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

Achievement Standard Turkish Years 5 and 6

By the end of Year 6, students use spoken and written Turkish to interact by sharing ideas and experiences, for example, 23 Nisan Ulusal Egemenlik ve Çocuk Bayramında ben şiir okudum. Ramazan Bayramında dedem bana harçlık verdi. When interacting, …

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

ACLTUC042

Translate simple texts from Turkish to English and vice versa, identifying elements that require interpretation rather than translation and noticing words that are similar but pronounced differently[Key concepts: meaning, interpretation, culture; Key …

Elaborations ScOT Terms

ACLTUC042 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum

ACLTUC044

Discuss the experience of switching between languages, noticing when they choose to use either Turkish or English and how each culture influences ways of communicating[Key concepts: code-switching, intercultural communication, language domains; Key processes: …

Elaborations ScOT Terms

ACLTUC044 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum

ACLTUC045

Compare their experiences of moving between Turkish and English, identifying advantages and challenges in respect to being bilingual or multilingual[Key concepts: identity, culture, communication, bilingualism; Key processes: reflecting, evaluating, …

Elaborations ScOT Terms

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

Elaboration ACLTUC042

explaining in English the meaning of Turkish expressions that do not translate literally, comparing with expressions in English for which there are no easy Turkish translations

Elaboration | ACLTUC042 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum

Elaboration (1) ACLTUC042

finding expressions in English that convey similar meanings to those expressed in phrases used in advertisements, shop signs or folktales, such as ateş pahası, darısı başına, küplere binmek, kulakları çınlamak, pabucu dama atılmak, güme gitmek, demli …

Elaboration (1) | ACLTUC042 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum

Elaboration (2) ACLTUC042

identifying words that are similar in Turkish and English, comparing their spelling, pronunciation, intonation and stress in the two languages, for example, ağustos, alfabe, ansiklopedi, çikolata, doktor, elektrik, fotoğraf, laboratuvar, paraşüt, tren, …

Elaboration (2) | ACLTUC042 | 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 (4) ACLTUC042

working out the meaning of unfamiliar English words and expressions used in other curriculum areas, such as ‘drought’, ‘starvation’, ‘flood’, ‘snowstorm’, and considering how they would convey their meaning in Turkish, for example, kuraklık, açlık, kıtlık, …

Elaboration (4) | ACLTUC042 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum

Elaboration (1) ACLTUC043

designing a menu for a Turkish meal which includes footnotes in English to explain characteristics and ingredients of unfamiliar dishes such as imambayıldı, Alinazik, mücver, hünkarbeğendi

Elaboration (1) | ACLTUC043 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum

Elaboration (2) ACLTUC043

creating bilingual brochures, digital presentations or posters to promote community events, providing English translations for key words, expressions and items of information

Elaboration (2) | ACLTUC043 | 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 (4) ACLTUC043

contributing to a shared class journal that records significant learning experiences and events in both Turkish and English

Elaboration (4) | ACLTUC043 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum

Elaboration ACLTUC044

identifying and comparing instances when they switch between Turkish and English, considering why they do this in particular situations or interactions

Elaboration | ACLTUC044 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum

Elaboration (1) ACLTUC044

comparing experiences of using Turkish and English with a particular person, such as a parent or older relative, noticing which topics or interactions fit more easily into one language than the other and considering reasons for this

Elaboration (1) | ACLTUC044 | 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 (4) ACLTUC044

reflecting on instances when their use of Turkish, English or other languages has been misinterpreted and discussing possible reasons for this

Elaboration (4) | ACLTUC044 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum

Elaboration (2) ACLTUC045

reflecting on how interacting in Turkish feels different to interacting in English and identifying elements that feel culturally specific

Elaboration (2) | ACLTUC045 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum

Elaboration (4) ACLTUU047

using the conditional marker -s(e) and/or the word eğer in compound sentences, for example, (Eğer) yağmur yağarsa geziye gitmeyeceğiz, comparing this with conditional verb forms in English

Elaboration (4) | ACLTUU047 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum