Elaboration (5) ACLSPU016

understanding that some indigenous languages in both Australia and Spanish-speaking countries are strong, while others are endangered or being revived or reclaimed

Elaboration (5) | ACLSPU016 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Spanish | Languages | F-10 curriculum

Elaboration (2) ACLSPU018

identifying words or expressions that reflect values and ways of thinking about the world in Spanish, English and other languages, for example, the religious and cultural associations of relationships such as compadrazgo, names such as Jesús María, Dolores, …

Elaboration (2) | ACLSPU018 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Spanish | Languages | F-10 curriculum

Elaboration ACLSPC027

providing bilingual captions that represent cultural elements or references to accompany images from the Spanish-speaking world or from regional Australia, for example, los nazarenos en las procesiones de Semana Santa, el sombrero mexicano y el sombrero …

Elaboration | ACLSPC027 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Spanish | Languages | F-10 curriculum

Elaboration (1) ACLSPC027

producing bilingual instructional or explanatory texts such as glossaries, for example to explain the rules of Australian games, activities or sports, such as cricket, netball, Australian Rules football, bushwalking or surf lifesaving

Elaboration (1) | ACLSPC027 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Spanish | Languages | F-10 curriculum

Elaboration (2) ACLSPU031

using collective nouns such as gente and familia, and noticing the use of singular verbs, for example, la gente en Australia pasa mucho tiempo al aire libre, mi familia tiene una casa en la playa

Elaboration (2) | ACLSPU031 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Spanish | Languages | F-10 curriculum

Elaboration (1) ACLSPU035

investigating the status and function of indigenous languages in Spanish-speaking countries, considering issues such as language rights, language death, and revival and reclamation efforts, and drawing comparisons with Aboriginal languages and Torres …

Elaboration (1) | ACLSPU035 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Spanish | Languages | F-10 curriculum

Elaboration (2) ACLTUU017

noticing that some Australian terms and expressions only have meaning in the Australian context and have no equivalent in Turkish, for example,’ the outback’, ‘bush tucker’, ‘Good on ya!’

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

Elaboration (2) ACLTUC021

collating information about aspects of Turkey or Australia from texts such as magazines, brochures or maps, for example, Türkiye ve Avustralya’nın haritadaki konumu, bölgeleri, başlıca illeri, iklimi, gölleri, nehirleri ve dağları

Elaboration (2) | ACLTUC021 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum

Elaboration (4) ACLTUC021

locating information about children’s social activities in different Turkish-speaking regions of the world, drawing comparisons with typically Australian activities and things they do in their own local community context

Elaboration (4) | ACLTUC021 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum

Elaboration (3) ACLTUC027

identifying Australian English terms and expressions that might be difficult to understand for newly arrived Turkish migrants, for example, ‘bushwalking’, ‘Good on you!’

Elaboration (3) | ACLTUC027 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum

Elaboration ACLTUC028

demonstrating gestures or behaviours that they feel ‘belong’ with the Turkish language and are associated with their sense of identity, comparing with other gestures or behaviours that they identify with being Australian

Elaboration | ACLTUC028 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum

Elaboration (1) ACLTUC038

conducting interviews with family members or friends to collect stories of migration to Australia, identifying words and expressions that reflect important values and feelings, such as gurbet, özlem, heyecan, güvenlik, dostluk, komşuluk

Elaboration (1) | ACLTUC038 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum

Elaboration (2) ACLTUC038

gathering and comparing information on topics such as significant elements of family life, community or schooling in Australian and Turkish contexts

Elaboration (2) | ACLTUC038 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum

Elaboration (4) ACLTUC038

researching their own bicultural biographies, for example, by talking with relatives in Australia and elsewhere to know more about their family’s heritage, history or circumstances, comparing their details with those of their friends

Elaboration (4) | ACLTUC038 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum

Elaboration (1) ACLTUC045

comparing family cultures, considering how their own upbringing has shaped their sense of identity, for example, how Turkish and Australian cultural influences are differently reflected in their daily lives, interests and social activities

Elaboration (1) | ACLTUC045 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum

Elaboration (4) ACLTUU051

identifying examples of Australian values and traditions reflected in ways of communicating that may not be familiar to members of other language communities, for example, ways of addressing people, behaviour and interactions around meal times

Elaboration (4) | ACLTUU051 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum

Elaboration ACLTUC055

researching, recording, comparing and representing statistics related to Turkish and Australian lifestyles, for example, nüfus and yüzölçümü, iklim, evcil hayvan edinimi, kadın ve erkeğin iş hayatındaki yeri, popüler faaliyetler

Elaboration | ACLTUC055 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum

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 …

Elaboration (4) | ACLTUC057 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum

Elaboration ACLTUC060

contributing posts to websites or online forums which provide examples of challenges involved in bilingual communication, for example, by glossing Australian expressions, such as ‘to cost an arm and a leg’, ‘to barrack for’, ‘bush tucker’, ‘snags’ and …

Elaboration | ACLTUC060 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum

Elaboration (3) ACLTUC060

creating glossaries for friends and relatives in other Turkish-speaking countries to explain aspects of Australian lifestyles and terminology, for example, the use of abbreviations and colloquialisms such as ‘barbie’, ‘arvo’, ‘brekkie’, ‘g’day’, ‘fair …

Elaboration (3) | ACLTUC060 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum