Educators' Guide for Pedagogy and Assessment
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Learning Area: Languages
Arabic > LEVEL 10
Subject Focus: Listening
1] I can listen and respond to an array of public, news and work-related announcements in real-life vocational and cultural settings.
LEARNING TO LIVE TOGETHER
2] I can make out the linguistic variety of Arabic and differentiate between standard and spoken varieties of Arabic in different geographical regions.
3] I can follow conversations delivered at a natural or near-natural speed in MSA and in ‘educated’ registers, in one of the major Arabic dialects.
4] I can follow with confidence and understanding standard Arabic and a major dialect material delivered via the real-life Arabic aural or audio-visual media, including cultural productions such as poetry, film and song.
5] I can understand and respond to complex numerical information in a major Arabic dialect in real life negotiating settings and use MSA to solve a range of higher mathematical problems.
6] I can follow complex and/or culturally specific cultural productions in standard Arabic or in a major dialect including film, poetry, song or television productions.
COMMUNICATING FOR DIVERSITY
LEARNING TO LIVE TOGETHER2] I can make out the linguistic variety of Arabic and differentiate between standard and spoken varieties of Arabic in different geographical regions.
3] I can follow conversations delivered at a natural or near-natural speed in MSA and in ‘educated’ registers, in one of the major Arabic dialects.
4] I can follow with confidence and understanding standard Arabic and a major dialect material delivered via the real-life Arabic aural or audio-visual media, including cultural productions such as poetry, film and song.
5] I can understand and respond to complex numerical information in a major Arabic dialect in real life negotiating settings and use MSA to solve a range of higher mathematical problems.
6] I can follow complex and/or culturally specific cultural productions in standard Arabic or in a major dialect including film, poetry, song or television productions.
COMMUNICATING FOR DIVERSITYSubject Focus: Speaking
1] I can give instructions or directions in MSA or an ‘educated’ major dialect accurately and respond to requests for elaboration or clarification in 'real-life' settings or those that closely simulate real-life.
2] I can use MSA or a major dialect in structured and semi-structured discussions of cultural and/or vocational topics in 'real-life' face-to-face and online settings and respond to listeners' feedback.
3] I can connect and 'signpost' sentences and phrases accurately using appropriate idiomatic MSA and/or dialect connectives with an awareness of nuance and good use of gesture, facial expression and body language.
4] I can pronounce standard Arabic and the ‘educated’ register of a major Arabic dialect with phonological accuracy, when participating in advanced educational, cultural or work-related settings.
5] I can use conversational Arabic in MSA for persuasion in real-life or simulated cultural, educational and vocational settings.
6] I can skilfully use intonation and stress to enhance meaning in persuasive or academic contexts.
7] I can use MSA and the ‘educated’ register of a standard dialect to participate effectively in vocational, social or cultural activities with native speakers in real-life settings.
8] I can write words or grammar rules that I did not know before and look them up in a dictionary.
READING AND UNDERSTANDING
9] I can revise some of the strategies I used, identify why they did not work and use this analysis to improve my language skills.
PERSONAL LEARNING
2] I can use MSA or a major dialect in structured and semi-structured discussions of cultural and/or vocational topics in 'real-life' face-to-face and online settings and respond to listeners' feedback.
3] I can connect and 'signpost' sentences and phrases accurately using appropriate idiomatic MSA and/or dialect connectives with an awareness of nuance and good use of gesture, facial expression and body language.
4] I can pronounce standard Arabic and the ‘educated’ register of a major Arabic dialect with phonological accuracy, when participating in advanced educational, cultural or work-related settings.
5] I can use conversational Arabic in MSA for persuasion in real-life or simulated cultural, educational and vocational settings.
6] I can skilfully use intonation and stress to enhance meaning in persuasive or academic contexts.
7] I can use MSA and the ‘educated’ register of a standard dialect to participate effectively in vocational, social or cultural activities with native speakers in real-life settings.
8] I can write words or grammar rules that I did not know before and look them up in a dictionary.
READING AND UNDERSTANDING9] I can revise some of the strategies I used, identify why they did not work and use this analysis to improve my language skills.
PERSONAL LEARNINGSubject Focus: Reading
1] I can read and follow modern literary prose and poetic texts and identify the nuance, style and/or technical and scientific meaning.
2] I can skim and scan a diverse range of texts without support in busy, real-life, cultural, educational or vocational settings under time constraints and identify key information from these texts.
3] I can identify and understand nuances such as urgency in complex written messages, in realistic settings and respond in an appropriate manner.
LEARNING TO BE
4] I can read a diverse range of ancient and modern calligraphic styles in Arabic.
SELF AWARENESS
5] I can read and summarise, under time constraints, complex connected texts of a factual nature such as academic articles or business reports.
6] I can identify and understand culturally ‘loaded’ usages of language in real life Arabic texts such as idiomatic expressions or proverbs.
7] I can produce short written summaries in Arabic and produce Maltese and English translations of extended and/or complex Arabic texts.
8] I can follow and respond to at least one Arabic dialect to be able to read with some understanding, vernacular usages in online social media activities and in popular culture areas such as poetry, song, or advertising.
9] I can search for or bring forth feedback to review my initial guesses and still make sense.
10] I can identify an issue and give critical comment about why some of the strategies used did not work and analyse what I can improve upon.
2] I can skim and scan a diverse range of texts without support in busy, real-life, cultural, educational or vocational settings under time constraints and identify key information from these texts.
3] I can identify and understand nuances such as urgency in complex written messages, in realistic settings and respond in an appropriate manner.
LEARNING TO BE4] I can read a diverse range of ancient and modern calligraphic styles in Arabic.
SELF AWARENESS5] I can read and summarise, under time constraints, complex connected texts of a factual nature such as academic articles or business reports.
