Foundation to Year 2 Arabic
The nature of the learners Children enter the early years of schooling with varying degrees of early literacy capability in Arabic and/or English. For young students, learning typically focuses on their immediate world of family, home, school, friends …
Foundation to Year 2 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum
Achievement Standard Arabic Foundation to Year 2
By the end of Year 2, students interact with the teacher and peers to exchange information about themselves, their family and friends, for example, إسمي هاني؛ أنا ليلى؛ عمري ست سنوات؛ أمي سميرة؛ أبي خالد؛ عندي أخ وأخت؛ صديقي رامي؛ صديقتي رنا , …
Achievement Standard | Achievement Standards | Foundation to Year 2 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum
ACLARC110
Translate familiar Arabic and English words, phrases and expressions, using visual cues and word lists, and explain the meaning of particular words and verbal and non-verbal expressions[Key concepts: meaning, expression; Key processes: noticing, matching, …
Elaborations ScOT Terms
ACLARC110 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum
ACLARC111
Create simple print or digital bilingual texts in Arabic and English, such as word lists, labels and captions, for their class, school and family[Key concepts: representation, equivalence; Key processes: naming, labelling, displaying]
Elaborations ScOT Terms
ACLARC111 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum
Elaboration ACLARC110
using Arabic and English to name familiar objects and conduct simple conversations, translating when necessary to help others understand
Elaboration | ACLARC110 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum
Elaboration (2) ACLARC110
playing matching games with Arabic and English words from Big Books and picture books
Elaboration (2) | ACLARC110 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum
Elaboration (1) ACLARC111
making bilingual greeting cards in print or digital form for family celebrations such as Mother’s Day, using greetings and simple expressions in Arabic and English, for example,ماما؛ حبيبتي ماما؛ مبروك ماما؛ عيد أم سعيد
Elaboration (1) | ACLARC111 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum
Elaboration (3) ACLARC111
labelling photos in both Arabic and English for a display of a class event or experience such as a sports day or school concert
Elaboration (3) | ACLARC111 | 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 (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) 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