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- Arabic - Australian Curriculum
- Arabic - Years 7 to 10
- Years 9-10 Arabic Syllabus
- 9-10 Content Descriptions - Communicating meaning in Arabic
- 9-10 Strand Communicating meaning in Arabic
9-10 Strand Communicating meaning in Arabic
Interacting in Arabic
initiate and sustain interactions in familiar and some unfamiliar contexts to exchange ideas, opinions and experiences about their own and others’ personal worlds
using a range of greetings in different contexts, depending on the relationship, time of day and level of formality, for example, حضرتُكَ، حضرتُكِ، حضرة المديرة، حضرة رئيس البلدية، صباح الخير سيدتي، مساء الخير مدرّستي
initiating and sustaining conversations, and responding respectfully to different views on topics of interest such as ماذا فعلت في عطلة نهاية عطلة الأسبوع؟ كيف أتيت إلى المدرسة؟ ما هي المواد التي تدرسها؟
exchanging personal information and requesting details from others من أي بلد أنت؟، هل تحبين تعلم اللغة العربية؟ ما هي آلتك الموسيقية المفضلة؟
- using interjections, exclamations and filler words to maintain flow, fill gaps, and build fluency, for example, من فضلكم تعالوا وشاهدوا مسرحيتنا
agreeing or disagreeing with others’ opinions on a range of familiar topics and justifying responses, for example, لا أوافقك الرأي ، يجب أن تفعل ... ، يعتقد صديقي بأنّ ... ولكن أنا أعتقد ...
sharing information about their family history or discussing generational influences, for example, في عطلة نهاية الأسبوع، ذهبت إلى مطعم لأحتفل بعيد ميلادي مع الأصدقاء والعائلةأتعلّم اللغة العربية حتى أتواصل مع جدّي وجدّتي في الخارجأريد أن أصبحَ مهندساً كجدّي
discussing wishes, desires and future plans, such as career aspirations, weekend/holiday plans, dream purchases, for example, أتمنى أن أصبح طبيباً لأساعدَ المهاجرين، أودّ أن أهاجر إلى بلدي السنة القادمة، أتمنّى أن أشتريَ سيّارةً بعد تخرّجي من الصف الثاني العاشر
interacting in hypothetical situations relating to travel, such as losing property, catching public transport, asking for recommendations, complaining about services, for example, اذهب بهذا الإتّجاه انعطف يميناٌ ... هل يمكنك أن تقترح مطعماً عربياً جيداً؟
- initiating written exchanges such as writing to a student in an Arabic-speaking country, requesting information and responding appropriately, for example, أخبرني عن حياتك في سورية
use Arabic language in exchanges to question, offer opinions and compare and discuss ideas
discussing aspects of daily life with peers or young people from Arabic-speaking communities, such as etiquette at mealtimes, opinions about schooling, pastimes, celebrating significant events, for example, لا أحب الإستماع إلى الموسيقى، بل أحب قراءة الكتب، ماذا عنك؟لا أحب أن ألعب الرياضة يوميا، عيد رأس السنة الميلادية هو من أجمل الأعياد بالنسبة لي!
- engaging in social interactions with peers and teachers, for example, accepting and declining invitations, making excuses and apologising, using appropriate forms of politeness and respect, for example, اعذرني لا استطيع أن آتي إلى حفلة عيد ميلادك
- participating in a mock interview for a part-time job or volunteer work, answering questions and discussing ideas, for example, لماذا تريد أن تعمل هنا؟ أحب مساعدة الناس
- interacting in class routines by requesting, advising and apologising, or clarifying meanings and instructions, for example, هل يمكنني أن استعير قلمك؟ من فضلك ساعدني
supporting and justifying their own ideas regarding lifestyle choices, for example, أتناول الطعام المتنوع والصحي من أجل حياة أفضل، أقرأ الكتب المتنوعة حتى أنمي لغتي العربية.
- participating in class discussions or activities to express opinions and reflect on those of others, for example, a game of ‘4 corners’, where students move according to their opinion and then respond to others in opposing corners
- discussing their responsibilities at home and at school, comparing with those of young people living in Arabic-speaking countries, and noting the relative importance of concepts such as taking care of parents as they age
use non-verbal, spoken and written exchanges to discuss, plan and reflect on activities, events and experiences with peers
- participating in real or simulated transactions and negotiations that involve buying and selling, for example, bidding for an item online, ordering food for a class celebration or negotiating purchases of learning resources
planning a task cooperatively by dividing activities among peers, for example, إنها مفيدة/مثيرة للإهتمام، معقدة
- organising an interview with a local celebrity or significant person from an Arabic-speaking community, researching the person’s achievements and discussing with peers the appropriate questions to ask
- organising a campaign or designing resources such as website posts, posters, or flyers to promote action and raise awareness on social or environmental issues, for example, أغلق الصنبور للحفاظ على المياه
- participating in real or simulated excursions to cultural sites or exhibitions, for example, famous museums and places of worship, sharing responsibility for different elements of a multimodal report on the experience
reflecting on the success of a school activity promoting the Arabic language and culture, and discussing improvements for future planning, for example, لقد كان نشاطاً مدرسياً ناجحا ولكن علينا أن ننتبه على تنظيم الوقت بشكل أفضل
Mediating meaning in and between languages
interpret information, ideas and perspectives in a wide range of spoken, written and multimodal texts and respond appropriately to cultural context, purpose and audience
accessing multimodal texts detailing lifestyles in Arabic-speaking countries, identifying features of ways of life that reflect modernity or tradition and summarising findings, for example, في العصر الحالي الناس يستخدمون السيارات بدلا من ركوب الجمال
responding to ideas presented in various texts such as traditional poems, films, songs or video clips and identifying and classifying words, expressions or references that convey information about culture or context, for example, أسلوب القصيدة مشوق، الشاعر يستخدم أسلوب التشبيه للتعبير عن الصداقةإيقاع الأغنية يعبر عن مشاعر الأم تجاه ابنهاكنت وحيدا بلا صديق يؤنسني وقت الضيق
surveying members of the local Arabic-speaking community regarding suggestions about local facilities and activities and creating a proposal to present to the local council such as a community garden, volunteer activities, sports or clubs, for example, أودُّ أن أنظم يوما لتنظيف الحدائق، أريدُ أن أؤسس فريقا لكرة القدم في منطقتنا
- listening to or reading First Nations Australian authors’ stories in English and creating a profile of them in Arabic
- collecting examples of good news or success stories related to their school, homes or local communities, for example, sporting achievements or successful fundraising, and sharing their findings in formats such as digital displays or newsletter contributions
researching different perspectives of an issue in different media such as news, social media posts or magazines and using the information obtained in debates or persuasive texts, for example, تلوث ، اكتظاظ ، تمييز
- analysing traditional Arabic folktales and fables such as حكايات جحا، حكايات عالمية قصص الشعوب and discussing the morals portrayed in these
adapting information from a text for a different purpose, incorporating the main points, for example, information from a formal email summarised in a short text message to a parent such as عزيزتي ...أكملي الواجب في الوقت المحدد/هاي ماما عليَّ أن أكمل فرضي
apply strategies to interpret and translate non-verbal, spoken and written interactions and texts to convey meaning and intercultural understanding in familiar and unfamiliar contexts
- translating Arabic and English texts and noticing unfamiliar words or expressions and reflecting on challenges associated with transferring meaning from one language to another
- comparing translations of the same text, commenting on similarities and differences between versions and considering possible reasons for these
- reflecting on the importance of non-verbal elements of communication, such as hand gestures, head movements and facial expressions, and how these are sometimes used to mean different things in different cultures
- identifying culture-specific vocabulary and expressions such as تقبّل فائق الاحترام , and discussing strategies for choosing words that best reflect the intended meaning and context
- paraphrasing English words or expressions that have no equivalent in Arabic, such as ‘mufti day’ or ‘fundraiser’
- evaluating information from different sources for relevance and cultural appropriateness for example, facts from reliable website versus social media or word-of-mouth, and discussing potential issues that may arise from using inaccurate information
- reflecting on the difficulty of achieving equivalence in translations of creative texts such as poems, songs and film clips, identifying words and phrases that require particular elaboration or explanation
- identifying similarities and differences between own ways of communicating and interactions between young Arabic speakers in different contexts, for example, the expression of politeness or turn-taking in conversations
exploring a range of Arabic and English idioms and proverbs and discussing the social and cultural values and perspectives they reflect, for example, من جدَّ وجد، ومن زرعَ حصد، ومن سار على الدرب وصلالوقتُ كالسيف إن لم تقطعه قطعكليس الفقير من فقد الذهب، بل الفقير فقير العلم والأدب
Creating text in Arabic
create spoken, written and multimodal, informative and imaginative texts, selecting vocabulary, expressions, grammatical structures and textual conventions for familiar and some unfamiliar contexts and purposes, to engage different audiences
presenting persuasive texts such as posters, advertisements or the script of a speech on topics such as recycling, sustainability or circular fashion, for various audiences, for example, إنه من الضروري أن نحافظ على البيئة بعدة طرق، منها إعادة التدوير
informing others in the school community about an issue of interest, call to action, or upcoming events in texts such as notices and newsletter announcements, for example, إعلان هامستحتفل مدرستنا بيوم المعلم العالمي يوم الإثنين القادم في صالة المدرسة نرحب بحضور الجميعالرّياضة ضرورية للصحة، المأكولات السريعة وأضرارها، الألعاب الإلكترونية وتأثيرها السلبي على العائلة
creating a multimodal resource to introduce Arabic-speaking tourists or recent migrants to different features and aspects of Australian life such as cultural and linguistic diversity, local attractions, animals, dangers, and outback exploration, for example, أماكن سياحية رائعة كدار الاوبرا والجبال الزرقاء
- writing a journal entry, or contributing to a school newsletter in Arabic reflecting on the impact of a visit to a significant cultural location on a First Nations Country/Place, and, with permission, referring to cultural knowledge of the site
researching a popular tourist site or attraction in an Arabic-speaking country and writing about a traveller’s experience in the third person, for example, سافر سمير إلى البتراء، وشاهد المعابد التراثية القديمة والجمال في الصحراء
reporting on own and others’ experiences such as holidays or school camp, for example, بالنسبة لي الرحلة كانت ممتعة بينما بعض التلاميذ شعروا بالملل، بالرغم من الساعات الطويلة التي قضيناها في الطريق إلا إنني لم أشعر بالتّعب لكن أصدقائي كانوا متعبين
writing a procedure for younger students to follow, with steps and diagrams, for example, dances or recipes تبولةافرم البقدونس والنعنع والبندورة أضف عصير الليمون والملح والزيت والبرغل
creating a video tour of the school for Arabic-speaking exchange students or new students, with commentary about classrooms, subjects, canteen menu and facilities, for example, الطعام في الكافيتريا لذيذ جداً، الرياضة مادة مهمة
- creating alternative versions of traditional Arabic stories by introducing new characters, scenes or different endings, for example, ألف ليلة وليلة، سندباد
expressing imagined experiences in texts such as poems and video clips that relate to significant celebrations or events in both Australia and the Arabic-speaking world, for example, عيد الأم، عيد الأنزاك، العيد الوطني الأسترالي، الأعياد الدينية