6] I can identify and understand culturally ‘loaded’ usages of language in real life Arabic texts such as idiomatic expressions or proverbs.
7] I can produce short written summaries in Arabic and produce Maltese and English translations of extended and/or complex Arabic texts.
8] I can follow and respond to at least one Arabic dialect to be able to read with some understanding, vernacular usages in online social media activities and in popular culture areas such as poetry, song, or advertising.
9] I can search for or bring forth feedback to review my initial guesses and still make sense.
10] I can identify an issue and give critical comment about why some of the strategies used did not work and analyse what I can improve upon.
Subject Focus: Writing
1] I can plan and structure advanced and extended texts in Arabic such as argumentative texts, which are internally coherent, making good use of sentencing and paragraphing, to structure meaning and to sequence ideas in a logical manner.
MANAGING LEARNING
2] I can write extended, connected, complex texts in MSA using nuance and inference creatively.
3] I can use written MSA effectively in a variety of realistic contexts, including digital contexts and where necessary, translating in real time, while working in a multilingual online environment.
MANAGING LEARNING
4] I can produce complex and connected Arabic texts with little or no support, synthesising information from diverse sources with appropriate referencing, in a way that prepares me for advanced study or professional employment.
5] I can produce complex, connected, descriptive, argumentative or narrative Arabic texts with little or no support in a manner which is appropriate for specific purposes related to my interests e.g. creative writing or scientific writing.
6] I can write well-presented CVs, covering letters and similar work or study related documents, with 'guide on the side' support.
PRACTICAL
7] I can take notes from complex verbal interactions in MSA and/or dialect and write up essay or report-length responses to direct and implied questions in accurate MSA, with little or no support.
8] I can check that I am writing similar letters correctly e.g. .ق, ك/ص , س
9] I can vocalise each sentence to myself to review its pronunciation.
MANAGING LEARNING2] I can write extended, connected, complex texts in MSA using nuance and inference creatively.
3] I can use written MSA effectively in a variety of realistic contexts, including digital contexts and where necessary, translating in real time, while working in a multilingual online environment.
MANAGING LEARNING4] I can produce complex and connected Arabic texts with little or no support, synthesising information from diverse sources with appropriate referencing, in a way that prepares me for advanced study or professional employment.
5] I can produce complex, connected, descriptive, argumentative or narrative Arabic texts with little or no support in a manner which is appropriate for specific purposes related to my interests e.g. creative writing or scientific writing.
6] I can write well-presented CVs, covering letters and similar work or study related documents, with 'guide on the side' support.
PRACTICAL7] I can take notes from complex verbal interactions in MSA and/or dialect and write up essay or report-length responses to direct and implied questions in accurate MSA, with little or no support.
8] I can check that I am writing similar letters correctly e.g. .ق, ك/ص , س
9] I can vocalise each sentence to myself to review its pronunciation.
Subject Focus: Grammar
1] I can read with understanding classical texts, demonstrating an understanding of earlier systems of Arabic orthography.
2] I can undertake a basic study of the grammar and lexis of at least one major dialect and have an understanding of the similarities and differences between MSA and at least one dialect.
3] I can use monolingual and bilingual Arabic dictionaries and am aware of 'false friends', i.e. words that appear the same but have divergent meanings in Arabic and Maltese.
4] I can demonstrate an awareness of the relationship between MSA and earlier forms of literary Arabic, with reference to ancient and modern texts e.g. Qur'anic Arabic (QA) and Classical Arabic (CA) and the ways in which the grammar and lexis of MSA differs from QA and CA.
5] I can demonstrate a sound understanding of all the grammar studied at the previous levels and the use of this grammar in advanced listening, speaking, reading and writing activities, with little or no support and demonstrate understanding of advanced grammar, such as the rare verb forms and broken plural forms that appear in Classical Arabic, and the rule of Classical Arabic versification.
6] I can demonstrate proficiency across the four main language skills, especially listening and speaking, following features of the register of a dialect: the passive voice in simple and continuous tenses; the passive voice in past and ‘perfect’ tenses; the use of modals to create complex or ‘compound’ tenses; negation of passive tenses; the advanced use of connectives; the use of compound tenses and auxiliary verbs in narration; the language of comparison; connections and relationship language e.g. ‘all of us’, ‘some of us’, ‘not all of us’, etc. and the use of passive participles.
2] I can undertake a basic study of the grammar and lexis of at least one major dialect and have an understanding of the similarities and differences between MSA and at least one dialect.
3] I can use monolingual and bilingual Arabic dictionaries and am aware of 'false friends', i.e. words that appear the same but have divergent meanings in Arabic and Maltese.
4] I can demonstrate an awareness of the relationship between MSA and earlier forms of literary Arabic, with reference to ancient and modern texts e.g. Qur'anic Arabic (QA) and Classical Arabic (CA) and the ways in which the grammar and lexis of MSA differs from QA and CA.
5] I can demonstrate a sound understanding of all the grammar studied at the previous levels and the use of this grammar in advanced listening, speaking, reading and writing activities, with little or no support and demonstrate understanding of advanced grammar, such as the rare verb forms and broken plural forms that appear in Classical Arabic, and the rule of Classical Arabic versification.
6] I can demonstrate proficiency across the four main language skills, especially listening and speaking, following features of the register of a dialect: the passive voice in simple and continuous tenses; the passive voice in past and ‘perfect’ tenses; the use of modals to create complex or ‘compound’ tenses; negation of passive tenses; the advanced use of connectives; the use of compound tenses and auxiliary verbs in narration; the language of comparison; connections and relationship language e.g. ‘all of us’, ‘some of us’, ‘not all of us’, etc. and the use of passive participles.
