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 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

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

Achievement Standard Turkish Foundation to Year 2

By the end of Year 2, students interact with the teacher and peers to share information about themselves and to exchange greetings, for example, Merhaba! Günaydın! Tünaydın! İyi günler! İyi akşamlar! İyi geceler! Hoşça kal! Güle güle! Hoş geldiniz! …

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

Achievement Standard Turkish Years 3 and 4

By the end of Year 4, students interact with the teacher and peers to exchange information about themselves and others, everyday routines and events at school and in their local Turkish and multilingual communities. They ask and respond to questions …

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

ACLTUU015

Recognise that different words, expressions and gestures are used by speakers of Turkish to address and greet people in different contexts and situations[Key concepts: variation, context, relationship; Key processes: noticing, comparing, adapting]

Elaborations ScOT Terms

ACLTUU015 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum

ACLTUU017

Understand that people use language in ways that reflect their culture, such as where and how they live and what is important to them[Key concepts: culture, meaning, language; Key processes: noticing, identifying, explaining]

Elaborations ScOT Terms

ACLTUU017 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum

ACLTUC027

Notice and describe differences and similarities in ways of using language and interacting with people when communicating in Turkish and in English[Key concepts: difference, similarity, respect, relationship; Key processes: observing, comparing, expl …

Elaborations ScOT Terms

ACLTUC027 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum

Elaboration (1) ACLTUC001

using appropriate gestures and actions when greeting different people, for example, shaking hands, kissing hands of elders and kissing people on both cheeks

Elaboration (1) | ACLTUC001 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum

Elaboration (2) ACLTUC004

matching items from picture dictionaries or word lists to vocabulary sets associated with particular categories, such as people, animals or food groups, for example, meyveler, sebzeler, evcil hayvanlar, çiftlik hayvanları, vahşi hayvanlar

Elaboration (2) | ACLTUC004 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum

Elaboration (1) ACLTUC010

identifying language or behaviours that fit well in their Turkish family or community context but not in other contexts or situations, for example, kissing hands of older people and receiving spending money during bayram

Elaboration (1) | ACLTUC010 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum

Elaboration ACLTUU015

identifying different relationships between people by noticing how they speak to each other, for example, in storybooks, real life conversations, puppet plays or video clips

Elaboration | ACLTUU015 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum

Elaboration (1) ACLTUU015

understanding that different forms of Turkish are used by people in different contexts and relationships, for example, the appropriate use of pronouns, sen and siz, and honorifics, Orhan Bey, Ayla Hanım, Sayın, Hakan Ağabey, Cengiz Amca, Ayşe Teyze

Elaboration (1) | ACLTUU015 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum

Elaboration (2) ACLTUU015

understanding that interactions such as greetings vary according to time of day, occasion,degree of familiarity and age of people involved, for example, günaydın, merhaba, iyi akşamlar, Nasılsın? or Nasılsınız? Ne haber? Ne var, ne yok? Selam!

Elaboration (2) | ACLTUU015 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum

Elaboration ACLTUC027

explaining to each other why they prefer to use either Turkish or English in particular situations or with particular people

Elaboration | ACLTUC027 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum

Elaboration (2) ACLTUC027

comparing how people speak or refer to other people in Turkish and English, such as to older relatives, classmates or teachers, for example, abla, ağabey, amca, teyze, öğretmenim

Elaboration (2) | ACLTUC027 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum

Elaboration (2) ACLTUU030

using a range of verbs, adjectives and adverbs to describe and elaborate on action, time, places and people, for example, mavi köşkte, Kısa saçlı biriydi, Çok dikkatli yürü and Dün sabah geldi

Elaboration (2) | ACLTUU030 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum

Elaboration (1) ACLTUU032

recognising how language used to greet, apologise and show appreciation with friends, family, elders and less familiar people varies, for example, the use of first names only in greeting cards to friends compared to the use of honorifics to older family …

Elaboration (1) | ACLTUU032 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum

Elaboration (2) ACLTUU032

noticing how people adapt language when speaking with young children, using expressions such as bebişim, cici, and how young children speak differently to adults and to older children, for example, using the ending -cik as in anneciğim ve babacığım when …

Elaboration (2) | ACLTUU032 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum