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Elaboration (1) ACLTUU102

understanding that people respond to intercultural experiences in different ways depending on their own cultural perspectives and recognising the validity of different perspectives and questioning notions of ‘right’ or ‘wrong’ ideas

Years 7 and 8 Turkish

The nature of the learners Students coming into this pathway are background learners of Turkish with varying degrees of proficiency in the language. All have family and community connections with the language and associated cultures, or with languages …

Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Turkish | Languages | F-10 curriculum

Elaboration (4) ACLTUC092

performing unscripted scenarios that involve challenging situations or intercultural encounters, using gestures, expression and props to build mood and explore relationships and emotions

Elaboration (7) ACLTUU098

understanding and recognising simple verb tenses, using negation and affirmation and suffixes to form simple and compound sentences, for example, biliyorum/bilmiyorum, okur/okumaz, uyudu/uyumadı, geleceğim/gelmeyeceğim, gitmiş/gitmemiş

Elaboration (2) ACLTUU101

understanding reasons for historical developments and reforms in relation to the Turkish language, such as changes implemented under the leadership of Atatürk, for example, changing the script from the Arabic to the Latin alphabet in 1928

ACLTUU098

Recognise and use key elements of Turkish grammar, such as word order, positions of adjectives, adverbs and postpositions and sentence structures, recognising how grammatical forms and functions are represented through agglutination[Key concepts: grammar, …

Elaborations ScOT Terms

Elaboration ACLTUC091

listening to, reading and viewing imaginative texts such as folktales, shadow puppetry or short stories, such as Karagöz ve Hacıvat, Kaşağı, Falaka, demonstrating understanding of plot, sequence and characters, for example, by retelling or re-enacting …

Elaboration (3) ACLTUU097

recognising spelling patterns such as softening p, ç, t, k before suffixes starting with a vowel, and understanding how these affect meaning, for example, kitap-kitabı, ağaç-ağacı, kağıt-kağıdı, kapak-kapağı

Elaboration (4) ACLTUU097

learning about the pronunciation of long and short vowels with and without the accent and understanding how the length of the vowel and the accent can change the meaning of words, as in murâdına-Murat and hala-hâlâ, and palatalise the previous consonant, …

Elaboration (12) ACLTUU098

understanding and using the conditional marker -s(e) and/or the word eğer in compound sentences, for example, Eğer kitap okursan hayal gücün gelişir

Elaboration ACLTUU101

understanding that all languages, including Turkish, change over time, that some grow, adding new words and borrowing from other languages, as in the case of both Turkish and Australian English, while others are no longer spoken (often referred to as …

Elaboration (2) ACLTUU097

recognising different stress, intonation patterns and rhythms, as in statements, questions or exclamations, and understanding how these affect meaning, for example, kapı açık kaldı, inanmıyorum, gerçekten mi, onun yalanlarına inanmıyorum, bana eposta …

Elaboration ACLTUU098

understanding and responding to instructions by learning the subject–object–verb word order in simple and complex statements, imperatives and questions, such as Ali topu attı, Ali topu al ve at! and Ali topu Tarkan dan sonra bana atar mısın?

Elaboration (1) ACLTUU100

comparing features of standard Turkish and regional varieties used in Turkey and elsewhere in the world, understanding that these variations involve accents, dialects and vocabulary, for example, the word geliyorum is gelirem (Azerbaijan) gelikene (Western …

Elaboration (3) ACLTUU101

understanding that Turkish culture and language constantly change due to contact with other cultures and languages and in response to developments in communications, popular culture and technology, for example, through the adoption and adaptation of new …

Elaboration ACLTUU100

understanding that language is used differently to reflect levels of politeness and formality, for example, the use of the pronoun siz instead of sen and the second plural indicator -iz; the use of professional titles or honorifics with elders and strangers, …

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