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 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
Elaboration (5) ACLTUC001
comparing their likes and dislikes, for example, Ben çileği çok severim. Ben elmayı hiç sevmem
Elaboration (5) | ACLTUC001 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum
Elaboration (5) ACLTUC006
performing marching songs, for example, Türk Çocukları, Sol sağ sol sağ yarın bayram olsa, Hoş gelişler ola, Dağ başını duman almış
Elaboration (5) | ACLTUC006 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum
Elaboration (5) ACLTUU013
expressing affirmative and negative responses, such as evet, hayır, değil, doğru, yanlış
Elaboration (5) | ACLTUU013 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum
Elaboration (5) ACLTUC018
comparing their preferences, for example, Futbol yerine tenis oynamak istiyorum, Benim en sevdiğim meyve muzdur. Ben kirazı muzdan daha çok severim.
Elaboration (5) | ACLTUC018 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum
Elaboration (5) ACLTUC019
participating in real or imagined transactions that involve requesting information, considering options and buying or selling, for example, Elmanın kilosu ne kadar? Bana bir porsiyon köfte, yanına da piyaz lütfen
Elaboration (5) | ACLTUC019 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum
Elaboration (5) ACLTUC022
creating a class book or digital display about their local environment, making connections with topics they have been studying in other curriculum areas, for example, Mahallemdeki bitkiler: çiçekler, ağaçlar and/or okul bahçesindeki bitkiler…
Elaboration (5) | ACLTUC022 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum
Elaboration (5) ACLTUC023
responding to traditional songs and folk music such as halay, çiftetelli, Silifke’nin yoğurdu, for example, by using wooden spoons to mark rhythm and creating and narrating their own versions of the dance
Elaboration (5) | ACLTUC023 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum
Elaboration (5) ACLTUC024
creating texts to share with younger learners, such as Big Books, comics or Vokis, incorporating humorous and expressive language
Elaboration (5) | ACLTUC024 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum
Elaboration (5) ACLTUU029
understanding the use of an apostrophe for separating proper nouns from their inflectional suffixes, as in Tarık’ın and İstanbul’da, Avustralya’nın
Elaboration (5) | ACLTUU029 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum
Elaboration (5) ACLTUU030
using comparatives and superlatives such as en and daha plus çok/az in order to talk about likes, dislikes and interests
Elaboration (5) | ACLTUU030 | Content Descriptions | Years 3 and 4 | Years F–10 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 (5) ACLTUC036
planning a campaign, for example, to introduce healthy Turkish food at the school canteen, raise awareness about pollution or prevent bullying, for example, by creating posters, pamphlets and flyers or by making presentations to school council/board
Elaboration (5) | ACLTUC036 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum
Elaboration (5) ACLTUC038
collecting and presenting information from a range of print and digital resources about features of their local environment, for example, su, orman yangınları, ekosistem, yabani yaşam
Elaboration (5) | ACLTUC038 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum
Elaboration (5) ACLTUC039
creating an interactive presentation for younger children, friends or members of their extended families to showcase their bilingual/multilingual experience and identify the advantages of being able to communicate in more than one language
Elaboration (5) | ACLTUC039 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum
Elaboration (5) ACLTUC040
describing their reactions to imaginative texts that evoke responses such as sadness, fear or excitement, relating them to their own experiences by using stem statements such as Bir defa benim de başıma gelmişti, Ben de benzer bir olay yaşadım
Elaboration (5) | ACLTUC040 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum
Elaboration (5) ACLTUC041
creating stories based on a theme such as values associated with Turkish communities to share with younger learners, for example, by creating Big Books, comics or digital texts
Elaboration (5) | ACLTUC041 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum
Elaboration (5) ACLTUC042
collecting examples of proverbs used in their families, such as Damlaya damlaya göl olur, Ak akçe kara gün içindir, Denize düşen yılana sarılır, and discussing how to explain their meaning to non-Turkish speaking friends
Elaboration (5) | ACLTUC042 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum
Elaboration (5) ACLTUU046
noticing the pronunciation of loan words, including vowels and consonant clusters, for example, plaj, spor, tren
Elaboration (5) | ACLTUU046 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum