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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

Years 3 and 4 Turkish

The nature of the learners At this stage, children are developing cognitive and social capabilities that allow for increased control of their learning. They are able to conceptualise and reason, and have better memory and focus. This is a stage of social …

Years 3 and 4 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum

Years 5 and 6 Turkish

The nature of the learners This is a key transitional phase of learning. Learners communicate more confidently, are more self-directed, and self-reference in relation to wider contexts. Response to experience is more analytical and critical, allowing …

Years 5 and 6 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum

Elaboration (1) ACLTUC019

working with visual, print and digital modes of expression to create texts such as invitations to a party, performance, class or community event, for example, bayram eğlencesi, yıl sonu eğlencesi

Elaboration (3) ACLTUC022

providing simple directions and clues in print, spoken or visual formats for activities such as a treasure hunt or mystery tour, for example, sağa dön, sola dön, ileri git, düz git

Elaboration (2) ACLTUC039

creating a website for a contact group of Turkish-speaking students, posting information on their interests and experiences and using sound, visual or graphic resources to feature elements which may be unfamiliar to the intended audience

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 …

ACLTUC021

Locate and organise information in spoken, written and visual texts relating to personal, social and natural worlds[Key concepts: information, natural world, physical world, daily life; Key processes: listening, reading, identifying, classifying]

Elaborations ScOT Terms

ACLTUC055

Access, collate and analyse information from different print, digital and visual sources to develop deeper understanding of events, personalities or circumstances[Key concepts: data, context, representation; Key processes: researching, comparing, analysing, …

Elaborations ScOT Terms

Elaboration ACLTUC056

presenting information gathered from different media sources to raise awareness or invite action on social or community issues, such as Avustralya’da Türkçenin önemini vurgulayan çalışmalar, sağlıklı yaşam, çevre kirliliği, combining elements such as …

Elaboration ACLTUU014

understanding texts as different forms of communication which can be spoken, written, digital or visual, can be very short, for example, tekerleme, bilmece, not, fıkra, e-posta, or much longer, for example, mektup, masal and hikaye

Achievement Standard Turkish Years 3 and 4

By the end of Year 4, students interact with the teacher and peers to exchange information about themselves and others, everyday routines and events at school and in their local Turkish and multilingual communities. They ask and respond to questions …

Curriculum Types

Curriculum Elements Types

General Capabilities