Arabic: 7-10
- Rationale
- Aims
- Organisation
- Student Diversity
- Ways of Teaching
- Ways of Teaching Video
- Ways of Assessing
- General Capabilities
- Cross-Curriculum Priorities
- Glossary
- Aboriginal Languages and Torres Strait Islander Languages Scope and Sequence
- Arabic Scope and Sequence
- Hindi Scope and Sequence
- Korean Scope and Sequence
- Modern Greek Scope and Sequence
- Spanish Scope and Sequence
- Turkish Scope and Sequence
- Vietnamese Scope and Sequence
- Overview ABL TSIL Framework
- Overview Auslan
- Overview Classical Languages Framework
- ABL Scootle Resources
- ABL Additional Resources
Languages Assessment Activities Template- Teaching and Learning Outline Template
Arabic: 7-10 learning area contacts:
- Pre-primary to Year 6 : +61 8 9273 6784 | Adriana.Douglas@scsa.wa.edu.au
- Year 7 to Year 10 : +61 8 9273 6724 | Hanneke.Rekelhof@scsa.wa.edu.au
Arabic: 7-10
7-8 Syllabus
Years 7 and 8 Band Description
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 developed through English literacy supports the development of literacy in Arabic. Skills in analysing, comparing and reflecting on language and culture in both languages are mutually supportive.
Arabic language learning and use
Learners use modelled and rehearsed language in familiar and unfamiliar contexts and increasingly generate original and personal language. They interact in class routines and activities, expressing their ideas and feelings ( أحب جدي كثيراَ), exchanging opinions ( هذا الواجب صعب؛ الإمتحان طويل) and managing shared tasks (أولا؛ نختار أفراد الفريق؛ ثانيا نوزع الأدوار). They listen to, read and view a range of texts and create spoken and written texts to present ideas and information to a variety of audiences in different contexts. 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 explore and discuss themes, characters and events in Arabic folk tales, fables and films, and plan, draft and present imaginative texts, such as stories, plays, cartoons and comics. They make cross-curricular connections and explore intercultural perspectives and experiences through interaction with an increasing range of Arabic speakers.
Contexts of interaction
Learners come to the classroom understanding and using Arabic within the world of their experience, which is likely to be the home and community domains. At this level, possible contexts of interaction could include the world of learning, for example, discussing the shift from primary to secondary school, the concepts of home and friendship, family, shared events and leisure activities. Learners contextualise and use their background language and culture as much as possible while socialising and exchanging information. They pool language knowledge and resources to plan, problem-solve, monitor and reflect. This will not necessarily be characterised by the fluent use of Arabic, but rather by the way they use their background knowledge of Arabic language and culture in communication. Interactions are authentic in relating to the world of teenage experience, and performance based. Additional opportunities for interaction are provided through purposeful and integrated use of information and communications technologies (ICT), for example, videoconferencing and online activities such as e-learning.
Texts and resources
Learners work with a range of texts designed for language learning, such as textbooks, audio recordings, teacher-generated materials and online resources. They also use authentic materials such as blogs, newsletters, advertisements, magazines, video clips and apps. Their knowledge is extended through exploration of Arabic texts on the internet, and audiovisual materials, cultural performances, and community events and activities, such as the Arabic Film Festival. As background language learners, they are also likely to engage with bilingual, subtitled and captioned texts.
Features of Arabic language use
Learners understand and use features of the Arabic sound and writing systems, and make connections between spoken and written texts. They use appropriate pronunciation and intonation when communicating and interacting in a range of contexts, and apply spelling rules when writing in Arabic script. They explore Arabic syntax and linguistic structures and begin to use metalanguage by identifying grammatical terms. They apply elements of Arabic grammar to the production of texts, such as articles, nouns, adjectives, personal pronouns, verb tenses, conjunctions, adverbs, statements, negation and questions, to describe people, actions and events ( أستيقظ في الصباح), discuss preferences ( أحب طعام أمي؛ لا أحب الأكل السريع), expand on expression ( في الطريق إلى المدرسة ), and link ideas and information ( أو؛ أيضا؛ كذلك). They understand ways in which the English language works as a system and how English is similar to and different from Arabic. They discuss the influence of other languages and cultures on Arabic language, and recognise variations in language use across Arabic-speaking countries, regions and communities. They make connections between texts and cultural contexts, identifying how cultural values and perspectives are embedded in language and how language choices determine ways in which people, issues and circumstances are represented.
Level of support
Learners have varying degrees of Arabic oracy and literacy competence and are supported through multilevel and differentiated tasks. Support includes scaffolding, modelling and monitoring, explicit instruction and feedback, structured activities for practising new language, and the use of gesture and movement. Students are supported to develop autonomy as language learners and users, and to self-monitor and adjust their language use in response to their experience in diverse contexts. Opportunities to review and consolidate are an important component of learning at this level.
The role of English
Arabic is the main language of instruction and interaction. Arabic and English may be used when discussing concepts, functions and structures relating to language use, and when exchanging and comparing experiences in learning Arabic and English. English may be used for conceptually demanding explanations and discussions, particularly when making connections between Arabic and other languages and cultures and discussing how language and culture connect to make meaning. Learners are encouraged to reflect on how they interact in Arabic and English, and on their own sense of identity from a bilingual perspective.
Communicating
Socialising
Interact with peers and the teacher to exchange information about self, family and friends, routines, leisure activities, interests and special days, and express feelings, likes and dislikes
[Key concepts: personal world, leisure; Key processes: interacting, describing, socialising]
(ACLARC001)
Participate in collaborative planning, decision making and shared transactions, using different modes of communication
[Key concepts: collaborative learning, performance, presentation; Key processes: planning, listening, deciding, transacting]
(ACLARC002)
Interact in classroom routines and activities, developing language for a range of classroom functions and processes, such as following instructions, asking and answering questions, and requesting support by asking for repetition, permission and help
[Key concepts: roles, routines; Key processes: listening, responding, contributing]
(ACLARC003)
Informing
Listen to, read and view a range of spoken, written and multimodal texts; identify, sequence and classify key points of information such as details about people and events; and use the information in new ways
[Key concepts: information, text; Key processes: listening, reading, viewing, locating, transposing]
(ACLARC004)
Convey and present ideas and information obtained from different sources relating to home, school, leisure and interests
[Key concepts: information, text, personal world; Key processes: presenting, conveying, reporting]
(ACLARC005)
Creating
Participate in imaginative experience by listening to, viewing and reading texts, such as songs, cartoons, folk tales and other stories, and sharing opinions, ideas and responses relating to characters, settings and events
[Key concepts: imagination, plot, tradition, character, message; Key processes: identifying, relating, describing]
(ACLARC006)
Create and adapt texts with imaginary scenarios, characters and events, using modelled language and different modes of presentation
[Key concepts: imagination, genre, performance; Key processes: creating, experimenting, presenting]
(ACLARC007)
Translating
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 in each language
[Key concepts: equivalence, difference, context; Key processes: translating, interpreting, comparing, explaining]
(ACLARC008)
Create bilingual texts such as posters, games and signs for the classroom and school community, making decisions about words and expressions that do not readily translate
[Key concepts: bilingualism, audience, meaning; Key processes: translating, reasoning, explaining]
(ACLARC009)
Reflecting
Reflect on personal responses and reactions during interactions in Arabic, recognising how interaction involves culture as well as language
[Key concepts: intercultural exchange, language, culture, response; Key processes: identifying, reflecting, explaining]
(ACLARC010)
Reflect on own identity, including aspects that relate to personal observations, experiences and feelings, and recognise how elements of identitysuch as family background, school and interests impact on intercultural exchange
[Key concepts: self, profile, identity; Key processes: recognising, relating, discussing]
(ACLARC011)
Understanding
Systems of language
Understand features of the Arabic sound system, including intonation and pronunciation, and how these are represented in written form, and apply writing conventions to form letters, words and texts
[Key concepts: alphabetical systems, writing conventions, sound and letter differentiation; Key processes: distinguishing, relating, applying]
(ACLARU012)
Understand and use aspects of key grammatical forms and structures in spoken and written texts, such as articles, nouns, adjectives, personal pronouns, verbs and verb tenses, conjunctions, adverbs, statements, negation and questions, and use vocabulary that relates to familiar environments and activities
[Key concepts: grammar, syntactic relationship; Key processes: understanding, applying, comparing]
(ACLARU013)
Identify the structure and textual features of a range of personal, informative and imaginative texts, and recognise how these contribute to meaning
[Key concepts: meaning, genre, structure; Key processes: identifying, sequencing, organising]
(ACLARU014)
Language variation and change
Understand that spoken and written Arabic varies according to regions and countries, and according to context, situations and relationships
[Key concepts: variation, dialect, context; Key processes: identifying, distinguishing, relating, analysing]
(ACLARU015)
Understand that the Arabic language has changed and continues to change through interaction with other languages and cultures
[Key concepts: change, language contact, intercultural contact; Key processes: observing, identifying, classifying]
(ACLARU006)
Role of language and culture
Explore how language use reflects one’s thoughts, perceptions and culture, recognising that language and culture are interrelated systems for meaning-making
[Key concepts: perception, influence; Key processes: reflecting, discussing, questioning, making meaning]
(ACLARU017)
Achievement standard
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 asking and responding to questions, following instructions, requesting repetition and asking for permission and assistance, for example, متى أكملت البحث؟؛ من ساعدك في إكمال الواجب المدرسي؟؛ هل يمكن أن تعيد السؤال؟؛ لو سمحت؛ ممكن أن أستخدم الهاتف؟؛ من فضلك ممكن أن تساعدني في حمل صندوق الكتب؟. Students use rehearsed and some spontaneous language to engage in planning, transacting, making arrangements and negotiating. They apply features of pronunciation and rhythm in spoken Arabic to a range of sentence types. They locate, classify and sequence key points of information from a range of sources and communicate information and ideas related to home, school, leisure and interests using different modes of presentation. They share their responses to different imaginative texts by expressing feelings and ideas about the ways in which characters, settings and events are represented. Students use modelled language to createimaginative texts or alternative versions of texts they have listened to, read or viewed. They use key grammatical forms and structures in spoken and written texts, such as articles, nouns, adjectives, personal pronouns, verbs and verb tenses, conjunctions, adverbs (for example, ال التعريف البيت؛ المدرسة؛ الدراسة؛ العائلة؛ المواد الدراسية؛الهوايات كبير/كبيرة؛ طويل/طويلة؛ ممتع/ممتعة؛ مفيد/مفيدة؛ مدرستي كبيرة؛ عائلتي صغيرة؛ بيتي واسع؛ شارعنا ضيق؛, أنتَ؛ أنتِ؛ أنتم؛ هو؛ هي؛ هم؛ أذهب إلى المدرسة؛ نذهب إلى السينما؛ ذهبت إلى السينما؛ ذهبنا إلى زيارة الأقارب و؛ أو؛ كذلك؛ أيضاً؛ لأنّ يوميا؛ غالبا؛ أحيانا؛ بكيت بشدّة؛ تكلمت بحماسٍ؛ إستيقضت متأخراً؛ وصلت إلى المسرح باكراً ),They apply writing conventions to written texts, such as لا أستطيع أن أكمل البحث؛ لم أستطع أن أجيب على جميع أسئلة الإمتحان أين تتمرن لكرة القدم؟ متى تلعب الرياضة؟ ما هي مادتك المفضلة؟ كم شخص يوجد في عائلتك؟ إستخدام العنوان؛ الفقرات؛ الفواصل؛ أدوات الترقيم؛ التوقيع في خاتمة الرسالة. They use contextual cues and textual features to translate and interpret everyday texts from Arabic into English and vice versa, and identify similarities and differences in translation. They create texts in Arabic and English, identifying words and expressions that do not readily translate, such as بالهناء والشفاء؛ والله ولي التوفيق. They compare ways of communicating in Arabic and English and explain how their own biography influences their cultural identity and ways of communicating.
Students identify and apply the writing conventions of the Arabic alphabet and script, making connections between spoken and written Arabic in texts. They identify the structure and features of different personal, informative and imaginative texts and provide simple explanations as to how these elements contribute to meaning. They identify ways in which spoken Arabic varies according to regions and countries, and provide examples of how Arabic has changed over time due to influences from other languages and cultures. Students identify how written Arabic varies in style and in the use of formal and informal forms, for example, أنتَ/حضرتكَ/حضرتكم, according to context, situation and the relationship between participants. They identify ways in which language use reflects cultural ideas, thoughts and perceptions.
9-10 Syllabus
Years 9 and 10 Band Description
The nature of the learners
Learners increasingly communicate in Arabic in everyday interactions and in domains beyond the home. They continue to be immersed in Arabic language and culture, making connections and comparisons with other languages and cultures. They have a growing awareness of the wider world, including the diversity of languages, cultures and forms of intercultural communication. They begin to consider their role as bilingual, intercultural communicators in the Australian context. They are considering future pathways and prospects, including how Arabic may feature in these.
Arabic language learning and use
This is a period of language exploration, vocabulary expansion, and experimentation with different modes of communication. Learners use Arabic to communicate and interact, exchange information, express and justify opinions (أريد ركوب العجلة ولكن ليس عندي خوذة ), and plan, negotiate and solve problems in shared tasks and transactions (ماذا لو نذهب في عطلة المدرسة؟ ). They access and evaluate information from a range of sources, and present ideas and views from a range of perspectives in different formats and contexts and for particular audiences. They use their imagination to create a range of texts, such as stories, plays and video clips, about past events and experiences and future possibilities, using a range of techniques to entertain different audiences. There is a balance between activities that focus on language forms and structures and those that emphasise communicative tasks and performance. Learners recognise that moving between Arabic and English involves interpretation and personal response as well as literal translation and factual reporting. Task characteristics and conditions at this level are more complex and challenging, providing opportunities for collaborative as well as independent language planning and performance, and development and strategic use of language and cultural resources. Learners discuss the relationship between language, culture and identity, exploring in more depth the concept of being bilingual and bicultural.
Contexts of interaction
Greater control of language structures and systems increases confidence and interest in communicating in a wider range of contexts beyond the home. Contexts of interaction in Arabic move beyond the immediate world of teenage experience to more active participation in the local community, for example, by engaging in local community events or celebrations. Learners participate in discussions and presentations on topics of interest and on life experiences in different contexts and cultures, and view television programs, documentaries, music performances and films to further explore Arabic language and culture. 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, build vocabulary and elaborate on ideas.
Features of Arabic language use
Learners use appropriate pronunciation, rhythm and intonation in communication and interaction, and apply accurate spelling and punctuation in a range of written texts. They gain greater control of grammatical elements, such as word order, a range of tenses, conditional and subjunctive moods, embedded clauses, imperative forms, and vocative case, to elaborate on ideas and information relating to people and events ( أخي يلعب كثيراً لكن أختي تدرس دائماً), discuss future plans and aspirations (سوف أذهب إلى الجامعة؛ سوف اسافر مع أهلي؛ سوف أشتري سيارة), persuade audiences ( لنذهب إلى المعلم ونسأله؛ هيا حاول مرة ثانية؛ ممتاز! أحسنت؛ تكلم مع سامر), express doubt, uncertainty or emotion ( ربما نذهب إلى السينما يوم السبت), and link and extend ideas and information ( بداية؛ بعد ذلك؛ أخيراَ). They analyse text more critically, identifying how language choices reflect perspectives and meaning in a range of texts, and developing their understanding of the relationship between context, purpose and audience. They demonstrate understanding of language variation and change, and of how intercultural experience, technology, popular culture, migration and globalisation influence forms of communication.
Level of support
This stage of learning involves consolidation and progression. Learners need opportunities for new challenges and more independent learning experiences. Continued scaffolding, modelling and monitoring are required to support these challenges. A range of resources is provided and processes modelled for the development of more autonomous self-monitoring and reflecting strategies, such as online journalling, video documenting and discussion forums. Continued focused attention on grammatical and textual features supports learners in the production of texts.
The role of English
The classroom is increasingly characterised by bilinguality, with Arabic being the principal language of communication. English continues to be used as the medium for substantive discussion, comparison, analysis and reflection, although learners at this level are able to discuss some abstract and complex views and ideas on language, culture and intercultural experience in Arabic. They explore the interrelationship between language, culture and identity, and reflect in more depth on the concept of being bilingual. They discuss the influence of Arabic and English on their ways of communicating, thinking and behaving, how living and moving between cultures has impacted on their own bilingual identity, and how successful communication requires flexibility, awareness and openness to alternative ways.
Communicating
Socialising
Initiate and sustain interactions to develop relationships with peers and adults, exchanging ideas, opinions and feelings, comparing experiences and discussing future plans
[Key concepts: relationships, opinion, experiences, future; Key processes: exchanging, comparing, discussing]
(ACLARC018)
Participate in collaborative projects, providing ideas and suggestions, negotiating and justifying options, solving problems and completing transactions
[Key concepts: participation, contribution, prioritisation; Key processes: suggesting, justifying, discussing, negotiating, transacting]
(ACLARC019)
Contribute to structured discussions and tasks by asking and responding to questions, clarifying understanding, elaborating on opinions and expressing agreement or disagreement
[Key concepts: discussion, opinion; Key processes: discussing, clarifying, expressing]
(ACLARC020)
Informing
Extract, organise and evaluate information and ideas from a range of texts, analysing meaning, gist and purpose
[Key concepts: meaning, purpose, audience; Key processes: extracting, organising, analysing]
(ACLARC021)
Convey ideas and viewpoints from a range of perspectives to various audiences in familiar contexts using different modes of presentation
[Key concepts: context, audience, perspective; Key processes: selecting, conveying, constructing, presenting]
(ACLARC022)
Creating
Respond to imaginative texts such as poems and films, explaining messages and key ideas, stating views on themes, events and values, and making connections with own experiences
[Key concepts: genre, theme, values, connection; Key processes: comparing, explaining, analysing]
(ACLARC023)
Create imaginative texts in multimodal forms, including digital, that draw on past experiences or future possibilities, experimenting with different techniques
[Key concepts: culture, narrative, creativity; Key processes: creating, imagining, entertaining, relating]
(ACLARC024)
Translating
Translate and interpret texts from Arabic into English and vice versa, compare own translations and interpretations with others’ and discuss reasons for differences
[Key concepts: representation, perspectives, interpretation; Key processes: translating, interpreting, comparing, critical and cultural understanding]
(ACLARC025)
Create bilingual texts for the wider community, such as notices, promotional material, instructions or announcements, interpreting cultural and linguistic aspects
[Key concepts: culture, interpretation, equivalence; Key processes: interpreting, composing, selecting, explaining]
(ACLARC026)
Reflecting
Reflect on how conventions of speech and Arabic cultural concepts can influence own communication style when using both English and Arabic
[Key concepts: cultural concept, norms, communication; Key processes: understanding, explaining, reflecting]
(ACLARC027)
Reflect on own sense of identity as an Arabic and English speaker, recognising how own cultural assumptions, practices and values influence ways of communicating, and considering reactions and how they adjust behaviours and language in own interactions
[Key concepts: assumptions, values, impact, judgement, adjustments; Key processes: reflecting, connecting interculturally]
(ACLARC028)
Understanding
Systems of language
Understand rules of pronunciation and intonation and writing conventions, and apply these to own constructions to enhance meaning and aestheticeffect
[Key concepts: sound and writing systems; Key processes: experimenting, speaking, writing, connecting, transposing]
(ACLARU029)
Expand spoken and written expression by extending grammatical knowledge of Arabic, including features such as conditional and subjunctive moods, embedded clauses, imperative, future tense and vocative case, and acquisition of vocabulary and expressions that are culturally embedded
[Key concepts: grammatical structures, irregularity, expansion of ideas; Key processes: applying, analysing, selecting]
(ACLARU030)
Analyse different texts in a variety of forms, including digital, , considering the relationship between audience, purpose and context, and the use of textual conventions, features and cohesive devices
[Key concepts: genre, purpose, audience, cohesion; Key processes: analysing, explaining, comparing]
(ACLARU031)
Language variation and change
Explore how spoken and written forms of Arabic can be used for different purposes and audiences, in different contexts and situations, and with specific meanings and intentions
[Key concepts: formality, register, intention; Key processes: analysing, explaining]
(ACLARU032)
Explore and reflect on how the Arabic language influences and is influenced by cultural, political and social change
[Key concepts: globalisation, popular culture; Key processes: reflecting, discussing, examining]
(ACLARU033)
Role of language and culture
Understand the symbolic nature and influence of language in local and global contexts and how the use of language determines the nature of intercultural communication
[Key concepts: symbolism, globalisation, new terminology; Key processes: exploring, reflecting, evaluating, understanding]
(ACLARU034)
Achievement standard
By the end of Year 10, students use written and spoken Arabic to initiate and sustain interactions with peers and adults. They use languagespontaneously to exchange ideas, opinions and feelings, compare experiences and discuss future plans. They sustain interactions by asking and responding to questions, requesting clarification (for example, هل تعني....؟ ما قصدك؟), elaborating on opinions, and expressing agreement or disagreement, for example, على أتفق؟ لا أتفق؛ أعترض. In classroom interactions, they share ideas and suggestions, negotiate options, solve problems and complete transactions. They apply pronunciation and intonation rules to convey emotions and enhance expression. They obtain information from multiple sources on a range of issues and analyse and evaluate meaning, gist and purpose. They convey ideas and viewpoints from a range of perspectives using different text types and modes of presentation selected to suit different audiences and to achieve different purposes. They share their responses to different imaginative texts by expressing opinions on themes, events and values and explaining key ideas and messages. They manipulate language and use different techniques to produce imaginative texts in a range of forms that draw on past experiences or future possibilities, such as التلاعب بالألفاظ بواسطة إستخدام المفردات ذات المعاني المزدوجة؛ إستخدام عبارات مثل ليتني كنت...؛ فرحت فرحاً عظيماً؛ لو ربحت المسابقة. When creating texts, students use a variety of grammatical elements, such as conditional and subjunctive moods, embedded clauses and imperative forms (for example, لو سمح أبي لي ٍآتي معك ما نذهب إلى السينما يوم السبت ؛ قد أسافر في العطلة؛الكتاب المفضل لدي والذي أحبه كثيرا هو ... لنذهب إلى المعلم ونسأله؛ هيا حاول مرة ثانية؛ ممتاز! أحسنت؛ تكلم مع سامر ), future tense and vocative case to convey meaning. They use vocabulary and expressions that are culturally embedded, such as سوف أكتب رسالة إلى المدير أعبر فيها عن رأيي؛ يا سمير هل أشتريت الجيتار الذي رأيته في المحل؟ , and apply appropriate writing conventions to increase text cohesion and enhance expression. Students translate and interpret texts from Arabic into English and vice versa, comparing own interpretations with others’ and explaining reasons for differences in translations. Students create bilingual texts for the wider community, interpreting cultural and linguistic aspects of texts. They explain how cultural concepts, practices and values influence ways in which they communicate from a bilingual perspective, and questionassumptions and describe adjustments they make when moving from Arabic to English and vice versa.
Students identify the meaning and emotions conveyed in spoken texts, such as .ها سمير ماذا قررت؟؛ لا لا ؛ لا أقصد هذا؛ كم مرة قلت لك .. , and apply their understanding of the Arabic writing system to enhance meaning and aesthetic effect in written texts. They analyse the relationship between language choices and textual features, and the audience, purpose and context of different spoken, written and multimodal texts. Students explain how spoken and written forms of Arabic vary according to context, purpose and audience, and identify ways in which the Arabic language influences and is influenced by cultural, political and social change. They explain the power of language in determining the nature of intercultural communication in local and global contexts.