Years 5-6 Arabic Syllabus
Years 5-6 Syllabus
Years 5-6 Band Level Description
In Years 5 and 6, Arabic language learning builds on each student’s prior learning and experiences with language. Students communicate and work in collaboration with peers and teachers in purposeful, creative and structured activities involving listening, speaking, reading, viewing and writing. They interact in Arabic to exchange information and ideas relating to their interests, school and local environment, and engage with Arabic-speaking communities in person or via digital access. Background-language learners and second-language learners may work independently and/or in groups to collaborate and share learning, with support. Students use print and digital resources to extend their learning.
Students engage with a range of spoken, written and multimodal texts that may include authentic stories, posters, notes, invitations and procedures. Background-language learners may share authentic resources from their local community with their peers. Students recognise and use vowel marks to influence the way words are pronounced, with support if required. They understand that some words and expressions are not easily translated, and that communication and identity reflect diverse cultural practices, behaviours and values.
Years 5-6 Achievement Standard
By the end of Year 6, students initiate and use strategies to maintain interactions in Arabic language that are related to their immediate environment. They use appropriate sound combinations, intonation and rhythm in spoken texts. They collaborate in spoken and written activities that involve the language of planning and problem-solving to share information, ideas and preferences. They use strategies to locate and interpret information and ideas in texts, and demonstrate understanding by responding in Arabic or English, adjusting their response to context, purpose and audience. They create texts, selecting and using a variety of vocabulary and sentence structures, and conventions of letter position, to suit context. They sequence information and ideas, and use conventions appropriate to text type.
Students apply rules for pronunciation and intonation in spoken Arabic. They apply conventions of spelling and punctuation, and use modelled structures, when creating and responding in Arabic. They compare language structures and features in Arabic and English, using some metalanguage. They show understanding of how some language reflects cultural practices and consider how this is reflected in their own language(s), culture(s) and identity.
Years 5-6 Content Descriptions
Interacting in Arabic
initiate and sustain modelled exchanges in familiar contexts related to students’ personal worlds and school environment
- using appropriate greetings and forms of address when interacting with different people, for example, the use of سيد ماجد، أستاذ هاني، سيدة عبير، خالتي رانيا، حضرتك، عم كريم، خالة سامية with adults, close relatives and strangers
exchanging information about everyday experiences and routines, for example, ماذا تفعل بعد المدرسة؟، متى تأكل طعام العشاء؟، أين تلعب/ تمارس الرياضة ؟بعد المدرسة ألعب كرة القدم، في الساعة الثامنة أذهب إلى النوم، وأنت متى تنام؟أقرأ قصة قبل النوم، وانتِ هل تقرئين شيئاً قبل النوم؟
talking about friends and family members, including physical appearance, personal characteristics and qualities, for example, أمي امرأة طويلة ورشيقة، تحافظ على صحتها، أبي شخص منتظم في عمله ومسؤول في بيته، صديقي سامي مهذب ولكنه لا يهتم بدراسته ولا بصحته، أصدقائي جميعهم لطفاء ولكنهم لا يأخذون المدرسة بجدية
sharing feelings and opinions about leisure and study activities, using different modes of communication such as secure online forums, and giving reasons for choices made, for example, يوم السبت ألعب التنس مع أبي، في العطلة الأسبوعية أذهب مع عائلتي إلى المطعم، أحضر حصة للموسيقى يوم الجمعة، أشعر بالسعادة في حصة الرسم، أحب العزف على البيانو كثيرًا، أتعلم اللغة العربية يوم السبت صباحًا، أحب الجري لإنه مفيد للجسمالرِّحلة إلى حديقة الحيوان كانت ممتعة،كان الفيلم مملاَ في السينما، ذهبت مع عائلتي إلى وسط المدينة
asking for and providing clarification, for example, لم أفهم الدرس، هل ممكن إعادة الشرح ؟ من فضلك، ماذا تقصد؟
participating in online exchanges to give advice and share ideas with others about bilingual development and learning strategies, for example, أقترح أن تستخدم اللون الأسود، من الأفضل أن تسأل المعلم، كرر قراءة الدرس، كرر كتابة الكلمة
participate in activities that involve planning and negotiating with others, using language that expresses information, preferences and ideas
making collaborative decisions and arrangements, using expressions for numbers, ordering and organising ideas, for example, أولاً، ثانيًا، ثالثًا، أخيرًا نختار فريقين، نختار الأدوار، أنت الحارس، من سيكون الحكم؟، واحد، اثنان، ثلاثة، ابدأ !
engaging in transactions by asking for items such as goods and services, and providing information such as giving prices, for example, بكم هذه ...؟، هل هذا هو السعر الأخير؟، هذا القلم بدولار، سعر التفاح دولاران، ما سعر ...؟ هل ممكن أن تساعدني، أنا أبحث عن حذاء أسود مقاس ٨ من فضلك
contributing ideas to develop class rules and guidelines to foster a bilingual, multicultural classroom environment, for example, إحترم الجميع، حاول أن تتكلم في اللغة العربية، تحدث بوضوح
making suggestions and choices in the allocation of roles and explaining the reasons for such choices, for example, ما رأيك لو...؟، أنا سأكون الطبيب وأنت ستكون المريض، من الأفضل أن أكون أنا حارس المرمى، أنا سأكون حارس المرمى لأنني طويل
creating displays, presentations or performances for family, friends or the school community to showcase their progress in learning Arabic مسرحية، في السوق
Mediating meaning in and between languages
locate and process information and ideas in a range of spoken, written and multimodal texts, and respond in different ways to suit purpose
identifying and classifying information in texts such as advertisements, conversations, brochures and announcements, and sharing the information with others in a different format, for example, presenting a chart of favourite television programs or computer games
،... رأيت إعلاناً في موقع إلكتروني عن ...، شاهدت إعلاناً في الجريدة عن ...، سمعت في الراديو عن سأشارك معك صورة في الجوال للعبة جديدة، وقائمة بالأفلام التي شاهدتها الشهرالماضي reading texts and extracting key points relating to a range of topics such as social activities for school-aged people in the local community, and discussing information with peers, for example, الشبان يحبون لعب كرة القدم والسباحة، الشابات يحبون الرسم وممارسة الرياضةفي الصيف يفضل المراهقون الذهاب إلى الشاطئ وممارسة الأنشطة البحرية
listening to, reading and viewing a variety of texts to collect and organise information about an Arabic cultural event or celebration in a digital display for the class or school community, for example, الأعياد الدينية، الأعياد الوطنية، أفلام عن الأعياد الدينية والوطنية
- listening to, or viewing First Nations Australian authors’ stories in English and responding to them using words, formulaic expressions and modelled sentences in Arabic
watching different types of imaginative texts such as puppet shows, stories and films, and then interviewing classmates about the characters, events, sets and costumes, using modelled language to express ideas and reactions, for example, هل أحببت هذه القصة؟ نعم إنها قصة جميلة.قصة علاء الدين خرافية، هذه القصة طويلة، أحب هذه القصة، قصة مصباح علاء الدين غير واقعية ولكنها مثيرة، قصة الحمامة والنملة جميلة، سندباد شجاع وعلاء الدين ذكي، لون السمكة الصغيرة أحمر ولون الكبيرة أصفر هذه الشخصية مضحكة
discussing key messages in imaginative texts, such as the moral of a fable, an idea or value in a song, or the qualities or behaviour of a character, for example, ما مغزى هذه القصة؟ ماذا نتعلم من هذه الأغنية؟
obtaining and using information from print, digital and multimodal texts for a procedural task such as a simple science experiment, recipe or dance, for example, وصفة ( التبولة، المكونات، طريقة التحضير، أولًا إغسل البقدونس، ثانيًا ضع ... )
using a map and a set of directions around the school or local area to find clues to achieve a goal or arrive at a final destination, for example, تقدم إلى الأمام، تحرك إلى اليسار، امشِ في الإتجاه المعاكس
- listening to, reading and viewing different types of texts about a common topic and comparing features and language, for example, examining a television commercial and online print advertisement for a new game or application and highlighting how the different features of each text combine to make similar meaning
apply strategies to interpret and convey meaning in Arabic language in familiar non-verbal, spoken and written cultural contexts
- interpreting Arabic expressions in familiar texts such as greeting cards, menus and stories, and considering how these expressions reflect aspects of Arabic language and culture
creating Arabic versions of school signs, notices and class rules, considering why some words and expressions such as ‘the oval’, ‘the office’, ‘the canteen’, ‘out of bounds’, ‘no hat, no play’, require flexibility in translation, for example, الملعب، مكتب الإدارة، المقصف (دكان/ كافيتيريا المدرسة)، ممنوع اللعب في هذه المنطقة، اللعب غير مسموح بدون قبعة
- creating a word bank or vocabulary list with Arabic words, making connections between the degree of formality of a situation and the form of Arabic that must be used
understanding and discussing why different forms of Arabic are used depending on the context of communication, such as the use of Modern Standard Arabic when communicating with people with different dialects or with the teacher in the classroom, compared with the use of Arabic dialect at home, in the community, overseas or with friends, for example, بُص/شُوف/اطلع، في الفصحى (انظر إلى)استنى/ لحظة / وَأف/ أٌنطُور ( انتظر)
- reflecting on instances when moving between Arabic- and English-speaking contexts has felt easy, awkward, or challenging and explaining why this might be the case, for example, translating to relatives what the teacher is saying, helping a community member who cannot speak English reach a destination
understanding that many words in Arabic are borrowed from indigenous languages of the Arabic-speaking world, such as Aramaic Sifr (zero), mamlaka (Kingdom) and Phoenician Tannin (dragon) and Berber tajma (gathering), and regional languages such as Persian, bazaar (market), Turkish baklava (baklawa) and Kurdish chay (tea).
- learning responsible use of bilingual dictionaries and electronic/online translation tools, recognising the limitations of such technology and problems associated with translation and equivalence
- exploring words or expressions commonly used in informal interactions in the Australian context, and interpreting or explaining them for young Arabic speakers, for example, ‘mate’ or ‘no worries’
translating texts such as public signs, advertisements and food packaging from Arabic into English and vice versa, for example, ‘please recycle,’ ‘do not walk on the grass’ ‘buy one, get one free’ الكلاب ممنوعة، ممنوع الوقوف، المشي على العشب ممنوع، يرجى إعادة التدوير
exploring the meaning of famous names of people and places and reflecting on their origin and naming conventions such as ما معنى؟ ما أصل هذه الكلمة؟ ما معنى إسم سمر/ سعيد/ مريمهل تعرف معنى اسمك؟العراق، قطر، لبنان، مصر، المغرب، البحرين
- recognising changes made when interacting in an Australian-English context, for example, using different forms of address, expressions or different ways of showing politeness, and discussing why these adjustments are appropriate
Creating text in Arabic
create and present a range of informative and imaginative spoken, written and multimodal texts using conventions of letter position, in a variety of modelled sentence structures to sequence information and ideas appropriate to text
- presenting information or ideas in multimodal texts for a particular audience, such as an interactive display in the school to give students information about the importance and the benefits of learning Arabic, or a newsletter about a sports carnival or school event
- conveying information relating to significant people, places or events in Arabic-speaking communities, such as a poster for an occasion, a profile of a famous Arabic-speaking actor or a digital guide to a place of interest
preparing and giving simple spoken or written presentations about aspects of their personal worlds such as a milestones timeline, personal achievements or family celebrations, for example, أنا سامي، أبي من لبنان، وأمي من العراق، أنا ولدت هنا في أستراليا في شهر إبريل/نيسان، عمري الآن ١١ عاماً، أحب السفر ولعب كرة القدم عندما كنت في الصف الأول كنت قصيرًا، لكن أنا طويلٌ الآن وتغير شكلي كثيراً
- creating a class print or digital poster, locating and describing, in Arabic, a specific First Nations Country/Place location in a local or regional context, or elsewhere in Australia
making bilingual texts for non-Arabic speakers wanting to visit an Arabic-speaking country, to assist with travel and communication, such as word lists, common phrases, maps, menus, allergy cards, for example, انا عندي حساسية من الفول السوداني/ المكسرات، هل هذا الطعام يحتوي على مشتقات البيض؟
collecting and presenting key ideas relating to lifestyle trends in the local community, using graphic organisers to show priorities in lists or tables, Venn diagrams to compare statistics or ideas, or graphs to highlight frequency, for example, الرياضة مهمة للصحة، المأكولات السريعة مضرة، المشروبات السكرية تسبب السمنةالطعام الصحي مقابل الطعام غير الصحي ، شرب الماء مقابل المشروبات الغازية
creating own imaginative texts based on characters, settings and events in familiar stories for own and others’ enjoyment and interest علاء الدين يطير على سجادته إلى أستراليا، جحا وحماره ، الثعلب المكار
- creating works, individually or collaboratively, experimenting with rhyme, rhythm, voices and actions to convey different moods and feelings, for example, poetry including acrostic poetry or raps, songs or new lyrics for known songs, and short plays or new dialogue for known plays
- creating individual language and cultural profiles, explaining which language(s) or dialect(s) are spoken at home, with extended family or in social and community contexts
constructing a multimodal profile or brochure of the local community for tourists or new Arabic-speaking residents, collecting and using information from public and community texts such as flyers, newsletters and advertisements that detail opening times of facilities, attractions, local history and events, and food outlets, for example, مكتب حجز الرحلات البحرية يفتح الساعة الثامنة صباحًا، أما سوق الهدايا التذكارية فيفتح الساعة السابعة صباحًاالمطاعم في لبنان تغلق بعد منتصف الليل
- creating and performing texts to entertain others which incorporate elements such as dance, mime, singing and narration and reference values and traditions associated with Arabic communities
- creating digital profiles of characters they enjoy in different stories, plays or poems, providing physical and character descriptions, and examples of the ways they speak and behave
Understanding systems of language
apply knowledge of combinations of sounds, syllables, pronunciation and intonation patterns to develop fluency and rhythm to known words and phrases
understanding that vowel marks, tashkeel or harakat, influence the meaning and the way words are pronounced, for example, أحب كتابة الشِعر، سارة تفضل الشعرَ الطويل، شَعرتُ بالجوع والعطش جَدّي، جَدي، جَمال، جِمال، دَرَسَ، دَرَّسَ
discriminating between the use of the letters alif (ا), waaw (و) and yih (ي) as either consonants or long vowels المدود in words, for example, سال – سأل، سير – سَيْر، بَيْروت - رَوَت
applying pronunciation and intonation rules when speaking and reading aloud, for example, تسكين الحرف الأخير عند التوقف عن القراءة، إظهار الشدة والتنوين، إظهار اللام الشمسية وإخفاء اللام القمرية إظهار الجر، استخدام أداة النداء
- recognising the different ways of pronouncing the long vowel ا,ى for example, ،فتى متى، لدى، لذا، ندى، ندا and writing the long vowel ء, for example, قراءة، مسؤول ، شيء
applying prior phonic knowledge to predict spelling of unfamiliar words, for example, بُر/ تُ / قا / لي، بَ / نف / سِجي
use knowledge of modelled grammatical structures and formulaic expressions to compose and respond to texts using appropriate punctuation and textual conventions
using common past tense verbs to describe past actions and events, for example, كتبت نص اللغة العربية في الدفتر، حضرت عيد ميلاد صديقي سامي، ذهبت إلى المدرسة متأخرًا
applying present tense verb conjugation, for example, أحترم معلمي وأصدقائي في المدرسة، أساعد أمي في تنظيف البيت، أذهب مع أخي إلى النادي للعب الكرة
using the imperative form of verbs to give commands and instructions in a variety of contexts, for example, تعالوا نلعب سوياً في ملعب المدرسة، قولوا نحن نحب أستراليا، كرروا هذه الكلمة بصوت واحد
reading and writing numerals, cardinal numbers and ordinal numbers from 1–10 and expressing simple time with hours and minutes, for example, الساعة الرابعة، عشر تفاحات في الصحن، الواحدة و عشر دقائق
understanding and applying gender and number agreement between nouns and adjectives, for example, كتاب واحد رخيص، ثلاثة كتب رخيصة، عشرة كتب غالية، طاولة واحدة ثقيلة، أربع طاولات قديمة، تسع طاولات كبيرة
using regular adjectives to describe number, shape and colour, for example, شكل دائري/ مربع / مستطيل / مثلث فزت بالمرتبة الأولى/ الثانية في المسابقة
describing a relationship, using a possessive pronoun for singular third person, for example, سامي يحب أبي كثيرًا، ليلى تذهب مع أمها إلى السوق كل أسبوع
using a range of prepositions to provide information about location, place and direction, for example, المكتبة بجانب الحديقة، المدرسة قريبة من مركز التسوق
using adverbs of time, frequency and place to provide further detail, for example, مشيت مسرعًا إلى المدرسة، ذهبت إلى المدرسة متأخرًا، أمارس الرياضة يوميّاً، جلست القطة تحت المقعد
building compound sentences with one or more ideas to express opinions, preferences or reasons, for example, كتابي المفضل هو ...، أحب قصة علاء الدين لأنها مشوقة/ خيالية / مسلية
using some linking words and devices in sentences, for example, و، أو، لكن
- exploring different representations of Arabic script in typed and handwritten fonts, and practising how to type in Arabic using secure digital tools and keyboards
compare some Arabic language structures and features with those of English, using some familiar metalanguage
comparing the purpose, context and audience of a range of familiar texts in English and Arabic, for example, advertisements, poems, plays and video clips, and noting similarities and differences between themes, language structures and features قصة خيالية، أغنية، شعر، مقطع فيديو قصير
expanding their understanding and use of metalanguage to discuss parts of speech, different sentence types, syntax and punctuation in Arabic and/or English, for example, adverbs, conjunctions, verbal sentences, verb+subject+object, الجملة الإسمية ( البيت كبير) ، الجملة الفعلية ( أستيقظ مبكرًا) يوم جميل/ كتاب مسلي، أذهب مبكراً إلى المدرسة، في بيتي حديقة كبيرة
- compiling a graphic organiser, poster, mind map or Venn diagram to illustrate differences in Arabic and English grammar and textual conventions, for example, different word order, sentence structures, counting system, script, writing direction, punctuation
comparing the significance and cultural importance of the structures and features of different types of texts in Arabic and English, in salutations, greetings and conveying respect, for example, Dear … or To … عزيزي أستاذ عادل، سعادة مدير المدرسة، تحية طيبة وبعد، مع خالص تحياتي
comparing the use of words of Arabic origin in English texts and interactions and vice versa, discussing reasons why languages borrow words from each other, for example, cotton, algebra, guitar, computer قطن، جيتار، الجبر، كمبيوتر
- noticing differences between different types of texts in Arabic and English, for example, comparing a spoken recount of a well-known fable with the written text, a text message with a phone call, an email with a letter
Understanding the interrelationship of language and culture
recognise that language reflects cultural practices, values and identity, and that this impacts on non-verbal, spoken and written communication
identifying cultural customs and practices that may reflect collective identities of individuals from different Arabic-speaking nations and regions, for example, ٢٦ دولة اللغة العربية هي لغتها الرسمية، هناك لغات تكتب بحروف اللغة العربية كالأردية والكردية العرب يشتهرون بالكرم، والشجاعة، والصبر
developing awareness of cultural stereotypes that can lead to generalisations and misconceptions such as associating the Arabic language with the nationality or religion of peoples, for example, ليس كل شخص عربي يتحدث اللغة العربية، العرب وراء إنشاء العديد من العلوم كالجبر والطيران والطب، العرب لديهم ديانات مختلفة وليسوا جميعاً مسلمين، ملابس العرب مختلفة، البلاد العربية ليست كلها صحراء
discussing the ways in which they communicate with Arabic speakers such as making appropriate eye contact, allowing for personal space, and respecting older people, parents and teachers, and making comparisons with the ways in which they communicate with English speakers, for example, حضرتك، أستاذ، أستاذة، عم، عمة، سيد، سيدة، خالة المشي خلف كبار السن، عدم وضع الرجل فوق الرجل أمام المعلم وكبار السنعدم مقاطعة المتحدث
- exploring, in Arabic or English, how language and culture are expressed through First Nations Australians’ song, dance or artworks, considering similarities and differences in an aspect of the cultural expressions of Arabic-speaking people or communities
- discussing how their own cultural and linguistic background influences who they are, how they think about things and how they interact and behave in different contexts
- noticing similarities and differences between personal ways of communicating and interacting compared with others in different contexts and situations, for example, expressions of politeness or turn-taking in conversations, and reflecting on the influence of culture and personal values on language use
reflecting on culturally appropriate ways of offering congratulations, recognition, gratitude and encouragement, or politely declining requests or invitations, for example, الحمد لله على السلامة، ترجع بالسلامة، ألف مبروك، عيد سعيد، عقبى لك، عام سعيد
- identifying and comparing words and expressions, in Arabic and English, that cannot be readily translated or explained and reflect embedded cultural meanings, for example, نعيماً after a shower or haircut, على راسي when someone asks you for a favour
- explaining modifications made when moving between Arabic- and English-speaking contexts, for example, adjusting the way they communicate using لو سمحت، من فضلك، أرجوك or how they use different introductions depending on the audience, such as to introduce friends to their parents بالإذن يا أبي، هذا سليم صديقي من المدرسة and to introduce friends to each other أعرفك على ماهر، صديقنا الجديد
appreciating that Arabic-speaking communities are made up of diverse cultural and linguistic groups that may have different beliefs, religions, customs, diets, dress, values and experiences, for example, في المغرب العربي توزيع الطعام على الفقراء في اوقات الحزن، عادات الاحتفال (بالزواج/ تكريم الضيف/ الأعياد)، اللباس التقليدي