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 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 F–10 Sequence | Turkish | Languages | F-10 curriculum
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
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
ACLTUU013
Recognise parts of speech and frequently used words in familiar contexts and understand the basic rules of word order in simple sentences[Key concepts: sentences, grammar, patterns; Key processes: recognising, naming, applying]
Elaborations ScOT Terms
ACLTUU013 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum
ACLTUU047
Recognise and apply grammatical features of spoken and written language, such as verbal conjugations and nominal declensions and modifications, negative and interrogative sentence structures and subject–verb agreements[Key concepts: word order, conjugation, …
Elaborations ScOT Terms
ACLTUU047 | Content Descriptions | Years 5 and 6 | 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 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 ACLTUU013
recognising the basic word order, subject–object–verb, and applying it in simple statements, imperatives and questions, for example, Ali gel. Ali okula gel. Ali okula geldi. Ali okula geldi mi?
Elaboration | ACLTUU013 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum