[PDF] Languages – Arabic – Foundation to Year 10 Sequence - ACARA

7056_4Arabic___Sequence_of_Achievement___F_10_Sequence.pdf v8.1 Australian Curriculum www.australiancurriculum.com.au December 2015 Page 1 Languages - Arabic - Foundation to Year 10 Sequence - Sequence of achievement

Achievement Standard

Foundation to Year 2

Years 3 and 4

By the end of Year 2, students interact with the teacher and peers to exchange information about themselves, their family and friends, for example, ˭ϰѧѧѧѧϠϳϟ Ύѧѧѧѧϧ΃ ˭ϲϧΎѧѧѧѧϫ ϲϣѧѧѧѧγ· Ύѧѧѧѧϧέ ϲΗϘϳΩѧѧѧѧλ ˭ϲѧѧѧѧϣ΍έ ϲϘϳΩѧѧѧѧλ ˭ΕѧѧѧѧΧ΃ϭ Υ΃ ϱΩѧѧѧѧϧϋ ˭ΩѧѧѧѧϟΎΧ ϲѧѧѧѧΑ΃ ˭Γέϳϣѧѧѧѧγ ϲѧѧѧѧϣ΃ ˭Ε΍ϭϧѧѧѧѧγ Εѧѧѧѧγ ϱέѧѧѧѧϣϋ , and initiate interactions by asking and responding to questions. They use repetitive language when participating in shared activities and transactions and responding to classroom instructions. When speaking, they use the sounds of the Arabic language, for example, ϕ ˭ύ ˭ω ˭ν ˭ι ˭υ ˭ρ ˭Ρ ˭Υ ϝѧѧΛϣ ϑϭέѧѧΣ . They locate information about people, places and objects in simple texts, and share information

in different formats, using illustrations and gestures to support meaning, for example, ˮ˯ΎϗΩѧѧѧλ΃ ϙΩѧѧѧϧϋ ϝѧѧѧϫ ˮϙѧѧѧϟΎΣ ϑѧѧѧϳϛ ˭ϥϛѧѧѧγΗ ϥѧѧѧϳ΃ ϙϣѧѧѧγ΍ Ύѧѧѧϣ έΩѧѧϣ ϡѧѧγ΍ Ύѧѧϣ ˮϙϭѧѧΑ΃ ϝѧѧϣόϳ ΍ΫΎѧѧϣ ˮϙΩѧѧϧϋ ΕѧѧΧ΃ ϡѧѧϛˮΔѧѧѧγέΩϣϟ΍ ΏѧѧѧΣΗ ϝѧѧѧϫ ˮϙѧѧѧΗϣϠόϣ ϲѧѧѧϫ ϥѧѧѧϣ ˮϙΗѧѧѧγ . They make simple statements about favourite elements in response to imaginative experiences, and create own representations of imagined characters and events, using illustrations, familiar language and non-verbal forms of expression. Students identify specific parts of speech, such as nouns, verbs and adjectives, in spoken and written texts, and use familiar words and phrases, for example, ˭ΔѧѧѧѧѧѧѧѧϣϠόϣϟ΍ ˭ϑѧѧѧѧѧѧѧѧλϟ΍˭˯ΎϗΩλϷ΍ ˭ΏϷ΍ ˭ϡϷ΍ ˭ΔѧѧѧѧѧѧѧѧϠ΋Ύόϟ΍ ˭ΔѧѧѧѧѧѧѧѧγέΩϣϟ΍ ΁ ˭ΏѧѧѧѧѧΣ΃ ˭ϲΗϠ΋Ύѧѧѧѧѧϋ ϊѧѧѧѧѧϣ ϥϛѧѧѧѧѧγ΃ ΕѧѧѧѧѧϳΑϟ΍˭ϑѧѧѧѧѧϳυϧ ˭ϝѧѧѧѧѧϳϣΟ ˭έϳѧѧѧѧѧλϗ/ϝϳϭρ ˭έϳΑϛ/έϳϐѧѧѧѧѧλ ˭ϲϧѧѧѧѧѧϏ΃ ˭Ώѧѧѧѧѧόϟ΃ ˭ΏѧѧѧѧѧϫΫ΃ ˭ϝѧѧѧѧѧϛ ϡϭѧѧѧѧѧѧϳ ϝѧѧѧѧѧѧϛ ˭αѧѧѧѧѧѧϣϷ΍ ˭ΡΎΑѧѧѧѧѧѧλϟ΍ ϲѧѧѧѧѧѧϓ ˭ΕΑѧѧѧѧѧѧγϟ΍ ϡϭѧѧѧѧѧѧϳ ϲϘϳΩѧѧѧѧѧѧλ ˭ϲΗѧѧѧѧѧѧΧ΃ ˭ϲΗѧѧѧѧѧѧϳΑ ˭ΔѧѧѧѧѧѧγέΩϣϟ΍ and sentence patterns in simple texts, such as ˭ϊѧѧϣ ΏѧѧϫΫ΃ ˭ϰѧѧϟ· ΏϫΫ΃ ˭....ϥ΃ ΏΣ΃ ϻ /...ϝϛ΁ ϥ΃ ΏΣ΃ . They recognise questions and commands, for example, ϲѧѧѧѧϓ ϙϘϳΩѧѧѧѧλ ϥѧѧѧѧϣ ˮΏѧѧѧѧόϠΗ ϥ΃ ΏѧѧѧѧΣΗ ΍Ϋ΍/ ˭ϙϣѧѧѧѧγ΃ Ύѧѧѧѧϣ ˭ϙΩѧѧѧѧѧϳ ϊѧѧѧѧѧϓέ· ˭ϥϵ΍ ϡѧѧѧѧѧϠϛΗ ˭ϙϠѧѧѧѧѧοϓ ϥѧѧѧѧѧϣ Ύѧѧѧѧѧϧϫ αѧѧѧѧѧϠΟ΃ ˮΔϠѧѧѧѧѧοϔϣϟ΍ ϙѧѧѧѧѧΗΑόϟ ϲѧѧѧѧѧϫ Ύѧѧѧѧѧϣ ˮέϳѧѧѧѧѧΑϛ ϙѧѧѧѧѧΗϳΑ ϝѧѧѧѧѧϫ ˮΔѧѧѧѧѧγέΩϣϟ΍ Ύѧѧѧϧϫ ϰѧѧѧϟ· ϝΎѧѧѧόΗ , and use vocabulary and simple sentences to communicate information about themselves, their family and classroom, such as ϰѧѧѧѧϟ· Ύѧѧѧѧϧϳϟ ΕѧѧѧѧΑϫΫ ˭ΔѧѧѧѧγέΩϣϟ΍ ϰѧѧѧѧϟ· έϳϣѧѧѧѧγ ΏѧѧѧѧϫΫ ΕѧѧѧѧѧѧѧѧѧѧϳΑϟ΍, applying basic rules of word order and gender. Students translate frequently used words and simple phrases using visual cues, and create word lists, labels and captions in both Arabic and English for their immediate environment, for example, ˭ΔϘϳΩΣϟ΍ ˭Δϓέϐϟ΍ ˭ΕϳΑϟ΍