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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 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 …

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

ACLTUU119

Understand that the Turkish language and associated cultures shape and are shaped by each other in ways that change over time and across contexts, and that cultural experience, values and identities are reflected in language[Key concepts: change, social …

Elaborations ScOT Terms

Elaboration (2) ACLTUC104

sharing responsibilities for filming and editing a short documentary that presents aspects of shared cultural experiences, for example, family migration stories, shopping at Turkish markets, participating in a henna ceremony

Elaboration (5) ACLTUC104

participating in virtual excursions to famous cultural sites or exhibitions, such as Gelibolu, Anıtkabir, Topkapı Sarayı, sharing responsibility for individual elements of a multimodal report on the experience

Elaboration (1) ACLTUC108

viewing and listening to television series or songs, such as Türk dizileri, Türkçe pop şarkılar ve türküler, describing settings, identifying key events and themes and noticing elements that reflect cultural views or contexts

Elaboration (8) ACLTUC108

identifying how cultural traditions and beliefs are communicated through visual and creative arts, including traditions of oral storytelling, for example, by comparing representations of animals or landscapes in Indigenous Dreaming stories with Turkish …

Elaboration (2) ACLTUC110

interpreting elements of spoken texts for non-Turkish speakers, for example, by providing a commentary on an item presented at a class, school or community event, including explanations in English of culturally significant allusions, expressions and …

Elaboration (5) ACLTUC110

interpreting the significance of Turkish terms or phrases used on formal occasions, such as weddings, school speech days or religious occasions, for example, Saygıdeğer misafirler ve sevgili çocuklar, Allah bir yastıkta kocatsın, darısı başına, Allah …

Elaboration (6) ACLTUC110

translating proverbs such as ağaç yaşken eğilir, ayağını yorganına göre uzat, explaining cultural allusions that do not translate meaningfully into English, and finding English language proverbs that express similar ideas or concepts

Elaboration (3) ACLTUC111

composing and presenting a cultural exhibition or performance for members of the school community, providing English language support in the form of captions or recorded/live commentaries

Elaboration (1) ACLTUC112

providing examples of interactions that ‘work’ better in Turkish than they do in English, for example, talking to their grandparents, participating in cultural events, joking between themselves, and discussing why this might be the case

Elaboration (4) ACLTUC112

comparing ‘repair and recovery strategies’ they use to respond to miscommunication between speakers from different language and cultural backgrounds, for example, self-correction, rephrasing, apology, requests for repetition or clarification

Elaboration (5) ACLTUC112

reflecting on choices they make when interacting with friends who also speak both Turkish and English, identifying instances when they move between languages for practical or cultural reasons

Elaboration ACLTUC113

discussing the inter-relationship of language, culture and identity, referencing their own relationship with different languages and with elements of Turkish and Australian cultural experience

Elaboration (3) ACLTUC113

exploring how ways of thinking, communicating and behaving reflect cultural identity, considering, for example, in what respects they identify as Turkish or Australian, and whether these ways shift over time and according to context and situation

Elaboration (4) ACLTUC113

analysing the relationship between culture, identity and representation, for example, by comparing responses to media representations of cultural difference or diversity

Elaboration (6) ACLTUC113

identifying elements of their personal worlds that contribute to their sense of community and identity, including their use of different languages and involvement in different cultural practices, for example, aile yaşamı, düğünler, futbol maçları

Elaboration (1) ACLTUU116

discussing the significance of particular types of texts that reflect cultural values or priorities, such as language and interactions associated with celebrations, for example, the use of dialogue and oath in Andımız and Gençliğin Atatürk’e Cevabı, or …

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