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Years 7 and 8 Arabic

The nature of the learners Students who enter the background language learner pathway in Arabic in Year 7 may have strong connections to Arabic language and culture through family and community and varying degrees of oracy in Arabic. Their textual knowledge …

Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Arabic | Languages | F-10 curriculum

Achievement Standard Arabic Years 7 and 8

By the end of Year 8, students use written and spoken Arabic to exchange information about their personal worlds and to express feelings, likes and dislikes. They use formulaic language for a range of classroom functions and processes, such as …

ACLARC008

Translate and interpret short spoken and written texts, such as dialogues, speeches, labels, signs and messages, from Arabic into English and vice versa, using contextual cues and textual features, and recognising aspects that are similar or different …

Elaborations ScOT Terms

Elaboration (1) ACLARC008

using a picture or digital dictionary to find the meanings of words and expressions used in class, comparing English and Arabic versions of each word

Elaboration (2) ACLARC008

comparing Arabic expressions used in everyday interactions such as greetings with equivalent English expressions, identifying differences and similarities that reflect cultural associations or nuances, for example,مرحبا؛ كيف حالك؟ السلام عليكم؛ سلام ونعمة؛ …

Elaboration (4) ACLARC008

translating texts such as labels, public signs and messages from Arabic into English and vice versa to identify differences in elements of language structure and vocabulary use, for example, ‘no parking’, ‘no dogs’, ‘no-smoking zone’, ‘insert card’

Elaboration (1) ACLARC009

making bilingual greeting cards for family celebrations such as Mother’s Day, using greetings in Arabic alongside English ones, for example,عيد أم سعيد؛ عيد أم مبارك؛ كل عام وأنت بخير؛ كل عام وأنت بألف خير؛ دمت لي سالمة

Elaboration (2) ACLARC009

creating captions in Arabic and in English for a display of a class event or experience such as a sports day or school concert

Elaboration (3) ACLARC009

producing a parallel bilingual word list by relating known Arabic words or expressions to English equivalents and vice versa, noticing that direct translation is sometimes inappropriate

Elaboration (5) ACLARC009

creating parallel lists of informal Arabic and English expressions for own use in everyday interactions with friends and family, including expressions drawn from various Arabic dialects represented within the classroom, for example, ‘see you later’, ‘no …

Elaboration (1) ACLARC010

sharing with peers how it feels to use Arabic and English in different contexts, for example, at home, at school and in the Arabic-speaking community, reflecting on instances when these interactions have felt comfortable, awkward or difficult and explaining …

Elaboration ACLARU016

recognising that Arabic has borrowed many words from English, for example, إنترنت؛ كومبيوتر؛ تلفاز؛, and English has borrowed words from Arabic, such as ‘admiral’, ‘alcohol’, ‘algebra’, ‘coffee’, ‘genie’, ‘hazard’ and ‘sultan’

Elaboration (2) ACLARU017

understanding that particular Australian-English terms and expressions have no equivalent in Arabic, for example, ‘billabong’ and ‘the bush’, and that terms such as ‘the movies’, ‘footy’ and ‘backyard’ reflect aspects of Australian lifestyles

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General Capabilities