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Elaboration (3) ACLTUC045

considering how identity is expressed across languages and cultures, discussing the idea of belonging as expressed in different languages

Elaboration ACLTUC079

considering how languages carry cultural meanings that may not always be understood by speakers of other languages

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

Elaboration ACLTUU016

recognising that languages continuously change and borrow from one another

Elaboration (3) ACLTUU016

noticing words that come from different languages that students use in their everyday lives

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

ACLTUU033

Recognise that languages change over time and that Turkish language is influenced by and also influences other languages and cultures[Key concepts: change, influence, time, contact; Key processes: comparing, investigating, identifying]

Elaborations ScOT Terms

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

Years 7 and 8 Turkish

The nature of the learners The transition to secondary schooling involves social and academic demands that coincide with a period of maturational and physical change. Learners are adjusting to a new school culture with sharper divisions between curriculum …

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

Elaboration (4) ACLTUC011

considering how they communicate with different friends and family members who speak different languages

Elaboration ACLTUC043

creating bilingual texts such as invitations to performances, newsletters, cartoons or menus, reflecting on how different meanings are communicated in different languages

Elaboration (4) ACLTUC044

reflecting on instances when their use of Turkish, English or other languages has been misinterpreted and discussing possible reasons for this

Elaboration (1) ACLTUC069

interviewing each other about their opinions on effective communication, focusing on issues such as their use of social media and of different languages in different contexts

Elaboration (4) ACLTUC079

creating a multimedia self-profile that captures elements of the experience of living across languages, communities and cultural traditions

Elaboration (4) ACLTUC057

comparing representations of traditions and beliefs across cultures through visual and performing arts, for example, by comparing several living traditions present in Australia, including those associated with cultural and artistic expression of Aboriginal …

ACLTUU051

Reflect on how communities’ ways of using languages are shaped by values and belief systems, and how these may be differently interpreted by speakers of other languages[Key concepts: culture, perspective, values, practice; Key processes: comparing, explaining, …

Elaborations ScOT Terms

Elaboration ACLTUU034

noticing that languages carry cultural information, for example, by identifying words or expressions used by friends and family members in Turkish, English or other languages which only ‘work’ in that language, for example, Güle güle kullan, Afiyet olsun, …

Elaboration (4) ACLTUC028

talking about how they feel when using English, Turkish or other languages and whether there are some things that feel more natural in one language than in the other

Elaboration ACLTUC045

reflecting on the experience of being bilingual or multilingual, discussing the benefits of knowing more than one language and considering whether moving between languages affects their sense of identity

Curriculum Types

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General Capabilities