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

ACLTUC055

Access, collate and analyse information from different print, digital and visual sources to develop deeper understanding of events, personalities or circumstances[Key concepts: data, context, representation; Key processes: researching, comparing, analysing, …

Elaborations ScOT Terms

ACLTUC055 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum

ACLTUC059

Translate and interpret short texts from Turkish into English and vice versa, comparing versions and considering how to explain elements that involve cultural knowledge or understanding[Key concepts: meaning, equivalence, culture, translation; Key processes: …

Elaborations ScOT Terms

ACLTUC059 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum

ACLTUU064

Understand and use grammatical forms and structures such as reduplication, auxiliary verbs, particles and honorific forms, using metalanguage to identify or explain forms, structures and parts of speech[Key concepts: verb mood, reduplication, honorific …

Elaborations ScOT Terms

ACLTUU064 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum

ACLTUU080

Understand regular and irregular elements of spoken and written Turkish, and use elements such as affixation and compound patterns to produce complex phrases and elaborated texts and to participate in extended interactions[Key concepts: stress, register, …

Elaborations ScOT Terms

ACLTUU080 | Content Descriptions | Years 9 and 10 | 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 (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 (1) ACLTUU030

understanding the function of verb moods, for example, by recognising and using questions to seek information, such as Olay ne? Nerede geçti? Neler oldu? Neden oldu? Ne zaman oldu? Kahramanlar kimdi? and imperative forms such as başla! Başlayabilirsin, …

Elaboration (1) | ACLTUU030 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum

Elaboration (6) ACLTUU030

understanding and using -(i)r, -(u)r, -(a)r simple present tense suffixes to express habitual actions and facts, for example, Güneş doğudan doğar, batıdan batar and Dişlerimi fırçalarım, Erken yatarım, Erken kalkarım

Elaboration (6) | ACLTUU030 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum

Elaboration ACLTUU046

recognising differences in the pronunciation of long and short vowels with and without accent, and understanding that the length of a vowel and accent can change meaning, as in hala-hâlâ, and palatalise the previous consonant, as in kar-kâr

Elaboration | ACLTUU046 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum

Elaboration (3) ACLTUU046

understanding how stress is usually placed on the last syllable in Turkish, except in the case of some question words, compounds and place names, such as ′Ankara, ′Türkiye but Bulgaris′tan, Gürcis′tan, ′hangi, ′niçin

Elaboration (3) | ACLTUU046 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum

Elaboration (2) ACLTUU049

understanding that the use of honorifics such as Ali Ağabey (Abi), Fatma Abla, Mehmet Amca, Mustafa Dayı, Ahmet Bey, Nazmiye Hanım can be varied when speaking to older people who are less familiar, depending on their age and degree of closeness

Elaboration (2) | ACLTUU049 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum

Elaboration ACLTUU080

understanding the use of lexical stress in Turkish, and the relation between morphemes and stress, where usually the left-most morpheme is the one that determines the stress, as in a range of compounds such as atlıkarınca, kadınbudu, imambayıldı, akşamüstü, …

Elaboration | ACLTUU080 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum

Elaboration (5) ACLTUU084

understanding different ways of forming new words, phrases and expressions in Turkish, for example, tarayıcı, yoldaş and demlik through the use of suffixes -daş, -lik and -cı

Elaboration (5) | ACLTUU084 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum

Elaboration ACLTUU014

understanding texts as different forms of communication which can be spoken, written, digital or visual, can be very short, for example, tekerleme, bilmece, not, fıkra, e-posta, or much longer, for example, mektup, masal and hikaye

Elaboration | ACLTUU014 | 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 (1) ACLTUU046

understanding sound assimilation, for example, how in words ending in k, the k softens to become yumuşak g (soft g), ğ before suffixes starting with a vowel, for example, kulak – kulağıma, küçük-küçüğüm

Elaboration (1) | ACLTUU046 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum

Elaboration ACLTUU049

understanding how language is adapted to control levels of politeness and formality and to reflect relationship, age and intention, for example, the use of the pronoun siz and the second plural indicator -iz indicates more politeness in requests such …

Elaboration | ACLTUU049 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum

Elaboration (1) ACLTUU063

understanding sound assimilation in spoken Turkish which does not exist in the written form, for example, the written word onbaşı is pronounced ombaşı, herkes is pronounced herkez and eczane is pronounced ezzane

Elaboration (1) | ACLTUU063 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum

Elaboration (3) ACLTUU064

understanding and using the three types of reduplication for emphasis, for example, emphatic reduplication, kapkara, upuzun, -m reduplication, çirkin mirkin, Selma’yı Melma’yı görmedim and doubling, as in yavaş yavaş, ikişer ikişer, koşa koşa, ağlaya …

Elaboration (3) | ACLTUU064 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum