This page lists what we actually have for Edexcel GCSE Arabic 1AA0. It is built from the live activities, so it is accurate on the day you read it.
The script, with a romanisation beside it
Every subject page on this site has to explain what its activities put in front of a student. For a language with a different writing system, that question comes before everything else.
Arabic appears in Arabic, and a romanisation appears next to it. Not one or the other, and not one activity in a friendlier form than the rest: all thirteen do it, in the vocabulary pairing, in the gap-fills and in the questions.
That choice cuts both ways, so it is worth being direct about both.
What it buys. A student four months into Year 10, still sounding out letters, can revise the vocabulary for "Daily Life" without the script being the obstacle. Decoding and remembering are different problems, and separating them means a slow reader can still make progress on the words.
What it costs. The exam gives no romanisation. A student who has only ever met a word with the crutch attached has not practised the thing the paper will ask for, which is reading Arabic unsupported. These activities are for the vocabulary and the meaning. The script fluency has to come from somewhere else, and it is worth setting them alongside script-only reading rather than instead of it.
What is not here at all
A language course is not only reading and writing. Students have to understand the language spoken at them and produce it aloud, and there is nothing on this page for either.
That is not an oversight in the Arabic content. DoRevision has no audio interaction of any kind, in any subject, so an activity that plays a recording or listens to a student is not something we can currently build. Everything here is read on a screen and answered on a screen.
If you are planning revision across a course, plan for this page to carry vocabulary and written work, and for listening and speaking to be entirely yours.
One activity per topic
The specification is five themes divided into thirteen topics, and there is exactly one activity for each of them. Nothing is better covered than anything else, and nothing is missing.
That evenness makes it easy to place: a topic finishes in class, its activity goes home that week. It also means this is one pass over the course rather than a bank you can keep drawing on. A student who works through all thirteen has used everything here.
What the activities ask students to do
Vocabulary pairing is in all thirteen, which is the right centre of gravity for a language at this level. Around it sit gap-fills, ordering tasks, multiple choice and short written responses.
Eight of the thirteen ask the student to produce written Arabic rather than only recognise it, which is the harder and more useful thing. Two put a short passage on screen and ask the student to work on it directly.
The three activities embedded below are playable here without an account.
Finding the right one
The lists below group by classroom use, worked out from what each activity contains. For a subject where the useful pattern is little and often rather than a long session before the exam, independent revision students actually keep doing covers what makes that stick. The activities themselves, with the recall goal spelled out, are described in ready-to-run revision activities, and at fifteen to eighteen minutes each they also fit the slots described in 15-minute GCSE revision activities.
To put several in front of one class in order, build a sprint. Everything else we have, by subject and board, is on the revision pages.
What this page does not do
Nothing for listening or speaking. No audio exists on this site, so a substantial part of the course is untouched.
No unsupported script reading. The romanisation is always there, which helps a struggling reader and does not build exam-condition fluency.
One activity per topic, so it is a single pass rather than something a student can return to repeatedly.
It does not track anything, so there is no completion list to check.