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 3 and 4 Turkish

The nature of the learners At this stage, children are developing cognitive and social capabilities that allow for increased control of their learning. They are able to conceptualise and reason, and have better memory and focus. This is a stage of social …

Years 3 and 4 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum

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

Foundation to Year 2 Turkish

The nature of the learners Children in this pathway enter the early years of schooling with established oracy skills in Turkish, English and sometimes other languages or dialects. There will be variation in terms of proficiency in Turkish depending on …

Foundation to Year 2 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum

Years 7 and 8 Turkish

The nature of the learners The transition to secondary schooling involves social and academic demands that coincide with a period of maturational and physical change. Learners are adjusting to a new school culture with sharper divisions between curriculum …

Years 7 and 8 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum

ACLTUC054

Interact with peers and teachers to complete learning activities and to support their own and others’ learning, by managing debate and discussion, checking understanding and reflecting on their learning[Key concepts: collaboration, response; Key processes: …

Elaborations ScOT Terms

ACLTUC054 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum

ACLTUC019

Participate in shared learning experiences and transactions, such as science experiments, cooking or craft activities, creating displays or swapping items[Key concepts: collaboration, learning experiences, transactions; Key processes: negotiating, creating, …

Elaborations ScOT Terms

ACLTUC019 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum

Elaboration (3) ACLTUC036

creating interactive learning experiences to encourage children in a buddy class to learn Turkish or to use their existing Turkish language in different domains

Elaboration (3) | ACLTUC036 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum

Elaboration (6) ACLTUC042

learning to use bilingual print and digital dictionaries, identifying issues such as multiple meanings for words and the fact that meaning is not always literal

Elaboration (6) | ACLTUC042 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum

Elaboration (4) ACLTUC043

contributing to a shared class journal that records significant learning experiences and events in both Turkish and English

Elaboration (4) | ACLTUC043 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum

Elaboration (2) ACLTUC070

solving problems that arise during collaborative learning experiences by discussing ideas, weighing up alternatives and negotiating shared decisions

Elaboration (2) | ACLTUC070 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum

Elaboration (2) ACLTUU081

learning about nominalisation to form complex words such as iş deneyimleri in a range of sentence structures

Elaboration (2) | ACLTUU081 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum

Elaboration (3) ACLTUC037

reflecting on their learning experiences and providing each other with feedback, advice or reminders, for example, Süper, harika, mükemmel, unutma, çok zor

Elaboration (3) | ACLTUC037 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum

Elaboration (4) ACLTUC053

supporting younger learners of Turkish, for example, by developing learning resources or peer mentoring schemes, discussing the best use of their shared skills and capabilities

Elaboration (4) | ACLTUC053 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum

Elaboration (2) ACLTUC073

summarising and presenting information relating to topics or themes studied in other curriculum areas, using different modes of presentation to cater for different learning styles

Elaboration (2) | ACLTUC073 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum

Elaboration (3) ACLTUC079

reflecting on the experience of learning and using their home language in school, considering whether it impacts on their relationship with the language or on their sense of ‘balance’ in terms of identifying with different languages

Elaboration (3) | ACLTUC079 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum

ACLTUC043

Create bilingual texts such as websites, posters, class journals and menus to support their own learning and to assist interactions with non-Turkish speakers[Key concepts: equivalence, alternatives; Key processes: considering, selecting, translating]

Elaborations ScOT Terms

ACLTUC043 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum

Elaboration ACLTUU029

learning about back (a, ı, o, u) and front (e, i, ö, ü) vowels in Turkish and applying the vowel harmony rule to high-frequency words

Elaboration | ACLTUU029 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum

Elaboration (3) ACLTUU029

learning that Turkish syllables only have one vowel, and that apart from loan words, they never have vowel sequences; applying this understanding through activities such as creating words by matching different prefixes and suffixes

Elaboration (3) | ACLTUU029 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum

Elaboration (6) ACLTUU029

learning about the devoicing and doubling of final consonants, as in kitap – kitabı, kanat–kanadı, sokak-sokağa and git-gittim, sır-sırrım

Elaboration (6) | ACLTUU029 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum