Elaboration (2) ACLTUC019
composing instructions for simple recipes such as kısır or çoban salatası, using imperative verb forms such as yıka, doğra, karıştır and language for quantifying ingredients, for example, 3 domates, bir demet maydanoz, 100 gram peynir
Elaboration (2) | ACLTUC019 | Content Descriptions | Years 3 and 4 | 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
Elaboration (2) ACLTUC018
identifying wishes associated with key events in their community, such as Bayramınız kutlu olsun! Mutluluklar dilerim. Kınan kutlu olsun! Elinize sağlık! Çok yaşa! and responding appropriately to expressions of wishes such as Bayramınız kutlu olsun! – …
Elaboration (2) | ACLTUC018 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum
Elaboration (2) ACLTUC020
preparing and displaying classroom rules, routines or priorities, such as saygı, nezaket, işbirliği
Elaboration (2) | ACLTUC020 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum
Elaboration (2) ACLTUC021
collating information about aspects of Turkey or Australia from texts such as magazines, brochures or maps, for example, Türkiye ve Avustralya’nın haritadaki konumu, bölgeleri, başlıca illeri, iklimi, gölleri, nehirleri ve dağları
Elaboration (2) | ACLTUC021 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum
Elaboration (2) ACLTUC022
presenting information in the form of a class profile, chart or database about each other’s likes, dislikes or interests that they have collected using checklists, surveys or question cues
Elaboration (2) | ACLTUC022 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum
Elaboration (2) ACLTUC023
participating in group recitals of poems on special occasions such as Mother’s Day, national days, religious and cultural celebrations
Elaboration (2) | ACLTUC023 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum
Elaboration (2) ACLTUC024
composing dialogues between imagined characters in challenging or amusing situations, using expressions and behaviours that convey emotion or humour and capture elements that are typical of the context or experience
Elaboration (2) | ACLTUC024 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum
Elaboration (2) ACLTUC025
collecting and classifying words, phrases and expressions in Turkish that also exist in English, such as TV, radyo, prens, prenses, identifying any differences in meaning or usage, for example, kiosk – köşk, Ottoman – Osmanlı
Elaboration (2) | ACLTUC025 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum
Elaboration (2) ACLTUC026
creating bilingual signs, posters, notices and labels in digital and print forms to be displayed in the classroom and around the school
Elaboration (2) | ACLTUC026 | 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) ACLTUC028
discussing the importance to their own identity of speaking Turkish with some relatives, friends or members of the wider Turkish-speaking community
Elaboration (2) | ACLTUC028 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum
Elaboration (2) ACLTUU029
learning the pronunciation and spelling of high-frequency words with yumuşak g (soft g) ğ, as in yağmur and ağaç, understanding that this sound is never used at the beginning of words
Elaboration (2) | ACLTUU029 | 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 (2) ACLTUU031
identifying and comparing characteristic elements in texts such as poems or fables, for example, kuklalar ve gölge oyunları, şiirde kafiye, dize ve dörtlük, masallardaki insanüstü kişiler ve olaylar
Elaboration (2) | ACLTUU031 | 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
Elaboration (2) ACLTUU033
finding English words used in Turkish, such as web sitesi, Twitter, tişört and blucin, considering differences between these and the types of Turkish words used in English
Elaboration (2) | ACLTUU033 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum
Elaboration (2) ACLTUU034
noticing how values such as politeness, affection or respect are conveyed in Turkish, for example, by comparing interactions in their family and home community with interactions they observe in non-Turkish speaking families and communities, for example, …
Elaboration (2) | ACLTUU034 | Content Descriptions | Years 3 and 4 | 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
Elaboration (3) ACLTUC018
asking and answering questions that involve concepts such as time, place or number, including days of the week, months and seasons, for example, Saat kaç? Saat 5. Hangi mevsimdeyiz? Kış mevsimindeyiz. Bugün ayın kaçı? Bugün ayın 20’si. Adresin nedir? …
Elaboration (3) | ACLTUC018 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum