Years 1 to 2
Languages
ASLANARAF10Y12
Years 1 to 2 Arabic Achievement Standard
9 statements aligned to content descriptors and elaborations
Achievement standard (as ACARA publishes it)
Achievement standard
Click any sentence to jump to its statement and linked content descriptors.
By the end of Year 2, students use Arabic language to interact and share information related to the classroom and themselves. They use cues to respond to questions and instructions, and use simple formulaic language. They locate and convey key items of information in texts using non-verbal, visual and contextual cues to help make meaning. They use familiar words and modelled language to create texts. They copy the letters and vowel marks of the Arabic alphabet to mark words.
Students imitate the sounds and rhythms of spoken Arabic. They demonstrate understanding that Arabic has conventions and rules for non-verbal communication, pronunciation and writing. They give examples of similarities and differences between some features of Arabic and English. They understand that language is connected with culture, and notice how this is reflected in their own language(s) and culture(s).
Foundation to Year 10 sequence
The 9 achievement standard statements
Open a statement to see the content descriptors ACARA links to it, then open a descriptor's elaborations.
By the end of Year 2, students use Arabic language to interact and share information related to the classroom and themselves.
Content descriptorAC9LA2C01 Communicating meaning in Arabic
recognise and respond to modelled classroom-related greetings, instructions and routines, and personal introductions
Elaborations (9)
- Elaboration greeting and farewelling others at school and/or in the community, using appropriate expressions and body language, for example, مرحبًا، أهلًا، كيف حالُكَ/كيف حالُكِ؟ أنا بخير، إلى اللقاء صباح الخير/مساء الخير، أستاذ يوسف، أستاذة ليلى، أراك غداً
- Elaboration responding to and following classroom instructions, such as during roll call, when distributing work, preparing for activities or packing up, for example, نعم، أنا هنا، ليس هنا، حاضر افتح الكتاب، اغلق الباب، قف، اجلس، تعال، انظرِ إلى الشاشة، ارفعِ يدك
- Elaboration seeking permission and responding appropriately, or asking to borrow items and expressing simple possession, for example, من فضلك، لو سمحتِ، أريد أن أذهب إلى الحمام، أريد القلم، أريد الكتاب، شكراً، عفواً
- Elaboration using formulaic Arabic phrases for everyday interactions such as thanking, apologising and for special occasions, for example, أنا آسف، عيد ميلاد سعيد، شكراً
- Elaboration introducing themselves and answering simple questions, using formulaic expressions such as مرحبًا، اسمي عادل، اسمي ليلى، عمري سِتُّ سنوات. أنا طالب في الصف الأول، أنا طالبة في الصف الثاني. كم عمركَ؟ كم عُمرُكِ؟
- Elaboration asking and responding to questions about likes and dislikes, using simple language such as أنا أحب أمي، أنا أحب أبي، أنا أحب معلمتي، أنا لا أحب الفئران
- Elaboration sharing simple information about the school or home environment such as مدرستي كبيرة، صفي جميل، بيتي صغير استيقظ الساعة السادسة صباحًا، أفرشي أسناني، ألبس ثياب المدرسة، أذهب إلى مدرستي مع أمي، أعود إلى البيت الساعة الخامسة مساءً.
- Elaboration developing non-verbal and spoken communication skills, and some spontaneous language, through activities such a charades, roll the ball, musical statues, guessing games, Simon Says, for example, إنها طائرة! مهلًا! تعال الى هنا من فضلك
- Elaboration exchanging simple correspondence (greeting cards, notes, etc.) for celebrations and cultural events, using modelled language, for example, أتمنى لك عيد ميلاد سعيد
They use cues to respond to questions and instructions, and use simple formulaic language.
Content descriptorAC9LA2C01 Communicating meaning in Arabic
recognise and respond to modelled classroom-related greetings, instructions and routines, and personal introductions
Elaborations (9)
- Elaboration greeting and farewelling others at school and/or in the community, using appropriate expressions and body language, for example, مرحبًا، أهلًا، كيف حالُكَ/كيف حالُكِ؟ أنا بخير، إلى اللقاء صباح الخير/مساء الخير، أستاذ يوسف، أستاذة ليلى، أراك غداً
- Elaboration responding to and following classroom instructions, such as during roll call, when distributing work, preparing for activities or packing up, for example, نعم، أنا هنا، ليس هنا، حاضر افتح الكتاب، اغلق الباب، قف، اجلس، تعال، انظرِ إلى الشاشة، ارفعِ يدك
- Elaboration seeking permission and responding appropriately, or asking to borrow items and expressing simple possession, for example, من فضلك، لو سمحتِ، أريد أن أذهب إلى الحمام، أريد القلم، أريد الكتاب، شكراً، عفواً
- Elaboration using formulaic Arabic phrases for everyday interactions such as thanking, apologising and for special occasions, for example, أنا آسف، عيد ميلاد سعيد، شكراً
- Elaboration introducing themselves and answering simple questions, using formulaic expressions such as مرحبًا، اسمي عادل، اسمي ليلى، عمري سِتُّ سنوات. أنا طالب في الصف الأول، أنا طالبة في الصف الثاني. كم عمركَ؟ كم عُمرُكِ؟
- Elaboration asking and responding to questions about likes and dislikes, using simple language such as أنا أحب أمي، أنا أحب أبي، أنا أحب معلمتي، أنا لا أحب الفئران
- Elaboration sharing simple information about the school or home environment such as مدرستي كبيرة، صفي جميل، بيتي صغير استيقظ الساعة السادسة صباحًا، أفرشي أسناني، ألبس ثياب المدرسة، أذهب إلى مدرستي مع أمي، أعود إلى البيت الساعة الخامسة مساءً.
- Elaboration developing non-verbal and spoken communication skills, and some spontaneous language, through activities such a charades, roll the ball, musical statues, guessing games, Simon Says, for example, إنها طائرة! مهلًا! تعال الى هنا من فضلك
- Elaboration exchanging simple correspondence (greeting cards, notes, etc.) for celebrations and cultural events, using modelled language, for example, أتمنى لك عيد ميلاد سعيد
Content descriptorAC9LA2C02 Communicating meaning in Arabic
participate in a range of guided, play-based language activities using formulaic expressions, visual and spoken cues
Elaborations (7)
- Elaboration performing songs, raps, rhymes and action stories using simple language and non-verbal forms of expression such as clapping, gestures and facial expressions to support meaning, for example, غناء أغنية الحروف، غناء أغنية الأرقام
- Elaboration using some spoken modelled phrases and exclamations, and non-verbal cues such as pointing, clapping, hand gestures, to aid comprehension, for example, رائع ، ممتاز، الإشارة بإصبع الإبهام، الإشارة باليد للانتظار
- Elaboration using Arabic for versions of games that involve movement, such as Fruit Salad, Simon Says, All over Red Rover, What’s The Time Mr Wolf, and following directions and commands, for example, إرفع يدك، انظر إليّ، اغمض عينيك، ضع يدك على رأسك
- Elaboration engaging in a range of secure online games or using digital tools and applications (matching pairs, filling in gaps, dragging and dropping, playing memory games and bingo, etc.), to reinforce vocabulary using visual/spoken cues and formulaic expressions, for example, املأ الفراغ، ضع الصورة في المكان المناسب، اضغط هنا
- Elaboration contributing to class activities or projects, for example, making a birthday calendar, weather chart or class pet care roster, using familiar vocabulary such as اليوم هو عيد ميلاد يوسف، عيد ميلاد سامي في يوم ... ما تاريخ اليوم؟ تاريخ اليوم هو ... كيف الطقس اليوم؟ بارد، حار، معتدل نطعم السلحفاة يوم الاثنين ويوم الأربعاء
- Elaboration participating in collaborative tasks such as role-plays or solving a puzzle, that involve taking turns, counting and identifying appearance and characteristics, for example, دورك الآن، دوري الآن ، دوركم الآن كم عدد الأقلام؟ ما لون الزرافة؟ هل هذا أحمر أم أخضر؟
- Elaboration describing familiar objects and people, using pictures and concrete materials through oral activities and games such as show and tell, for example, الصف واسع، الملعب نظيف، السيارة صغيرة، الزرافة طويلة، الفتاة جميلة، الطاولة كبيرة
Content descriptorAC9LA2C04 Communicating meaning in Arabic
notice that language carries cultural meaning in classroom-related greetings, introductions, instructions and routines
Elaborations (6)
- Elaboration noticing the use of titles to address teachers and older people, and first names or surnames with adults, to show respect, for example, أستاذ ...، عم ...، خالة ... سيدة... ، آنسة
- Elaboration using prior knowledge to identify hand gestures, body language and facial expressions that can be used without language to convey meaning, for example, nodding to indicate agreement, right hand on chest when greeting, hand and finger gesture to indicate waiting, come here, go or no
- Elaboration translating when necessary to help others understand simple instructions, words or expressions such as يا عادل افتح الحاسوب ، يا ليلى انظري للجمل ، أنا أحب الكيوي.
- Elaboration noticing that some common Arabic words and expressions may be difficult to explain in English, for example, نعيماً، بتموني، تسلم ايديك، صحتين على قلبك
- Elaboration identifying culturally appropriate ways of communicating and acting in familiar contexts and incorporating these into their own interactions, for example, to show politeness and respect such as عدم وضع الركبة فوق الأخرى أمام المعلم، الوقوف عند تحية كبير السن، الصغير يمنح الأكبر مقعده، استخدام الألقاب عند مناداة الأشخاص
- Elaboration engaging in different Arabic cultural practices, events or traditional activities held at different times of the year, using related vocabulary, greetings and expressions such as ما شاء الله، مبروك، مبارك، كل عام وأنتم بخير، يوم ميلاد سعيد
They locate and convey key items of information in texts using non-verbal, visual and contextual cues to help make meaning.
Content descriptorAC9LA2C03 Communicating meaning in Arabic
locate, with support, key information in familiar texts, and respond using gestures, images, words and formulaic phrases
Elaborations (9)
- Elaboration listening to, reading or viewing a text and sequencing the events and ideas, using storyboards, drawing pictures or cutting and pasting pictures or words in corresponding order
- Elaboration using gestures, facial expressions, images, and contextual cues to assist understanding intended meaning, for example, أنا سعيد/ة، هو حزين/ة، هي تبكي/ هو يبكي، هي تضحك/هو يضحك
- Elaboration identifying letters, numbers, words and phrases in written Arabic (titles, labels, captions, etc.), by labelling, matching, clicking and dragging, miming and using actions
- Elaboration recognising that gestures and body language are integral to communicating in language for First Nations Australians, and showing examples of how they are also integral to communicating in Arabic and the language(s) they may speak at home
- Elaboration collecting information from visual, written or multimodal texts and categorising the findings, for example, lists of favourite colours, animals or toys
- Elaboration using contextual cues while reading or viewing, for example, using video and other visual prompts to reinforce words and phrases, and responding using key words, phrases or gestures
- Elaboration sorting and categorising information in graphic representations, such as tables and diagrams, including details about colour, quantity and place relating to people and objects, for example, ما عدد الأقلام الحمراء والزرقاء والسوداء على الطاولة؟ كم طالب وكم طالبة في الصف؟ كم عدد التفاح والموز والبرتقال في الوعاء؟
- Elaboration listening to, reading or viewing Arabic versions of familiar stories in print, online or digital form, such as اليرقة الجائعة جداًّ and re-creating them through illustrations, mime, movement or dance
- Elaboration participating in shared reading of imaginative and informative texts using modelled language and formulaic expressions to respond to questions or make statements about illustrations, words, characters and events, for example, ما معنى ...؟ قصة رائعة، حفلة ممتعة، انظر إلى ...، القطة جميلة الكلب أسود
They use familiar words and modelled language to create texts.
Content descriptorAC9LA2C05 Communicating meaning in Arabic
with support, connect letters and use vowel marks to form words, and use familiar phrases and modelled language to create spoken, written and multimodal texts
Elaborations (10)
- Elaboration recognising the different shapes of letters and connecting them to create simple words and sentences, for example, ج ز ر، أ ن ا، أ م ي جـ ـز ر، أ نـ ـا، أ مــ ـي جزر، أنا، أمي
- Elaboration using familiar vocabulary and modelled sentence structures to create informative texts (spoken or written descriptions, class book, family tree, dialogue, etc.) about self, family, friends and possessions, for example, أ+ ب = أب ، أ+ م= أم ، أ + ب + ي = أبي أحب أبي ، هذا أخي.
- Elaboration creating simple sentences about a familiar story such as Aladdin, Sinbad, or Ali Baba, for example, انظر إلى الجني ، السجادة تطير
- Elaboration matching bilingual captions/labels to images of First Nations Country/Place locations in their local area or elsewhere in Australia
- Elaboration creating short texts, such as simple sentences, to label and describe personal possessions or objects in the classroom, for example, حقيبتي كبيرة وثقيلة، هذا قلمي، قلمي جديد، صفي صغير ومزين
- Elaboration writing words or simple phrases on each finger of their hand outline traced on paper, for example, to describe themselves and their likes and dislikes, and reflecting on their ‘hand’ at the end of the year to see improvements in writing or changes in appearance or preferences, for example, أنا الآن لا أحب القطط، كنت قصيراً ولكن الآن أصبحت طويلاً
- Elaboration creating a puppet play or performance based on an experience or aspect of a story, song, poem or cartoon, for example, مرحبًا، أنا دبدوب، كيف حالكم اليوم؟ أهلًا وسهلًا نحن بخير كيف حالك أنت يا دبدوب؟
- Elaboration creating and presenting a class big book and/or texts in digital form, based on familiar topics or imagined scenarios, using modelled language, for example, ... هذا قط جميل، اسمه مشمش، يلعب مِشمش بالكرة، رأى مشمش فأراً
- Elaboration making bilingual greeting cards in print or digital form for family celebrations, such as Mother’s Day or other special occasions, using greetings and simple expressions in Arabic and English, for example, عيد أم سعيد، عيد أب سعيد، عيد ميلاد سعيد، أمي الحبيب
- Elaboration labelling photos in both Arabic and English for a display of a class event or experience such as a sports day or school concert أسبوع اللغة العربية، يوم أستراليا
They copy the letters and vowel marks of the Arabic alphabet to mark words.
Content descriptorAC9LA2C05 Communicating meaning in Arabic
with support, connect letters and use vowel marks to form words, and use familiar phrases and modelled language to create spoken, written and multimodal texts
Elaborations (10)
- Elaboration recognising the different shapes of letters and connecting them to create simple words and sentences, for example, ج ز ر، أ ن ا، أ م ي جـ ـز ر، أ نـ ـا، أ مــ ـي جزر، أنا، أمي
- Elaboration using familiar vocabulary and modelled sentence structures to create informative texts (spoken or written descriptions, class book, family tree, dialogue, etc.) about self, family, friends and possessions, for example, أ+ ب = أب ، أ+ م= أم ، أ + ب + ي = أبي أحب أبي ، هذا أخي.
- Elaboration creating simple sentences about a familiar story such as Aladdin, Sinbad, or Ali Baba, for example, انظر إلى الجني ، السجادة تطير
- Elaboration matching bilingual captions/labels to images of First Nations Country/Place locations in their local area or elsewhere in Australia
- Elaboration creating short texts, such as simple sentences, to label and describe personal possessions or objects in the classroom, for example, حقيبتي كبيرة وثقيلة، هذا قلمي، قلمي جديد، صفي صغير ومزين
- Elaboration writing words or simple phrases on each finger of their hand outline traced on paper, for example, to describe themselves and their likes and dislikes, and reflecting on their ‘hand’ at the end of the year to see improvements in writing or changes in appearance or preferences, for example, أنا الآن لا أحب القطط، كنت قصيراً ولكن الآن أصبحت طويلاً
- Elaboration creating a puppet play or performance based on an experience or aspect of a story, song, poem or cartoon, for example, مرحبًا، أنا دبدوب، كيف حالكم اليوم؟ أهلًا وسهلًا نحن بخير كيف حالك أنت يا دبدوب؟
- Elaboration creating and presenting a class big book and/or texts in digital form, based on familiar topics or imagined scenarios, using modelled language, for example, ... هذا قط جميل، اسمه مشمش، يلعب مِشمش بالكرة، رأى مشمش فأراً
- Elaboration making bilingual greeting cards in print or digital form for family celebrations, such as Mother’s Day or other special occasions, using greetings and simple expressions in Arabic and English, for example, عيد أم سعيد، عيد أب سعيد، عيد ميلاد سعيد، أمي الحبيب
- Elaboration labelling photos in both Arabic and English for a display of a class event or experience such as a sports day or school concert أسبوع اللغة العربية، يوم أستراليا
Students imitate the sounds and rhythms of spoken Arabic.
Content descriptorAC9LA2U01 Understanding language and culture
recognise and imitate the sounds and rhythms of Arabic
Elaborations (7)
- Elaboration mimicking the 28 letter sounds of the alphabet and the 3 short and long vowels
- Elaboration observing the mouth and tongue position when forming sounds such as خ، ح، ث، ذ
- Elaboration playing with sounds such as onomatopoeia, for example, animal noises, بق بق بيق
- Elaboration putting 2 fingers on the throat to help produce the sound of letters أ ، هـ ، ع ، ح ، غ ، خ
- Elaboration repeating the names of letters and reproducing their sounds with the short vowel ‘a’ ‘fat-aa الفتحة’, for example, ضاد – ضَ، صاد – صَ، قاف - قَ
- Elaboration listening to a sound and circling the corresponding Arabic letter in a range of games such as snap, matching cards or ‘sound bingo’
- Elaboration developing pronunciation, phrasing and intonation skills by singing, reciting and repeating frequently used words and phrases, noticing that statements and questions have different intonation, for example, غناء الحروف ، غناء الأرقام
They demonstrate understanding that Arabic has conventions and rules for non-verbal communication, pronunciation and writing.
Content descriptorAC9LA2U02 Understanding language and culture
recognise that the Arabic alphabet and features of language are used to construct meaning in Arabic
Elaborations (12)
- Elaboration copying and recognising the individual shapes of the 28 letters of the alphabet أ ب ت ث ج ح خ د ذ ر ز س ش ص ض ط ظ ع غ ف ق ك ل م ن هـ و ي
- Elaboration identifying the 6 letters that do not connect with letters that follow them in a word د ذ ر ز و ا
- Elaboration identifying the 4 different connected shapes of the Arabic letters to form simple words, for example, ج جـ ـجـ ـج، س سـ ـسـ ـس، ب بـ ـبـ ـب
- Elaboration recognising that Arabic words are written from right to left, for example, درس، جرس، نور، يوم
- Elaboration recognising and writing Arabic digits from one to twenty
- Elaboration using singular possessive adjectives related to self, for example, بيتي، سريري، معلمتي،غرفتك، كتابكِ، حقيبتها، دفتره
- Elaboration noticing the use of the possessive pronoun ي at the end of words, to indicate ownership, for example, معلمتي، سريري، بيتي، دفتري، قلمي
- Elaboration using familiar objects to express location, with prepositions such as الكرة في الصندوق، القلم على الطاولة، الكتب في الحقيبة
- Elaboration using simple, modelled verbs to describe aspects of own daily activities, for example, أستيقظ في الصباح، ألبس ثيابي، أتناول الفطور، أركب الباص، أدخل الصف، أكمل الواجب
- Elaboration beginning to notice that nouns have definite and indefinite articles and gender, for example, تلميذ/التلميذ، معلمة/المعلمة
- Elaboration recognising word order in simple phrases and sentences, for example, نام سليم، وقف الولد، أكل سامي التفاحة، شربت سحر العصير
- Elaboration using the simple sentence structure ‘this is’ to identify people and objects, for example, هذا كتاب، هذه طاولة، هذا أخي، هذه أمي
They give examples of similarities and differences between some features of Arabic and English.
Content descriptorAC9LA2U03 Understanding language and culture
notice that Arabic has features that may be similar to or different from English
Elaborations (7)
- Elaboration recognising that the Arabic script is written from right to left and that books and papers are written from back to front and comparing these with equivalent texts in English
- Elaboration exploring differences in alphabet and writing through play, digital resources and discussions, for example, the number and shape of letters, the way they are written and direction of writing
- Elaboration understanding that the Arabic alphabet consists of 28 letters that look and sound different from the English (Roman) alphabet which consists of 26 letters
- Elaboration observing some common features of familiar Arabic and English texts such as stories, nursery rhymes and signs, for example, في يوم من الأيام ، في أحد الأيام ، حزورة فزورة، جدي عنده مزرعة، لاءلئي لاءلئي يا نجمة
- Elaboration noticing that Arabic has borrowed words from English, for example, إنترنت، كمبيوتر، كاميرا، تلفزيون and that English has borrowed words from Arabic such as زرافة، جمل، قطن، جني، قهوة، ليمون
- Elaboration observing that some sounds in Arabic do not exist in English, for example, خ ح ع غ ض
- Elaboration learning some basic differences in word order in simple sentences and phrases, for example, object before the adjective عيد ميلاد سعيد، قلم أحمر، يوم مُشمس
They understand that language is connected with culture, and notice how this is reflected in their own language(s) and culture(s).
Content descriptorAC9LA2U04 Understanding language and culture
notice that people use language in ways that reflect cultural practices
Elaborations (8)
- Elaboration exploring the meaning of culture, and how it involves a range of elements unique to each person such as dress, food, manners, where they live, how they celebrate, and the language(s) they speak, for example, الأكل والشرب باليمين، ذكر الاله قبل الأكل، شكر الإله بعد الأكل
- Elaboration using culturally appropriate manners, greetings, and forms of address in the classroom and community, for example, مرحبًا، أهلًا وسهلًا، السلام عليكم، وعليكم السلام، عم / سيد / أستاذ عادل عمة / سيدة / أستاذة ليلى
- Elaboration noticing how their spoken Arabic language at home may vary from the spoken Arabic language in class, and exploring similarities and differences between various dialects represented within the classroom أزيك؟ إيشلونك؟ كيفك؟ قديش عمرك؟
- Elaboration exploring symbols and languages used by First Nations Australians and by Arabic-speaking communities in a range of contexts, for example, identifying the colours of flags in Arabic and discussing what the colours represent in English
- Elaboration recognising that Arabic and Arabic dialects are spoken in many countries and regions around the world, including Australia, and that cultural beliefs and practices may vary depending on location
- Elaboration recognising similarities and differences between naming systems across languages represented in the classroom, and noticing that Arabic-speaking students may have names derived from other cultures and languages إبراهيم ، جوليا ، إسحاق ، يعقوب ، بوسي ، نوح
- Elaboration comparing aspects of their own lifestyles, such as interactions with family and friends, special celebrations, daily practices, main meal of the day and associated language, with children living in Arabic-speaking countries, for example, في البحرين أتناول وجبة الغداء الأساسية بعد صلاة الظهر، في أستراليا أتناول وجبة الغداء الأساسية بعد المدرسة بالهناء والشفاء، صحتين
- Elaboration participating in cultural experiences and celebrations, such as a cooking demonstration, dressing in traditional clothes or learning a new dance, and using some associated language and gestures, for example, تسلم ايديكم، يعطيكن العافية، شكراً
This achievement standard describes the expected learning for Years 1 to 2 Arabic · Foundation to Year 10 sequence. Use it to plan teaching and assessment with the Australian Curriculum v9.
At a Glance
| Strand | Substrand | CDs | Elaborations |
|---|---|---|---|
| Communicating meaning in Arabic | Interacting in Arabic | 2 | 16 |
| Communicating meaning in Arabic | Mediating meaning in and between languages | 2 | 15 |
| Communicating meaning in Arabic | Creating text in Arabic | 1 | 10 |
| Understanding language and culture | Understanding systems of language | 3 | 26 |
| Understanding language and culture | Understanding the interrelationship of language and culture | 1 | 8 |
| Total | 9 | 75 | |
Frequently Asked Questions
What should students know by the end of Years 1 to 2 Arabic?
By the end of Year 2, students use Arabic language to interact and share information related to the classroom and themselves. They use cues to respond to questions and instructions, and use simple formulaic language. Read the full standard
How many Content Descriptors support this standard?
9 Content Descriptors support this Achievement Standard (Communicating meaning in Arabic: 5, Understanding language and culture: 4).
How does this compare to Foundation?
The Foundation Arabic standard (ASLANARAF10FY) covers the preceding curriculum level. Standards build progressively, with Years 1 to 2 expectations extending what was introduced in Foundation.
Is this from the latest Australian Curriculum?
Yes, this Achievement Standard is from the Australian Curriculum version 9.0 (AC v9), the most current version published by ACARA.