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

Achievement Standard Turkish Years 9 and 10

By the end of Year 10, students use spoken and written Turkish to initiate, sustain and extend interactions with peers, teachers and others in a range of contexts and for a range of purposes. They exchange ideas, opinions and aspirations, for …

Achievement Standard | Achievement Standards | Years 9 and 10 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum

Elaboration (3) ACLTUC069

using social media to document their social, cultural and intercultural experiences, for example, by posting a weekly blog to share with others

Elaboration (3) | ACLTUC069 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum

Elaboration ACLTUC078

comparing reflections on successful or unsuccessful intercultural communication, identifying factors such as social relationships, age, status, values and traditions

Elaboration | ACLTUC078 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum

ACLTUC078

Reflect on their language choices and styles of communicating when interacting with speakers of different languages, identifying strategies that assist in intercultural communication[Key concepts: intercultural communication/miscommunication, responsibility, …

Elaborations ScOT Terms

ACLTUC078 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum

Elaboration (1) ACLTUC078

discussing the concept of shared responsibility in relation to intercultural communication, considering how effective interaction involves elements of noticing, analysing, reflecting, responding and adjusting

Elaboration (1) | ACLTUC078 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum

ACLTUC079

Reflect on the relationship between language, culture and identity and on how this shapes and reflects ways of thinking and communicating[Key concepts: identity formation, culture, intercultural experience; Key processes: reflecting, describing, anal …

Elaborations ScOT Terms

ACLTUC079 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum

Elaboration (10) ACLTUU081

understanding when to use formal and informal registers ın dıfferent contexts

Elaboration (10) | ACLTUU081 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum

ACLTUU084

Understand that Turkish and other languages and cultures continuously change over time, identifying influences such as education, changing values, new technologies and intercultural exchange[Key concepts: change, time, context, attitude; Key processes: …

Elaborations ScOT Terms

ACLTUU084 | Content Descriptions | Years 9 and 10 | 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 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 (4) ACLTUC076

comparing their translations of short literary texts, such as folktales Keloğlan, Karagöz ve Hacıvat and Nasrettin Hoca, riddles or folk songs such as türkü and mani, discussing how the process of translation clarifies understanding of the relationship …

Elaboration (4) | ACLTUC076 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum

Elaboration (4) ACLTUU083

understanding why older Turkish speakers and government officials are more likely to use loan words from Persian and Arabic compared to younger generations in social contexts, for example, the use of teferruat instead of ayrıntı, or tercüme instead of …

Elaboration (4) | ACLTUU083 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum