabic and how it has been influenced by and influences other languages
languages borrow words from one another
Role of language and culture

© VCAA 24 February 2016

 Arabic: Foundation – Level 6

Foundation – Level 2 Levels 3 and 4 Levels 5 and 6

Understand that the languages people use and the way they use them relate to who they are, where Compare and reflect on cultural practices relating to ways in which language is used in various Explore how language use reflects particular value systems, attitudes and patterns of behaviour by
and how they live and what is important to them Arabic-speaking communities and in the wider Australian context comparing ways of communicating across cultures

Achievement Standard
By the end of Level 2, students interact with the teacher and peers to exchange By the end of Level 4, students interact with the teacher and peers to share By the end of Level 6, students use spoken and written Arabic to exchange
information about themselves, their family and friends, for example, ‫إسمي هاني؛ أنا‬ personal information about aspects of their lives, such as experiences, everyday personal information and describe people, places and ideas related to their
‫ليلى؛ عمري ست سنوات؛ أمي سميرة؛ أبي خالد؛ عندي أخ وأخت؛ صديقي رامي؛ صديقتي‬ routines and leisure activities, for example, ‫عمري تسع سنوات؛ أنا مولود في أستراليا؛‬ personal experiences and social activities such as celebrations for example, ‫أذهب‬
‫ رنا‬, and initiate interactions by asking and responding to questions. They use ...‫؛ بعد المدرسة‬...‫أتيت إلى أستراليا وأنا صغير في الصباح أستيقظ باكرًا؛ أنام في الساعة‬ ‫مع عائلتي لزيارة جدي وجدتي في األعياد؛ في العطلة األسبوعية‬, sport (for example,
repetitive language when participating in shared activities and transactions and ‫ أذهب مع عائلتي إلى المتحف؛ البحر؛ الحديقة العامة؛ السوق؛ ألعب الرياضة‬...‫في المساء‬ ‫ أألعب رياضتي المفضلة مع أصدقائي بعد المدرسة في الحديقة العامة‬and other interests
responding to classroom instructions. When speaking, they use the sounds of the ‫بعد المدرسة؛ أحب كرة القدم؛ آخذ دروسًا في الباليه‬. They use formulaic expressions such as ‫أشاهد أفالم الكارتون مع عائلتي في السينما؛ ألعب ألعاب إلكترونية‬. They make
Arabic language, for example, ‫ حروف مثل خ؛ ح؛ ط؛ ظ؛ ص؛ ض؛ ع؛ غ؛ ق‬. when interacting, such as giving and following instructions, asking for repetition, shared decisions, for example, ‫أريد أن‬... , provide suggestions such as ‫يمكن أن‬... ,
They locate information about people, places and objects in simple texts, and share planning shared activities and completing simple transactions, for example, ‫من‬ and complete transactions. When participating in classroom routines and activities,
information in different formats, using illustrations and gestures to support meaning, ‫فضلك أريد المساعدة؛ أن أذهب إلى الحمام؟؛ هل أستطيع أن؛ من فضلك هل يمكن أن‬ they follow shared rules and procedures, express opinions and ask for clarification,
for example, ‫ما اسمك أين تسكن؛ كيف حالك؟ هل عندك أصدقاء؟ كم أخت عندك؟ ماذا‬ ‫ تعيد الكلمة؟ الجملة؟ ؛‬. They use features of Arabic pronunciation and intonation for example, ‫؛ ما معنى‬...‫ حسنا؛ نعم ولكن؛ أعتقد أن‬... . Students use patterns of
‫ يعمل أبوك؟ ما اسم مدرستك؟ من هي معلمتك؟ هل تحب المدرسة؟‬. They make simple when speaking and reading aloud. Students locate and classify information relating Arabic pronunciation and intonation when interacting.
statements about favourite elements in response to imaginative experiences, and to familiar contexts and present it in modelled spoken, written and visual texts. They locate, classify and organise information from a range of spoken, written and
create own representations of imagined characters and events, using illustrations, They describe characters, events and ideas and express opinions about favourite visual texts related to aspects of culture and lifestyle. They present ideas and
familiar language and non-verbal forms of expression. Students identify specific elements in imaginative texts, and use formulaic expressions, for example, ‫في يوم‬ information on topics of interest and aspects of culture in different formats for
parts of speech, such as nouns, verbs and adjectives, in spoken and written texts, ‫ من األيام؛ كان هناك‬, and modelled language to create short imaginative texts. They particular audiences. They respond to a range of imaginative texts by expressing
and use familiar words and phrases, for example, ‫المدرسة؛ العائلة؛ األم؛ األب؛‬ use vocabulary related to school, home and everyday routines, for opinions on key elements for example, ‫من القصة نتعلم ال‬..., characters for
‫األصدقاء؛الصف؛ المعلمة؛ البيت أسكن مع عائلتي؛ أحب؛ آكل؛ أذهب؛ ألعب؛ أغني؛‬ example, ‫ غرفة أخي؛‬/‫الدراسة؛ التعليم؛ فروضي؛ مواد المدرسة؛ غرفة النوم؛ غرفتي‬ example, ‫؛ ال أحب الملك في الفيلم ألنه‬...‫ أحب عالء الدين ألنه‬and actions for
‫قصير؛ جميل؛ نظيف؛ المدرسة؛ بيتي؛ أختي؛ صديقي يوم السبت؛ في‬/‫كبير؛ طويل‬/‫صغير‬ ‫المطبخ؛ الطابق العلوي أستيقظ من النوم؛ أتناول الفطور؛ أستقل الباص؛ أكمل واجبات‬ example, ‫يجب على نيمو أن يسمع كالم أبيه‬, and making connections with own
‫ الصباح؛ األمس؛ كل يوم‬and sentence patterns in simple texts, such as ‫أحب أن‬ ‫المدرسة؛ أشاهد التلفاز؛ أقرأ الكتاب‬. Students use key grammatical forms and experience, for example ‫؛ أنا مثل‬...‫أنا أيضا يجب أن‬... . They create and perform short
‫؛ أذهب إلى؛ أذهب مع؛‬....‫ ال أحب أن‬/...‫ آكل‬. They recognise questions and structures in simple spοken and written texts, such as word order, singular and imaginative texts based on a stimulus, concept or theme. They use a variety of
commands, for example, ‫اذا تحب أن تلعب؟ من صديقك في المدرسة؟ هل‬/ ‫ما أسمك؛‬ plural forms of regular nouns and adjectives, personal and possessive pronouns, tenses for example, ‫ األفعال الماضية والمضارعة‬and apply verb conjugation for
‫بيتك كبير؟ ما هي لعبتك المفضلة؟ أجلس هنا من فضلك؛ تكلم اآلن؛ إرفع يدك؛ تعال إلى‬ for example, ‫هم؛‬/‫هي‬/‫أنِت ؛ هو‬/ ‫أنَت‬,‫أصدقاء‬/‫ صفوف؛ صديق‬/‫غرف؛ صف‬/‫كتب؛ غرفة‬/‫كتاب‬ example,‫أكلت‬/ ‫أكَل‬/ ‫أكلُت‬, suffixes for example, ‫تذهب‬/‫ يذهب‬/‫أذهب‬, basic conjunctions
‫ هنا‬, and use vocabulary and simple sentences to communicate information about ‫غرفة أخي؛ مدرستي؛ مدرستنا‬/‫ كتبي؛ غرفتي‬/‫ كتابي‬, and prepositions such as ‫في‬ for example,‫ و؛ أو‬and a range of adjectives for example, ‫الصفة للمذكر والصفة‬
themselves, their family and classroom, such as ‫ذهب سمير إلى المدرسة؛ ذهبت لينا‬ ‫البيت؛ إلى المدرسة؛ بين الملعب والّس احة؛ أثناء الدرس؛ بعد العشاء؛ قبل النوم‬. Students ‫ للمؤنث لألشياء واألشخاص‬and adverbs for example, ‫سريعًا؛ ليًال؛ صباحًا؛‬
‫إلى البيت‬, applying basic rules of word order and gender. Students translate translate familiar and frequently used language relating to familiar environments ‫يومًّيا‬to construct sentences and to produce short texts. Students translate texts
frequently used words and simple phrases using visual cues, and create word lists, and create simple bilingual texts for the classroom and school community. from Arabic into English and vice versa, identifying words that are not easily
labels and captions in both Arabic and English for their immediate environment, for They describe how language involves behaviours as well as words and share their translated, such as ‫ أيفون؛ تلفاز؛ كومبيوتر‬, and create bilingual texts for their own
example, ‫البيت؛ الغرفة؛ الحديقة؛ المدرسة؛ الصف؛ المعلمة؛ الدرس؛ المدير؛ الشارع؛‬ own experience as learners as they interact with others. learning and for the school community. They identify ways in which their own
‫إسمه عادل؛ هذه معلمتي؛ إسمها آنسة هالة؛ أحب‬. ‫الباص؛ الملعب؛ الدكان هذا أبي؛‬ Students identify and use Arabic sound and writing patterns, for example ‫أ؛ ئـ؛ ء؛ ؤ؛‬ biography for example, ‫السيرة الذاتية؛ الخبرات الخاصة‬, traditions for
‫ًا‬
‫صديقتي كثير ؛‬. They describe their roles as members of particular groups, and ‫ والياء؛األلف المقصورة ى‬, including combining letters to form words, vocalisation, example, ‫ العادات العائلية واإلجتماعية‬and beliefs for example, ‫المعتقدات‬
share their feelings and ways of behaving as they use Arabic at home and in the and features of individual syllable blocks such as ‫ إشترى أبي بيتًا؛رأيت كلبًا؛‬:‫التنوين‬ ‫ الخاصة‬impact on their identity and influence the ways in which they communicate
classroom, such as .‫أنا سعيد؛ أحب أن أتكلم مع أمي بالعربي ال أفهم العربي كثيرا؛ أنا في‬ ‫ آكل؛ آمل؛ آسف؛‬. ‫ في بيتي غرٌف‬They identify the features and structure of different in Arabic and English.
‫فريق كرة القدم؛‬ types of texts, for example, ‫العنوان؛ الحبكة؛ النهاية القافية؛ فعل األمر؛ الجمل؛ القصيرة‬ Students identify the role of vowels in softening and extending sounds
Students identify letters of the Arabic alphabet and join some letters to form simple ‫ أدوات الحوار؛ األدوار في الحوار؛‬. They identify similarities and differences between and apply writing conventions to own constructions. They distinguish between the
words. They identify features of familiar texts. They distinguish between the various Arabic dialects and explain how meaning can be influenced by gestures structure and features of different types of spoken and written Arabic texts
language spoken by different Arabic speakers in different situations, such as at and tone. Students provide examples of how the Arabic language has changed and identify ways in which audience, context and purpose influence language
home with family or at school with the teacher, for example, ‫من فضلك؛ هل يمكن‬ over time and identify words and expressions in Arabic that have emerged from choices and the form of Arabic used. They provide examples of how language use
‫؛ لوسمحت‬...‫؛ هل أقدر أن‬...‫أن‬.... Students name some of the many languages that contact with other languages and vice versa. They compare language use and and ways of communicating vary according to the relationship between participants
are spoken in Australia, including Arabic, and provide examples of simple words in cultural practices in Arabic-speaking communities and in the wider Australian and the purpose of the exchange, for example, ‫ اإلسمية والفعلية؛ الترداد‬:‫أنواع الجمل‬
Arabic that have been borrowed from English and vice versa. They identify how the context, identifying culture-specific terms and expressions, particularly those ‫في بعض العبارات؛ طول الجمل والفواصل الشفهية فيها‬. They identify how languages
ways people use language reflect where and how they live and what is important to related to special occasions, for example, ‫كيفية اإلحتفال في المناسبات؛ زيارة األهل‬ influence one another, including the influence of indigenous languages of the
them. ‫في األعياد؛ اإلحتفال بأعياد الميالد‬ Arabic-speaking world and regional languages such as Aramaic, Syriac,
Phoenician, Persian, Kurdish and Turkish on Arabic, for example ‫األبجدية؛ المفردات‬
‫المستعارة؛ أصل الكلمات‬. They give examples of how language use reflects
particular value systems, attitudes and patterns of behaviour across cultures.

© VCAA Page 2