Years 5 and 6 Turkish
The nature of the learners This is a key transitional phase of learning. Learners communicate more confidently, are more self-directed, and self-reference in relation to wider contexts. Response to experience is more analytical and critical, allowing …
Years 5 and 6 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum
Years 9 and 10 Turkish
The nature of the learners This stage of learning coincides with social, physical and cognitive changes associated with adolescence. Increased cognitive maturity enables learners to work more deductively with language and culture systems, to apply more …
Years 9 and 10 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum
Years 9 and 10 Turkish
The nature of the learners This stage of learning coincides with social, physical and cognitive changes associated with adolescence. Increased cognitive maturity enables learners to work more deductively with language and culture systems, to apply more …
Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Turkish | Languages | F-10 curriculum
Achievement Standard Turkish Years 5 and 6
By the end of Year 6, students use spoken and written Turkish to interact by sharing ideas and experiences, for example, 23 Nisan Ulusal Egemenlik ve Çocuk Bayramında ben şiir okudum. Ramazan Bayramında dedem bana harçlık verdi. When interacting, …
Achievement Standard | Achievement Standards | Years 5 and 6 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum
Achievement Standard Turkish Years 7 and 8
By the end of Year 8, students use spoken and written Turkish to initiate and sustain social interactions and to reflect on their experiences. They exchange ideas on topics such as Türkiye’ye ilk ziyaret, Avustralya’ya ilk geliş and offer and …
Achievement Standard | Achievement Standards | Years 7 and 8 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum
Achievement Standard Turkish Years 9 and 10
By the end of Year 10, students use spoken and written Turkish to initiate, sustain and extend interactions with peers, teachers and others in a range of contexts and for a range of purposes. They exchange ideas, opinions and aspirations, for …
Achievement Standard | Achievement Standards | Years 9 and 10 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum
Achievement Standard Turkish Years 9 and 10
By the end of Year 10, students interact in written and spoken Turkish to exchange and compare views and experiences on personal, local and global issues, for example, liseyi bitirince Türkiye’de üniversiteye gitmek istiyorum, okulu bitirdikten …
Achievement Standard | Achievement Standards | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Turkish | Languages | F-10 curriculum
ACLTUC039
Convey information about aspects of their own language(s), culture(s) and communities in suitable formats for different audiences and contexts[Key concepts: culture, interests, transition; Key processes: creating, resourcing, explaining]
Elaborations ScOT Terms
ACLTUC039 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum
ACLTUC041
Create and perform expressive and imaginative texts such as stories, dance, skits or video clips based on a stimulus concept, theme or resource[Key concepts: adaptation, genre, audience, effect; Key processes: creating, adapting, performing, experimenting; …
Elaborations ScOT Terms
ACLTUC041 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum
ACLTUU048
Understand how different types of text in Turkish, including prose and verse, create effects to suit different audiences[Key concepts: genre, text features, imagery, register; Key processes: noticing, comparing, analysing]
Elaborations ScOT Terms
ACLTUU048 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum
ACLTUU049
Understand that spoken and written forms of Turkish both vary in terms of formality according to context, purpose and audience[Key concepts: mode, register, respect; Key processes: noticing, comparing, identifying]
Elaborations ScOT Terms
ACLTUU049 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum
ACLTUU065
Understand the influence of purpose, audience and context on the structure and organisation of texts, and apply this understanding to interpret unfamiliar texts[Key concepts: genre, tenor, audience; Key processes: identifying, classifying, explaining …
Elaborations ScOT Terms
ACLTUU065 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum
ACLTUU066
Understand the nature of regional and national variations in language use and that language varies according to context, mode of delivery and relationship between participants[Key concepts: language variation, context, mode, audience, diversity; Key processes: …
Elaborations ScOT Terms
ACLTUU066 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum
ACLTUU082
Know how to construct different types of texts to suit different contexts, purposes and audiences, incorporating appropriate cultural and contextual elements[Key concepts: genre, context, audience; Key processes: composing, identifying, analysing]
Elaborations ScOT Terms
ACLTUU082 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum
ACLTUC106
Organise and classify information compiled from different sources in different modes of presentation, re-presenting chosen elements in formats suitable for particular audiences[Key concepts: information, data, perspective, representation, media; Key processes: …
Elaborations ScOT Terms
ACLTUC106 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Turkish | Languages | F-10 curriculum
ACLTUC109
Create imaginative texts in different modes and formats to entertain, convey ideas and express emotions for particular audiences[Key concepts: adaptation, audience, characterisation, context; Key processes: creating, adapting, performing; Key text types: …
Elaborations ScOT Terms
ACLTUC109 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Turkish | Languages | F-10 curriculum
ACLTUU116
Know how to construct different types of texts to suit different contexts, purposes and audiences, incorporating appropriate cultural elements[Key concepts: genre, context, register, mode, audience; Key processes: analysing, comparing, composing]
Elaborations ScOT Terms
ACLTUU116 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Turkish | Languages | F-10 curriculum
Elaboration (5) ACLTUU031
distinguishing between different types of texts based on identified purpose and intended audience, for example, differences between SMS mesajı-telefon görüşmesi, yazılı piyes-kukla oyunu, masal-fıkra.
Elaboration (5) | ACLTUU031 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum
Elaboration (2) ACLTUC039
creating a website for a contact group of Turkish-speaking students, posting information on their interests and experiences and using sound, visual or graphic resources to feature elements which may be unfamiliar to the intended audience
Elaboration (2) | ACLTUC039 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum
Elaboration (2) ACLTUU048
discussing the use of imagery in different kinds of creative or performative texts, identifying how this helps to convey meaning and engage/entertain the audience
Elaboration (2) | ACLTUU048 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum