Curriculum Types

Curriculum Elements Types

General Capabilities
Your search for "english as a second language" returned 31 result(s)
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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

Elaboration (2) ACLTUC010

identifying gestures or body language that are used more often in Turkish than in English, for example, raising the head to indicate ‘no’, tutting to indicate shock or upset, raising the index finger to ask permission to speak in class

Elaboration (2) | ACLTUC010 | Content Descriptions | Foundation to Year 2 | 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

ACLTUC008

Explain in English the meaning of everyday Turkish words, phrases and gestures, noticing which are similar or different to equivalent words in English or other known languages[Key concepts: translation, meaning, similarity, difference; Key processes: …

literacy critical-creative personal-social intercultural-understanding Elaborations ScOT Terms

ACLTUC008 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum

Elaboration (1) ACLTUC009

matching and sequencing words and pictures in English and Turkish to complete speech bubbles in digital or print versions of short conversations or picture stories

Elaboration (1) | ACLTUC009 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum

Elaboration (4) ACLTUC009

creating and performing short bilingual chants, songs and poems that move between Turkish and English

Elaboration (4) | ACLTUC009 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum

Elaboration (3) ACLTUU017

noticing that using Turkish and using English involves different ways of communicating; considering what this reveals about cultural values or traditions

Elaboration (3) | ACLTUU017 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum

ACLTUC010

Notice how using Turkish and English involves some different ways of communicating and behaving[Key concepts: communication, culture, self, difference; Key processes: noticing, comparing]

literacy critical-creative personal-social intercultural-understanding Elaborations ScOT Terms

ACLTUC010 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum

Elaboration (1) ACLTUU016

recognising that Turkish uses loan words from English, such as internet, TV, ceket, film and futbol, and that English uses words from Turkish, such as yoghurt, coffee, horde, kiosk, turquoise

Elaboration (1) | ACLTUU016 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum

Elaboration (1) ACLTUU017

recognising that there are words and expressions in Turkish that ‘belong’ to Turkish and not to English, for example, Hoş bulduk, Çok yaşa, Sen de gör

Elaboration (1) | ACLTUU017 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum

ACLTUU017

Understand that people use language in ways that reflect their culture, such as where and how they live and what is important to them[Key concepts: culture, meaning, language; Key processes: noticing, identifying, explaining]

personal-social intercultural-understanding Elaborations ScOT Terms

ACLTUU017 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum

Elaboration (4) ACLTUC008

noticing words or expressions in Turkish that are not easy to translate into English because they carry different meanings, for example, Ellerine sağlık. Çok yaşa! Sen de gör! Geçmiş olsun!

Elaboration (4) | ACLTUC008 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum

Elaboration (3) ACLTUC009

creating illustrated lists of words and phrases in Turkish and English which are similar in sound and meaning, for example, polis, ambulans, doktor, spor, müzik, hobi

Elaboration (3) | ACLTUC009 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum

Elaboration ACLTUU012

becoming familiar with the Turkish alphabet and writing conventions, for example, by identifying sounds and spelling of specific phonemes, such as, /ı/, /ö/, /ü/, /ç/, /ğ/, /ş/ and comparing them with English sounds

Elaboration | ACLTUU012 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum

Elaboration (2) ACLTUU016

creating a class record of Turkish words used in English, such as doner kebab, shish kebab, yoghurt, dolma, cacik, comparing how these words are pronounced in the two languages

Elaboration (2) | ACLTUU016 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum

ACLTUU012

Recognise and reproduce the sounds and spellings of Turkish-specific phonemes, /ı/, /ğ/, /ö/, /ü/ /ş/ and /ç/ and make connections between spoken language, alphabetic elements and written forms of the language[Key concepts: pronunciation, letters, sounds; …

literacy Elaborations ScOT Terms

ACLTUU012 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum

Elaboration (2) ACLTUC007

composing original short stories by matching and sequencing a series of pictures with captions or by creating a story board with labels using modelled language

Elaboration (2) | ACLTUC007 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum

ACLTUU014

Understand that language is organised as ‘texts’ that take different forms and use different structures to achieve their purposes[Key concepts: text, meaning; Key processes: recognising, selecting]

literacy Elaborations ScOT Terms

ACLTUU014 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum

ACLTUU016

Recognise that different languages, including Turkish, borrow words and expressions from each other[Key concepts: language change, word borrowing; Key processes: noticing, comparing, identifying]

intercultural-understanding Elaborations ScOT Terms

ACLTUU016 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum

Elaboration (1) ACLTUC008

explaining the English meaning of Turkish words and phrases used for greetings, apologies and appreciations, such as hoş geldiniz, hoş bulduk, geçmiş olsun, merhaba, hoşça kal, günaydın, iyi günler, iyi akşamlar, iyi geceler, and discussing how and when …

Elaboration (1) | ACLTUC008 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum

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