Elaboration (3) ACLTUC035
participating in online exchanges such as video blogs with sister schools in Turkey or other Turkish-speaking contexts, comparing interests, routines and social activities
Elaboration (3) | ACLTUC035 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum
Elaboration (3) ACLTUC036
creating interactive learning experiences to encourage children in a buddy class to learn Turkish or to use their existing Turkish language in different domains
Elaboration (3) | ACLTUC036 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum
Elaboration (3) ACLTUC037
reflecting on their learning experiences and providing each other with feedback, advice or reminders, for example, Süper, harika, mükemmel, unutma, çok zor
Elaboration (3) | ACLTUC037 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum
Elaboration (3) ACLTUC038
surveying friends and family members to report on cultural trends or changing social behaviours, such as preferred modes of communication
Elaboration (3) | ACLTUC038 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum
Elaboration (3) ACLTUC039
writing a post on a website for young people that flags upcoming events in their community, for example, mezuniyet balosu, eğlence gecesi, 19 Mayıs ve Gençlik ve Spor Bayramı
Elaboration (3) | ACLTUC039 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum
Elaboration (3) ACLTUC040
presenting a critical review of a song, story or television program, using evaluative language such as Ben … çok beğendim çünkü …, … hiç sevmedim. Çok üzücüydü
Elaboration (3) | ACLTUC040 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum
Elaboration (3) ACLTUC041
adopting the role of parent or older sibling to tell a bedtime story or sing a lullaby, using props, gestures and appropriate language
Elaboration (3) | ACLTUC041 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum
Elaboration (3) ACLTUC042
creating and cross-referencing banks of Turkish words and phrases that do or do not have direct equivalents in English
Elaboration (3) | ACLTUC042 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum
Elaboration (3) ACLTUC043
designing and co-maintaining a bilingual website with a sister school or contact group of young English learners in a Turkish-speaking community elsewhere
Elaboration (3) | ACLTUC043 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum
Elaboration (3) ACLTUC044
identifying adjustments they make when moving between Turkish and English at school and at home, such as using different forms of address and showing respect or affection in particular ways, discussing why these adjustments are necessary
Elaboration (3) | ACLTUC044 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum
Elaboration (3) ACLTUC045
considering how identity is expressed across languages and cultures, discussing the idea of belonging as expressed in different languages
Elaboration (3) | ACLTUC045 | 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 (3) ACLTUU047
learning the correct written form of suffixes, for example, instead of using spoken/colloquial predicates such as gelcem or alcan, using the written form, geleceğim and alacaksın; instead of using geliyom, using the correct spelling geliyorum
Elaboration (3) | ACLTUU047 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum
Elaboration (3) ACLTUU048
understanding the cultural significance of features of particular types of texts, such as forms of address and language associated with rituals or celebrations, anonymous or Anatolian stories in the lyrics of türkü songs, the use of dialogue and oaths …
Elaboration (3) | ACLTUU048 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum
Elaboration (3) ACLTUU049
recognising characteristic differences between spoken and written forms of Turkish, for example, by identifying colloquialisms and expressions used mainly in spoken conversation, for example, the non-standard abi in place of the more formal ağabey or …
Elaboration (3) | ACLTUU049 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum
Elaboration (3) ACLTUU050
identifying how loan words are incorporated into Turkish by changing the spelling to fit Turkish pronunciation and the principles of great vowel harmony, for example, mektup, kalem, sandalye, polis
Elaboration (3) | ACLTUU050 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum
Elaboration (3) ACLTUU051
considering how Turkish interaction patterns around familiar routines such as meal times reflect cultural practices and values associated with family life, food and social relationships, for example, selamlaşma, yemek zamanı-öğünler, sofra adabı
Elaboration (3) | ACLTUU051 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum