Foundation
Languages
ASLANTURF10FY
Foundation Turkish Achievement Standard
3 statements aligned to content descriptors and elaborations
Achievement standard (as ACARA publishes it)
Achievement standard
Click any sentence to jump to its statement and linked content descriptors.
By the end of the Foundation year, students use play and imagination to interact and create Turkish texts, with support. They identify that Turkish and English look and sound different. They recognise that there are languages and cultures as well as their own, and that aspects of language and culture contribute to their own and others’ cultural identity.
Foundation to Year 10 sequence
The 3 achievement standard statements
Open a statement to see the content descriptors ACARA links to it, then open a descriptor's elaborations.
By the end of the Foundation year, students use play and imagination to interact and create Turkish texts, with support.
Content descriptorAC9LTF01
with support, recognise and communicate meaning in Turkish
Elaborations (15)
- Elaboration using simple greetings relevant to the time of day, the celebration or event, and their relationship to the person, for example, Merhaba. Günaydın! Hoşgeldiniz-Hoşbulduk. Bayramınız kutlu olsun!
- Elaboration responding to teacher’s greetings and sharing class routine responses such as the date and weather
- Elaboration asking and responding to “How they are?”, for example, Nasılsın? İyiyim. Çok iyiyim. Heyecanlıyım. Sen/siz nasılsın/nasılsınız?
- Elaboration introducing themselves, and their friends and family members, for example, Benim adım … Ben beş yaşındayım. Bu benim arkadaşım, … Bu benim annem. Bu benim babam.
- Elaboration introducing themselves, their friends and family members, for example, Benim adım … Ben beş yaşındayım. Bu benim arkadaşım, … Bu benim annem. Bu benim babam.
- Elaboration naming and labelling rooms of their house, for example, salon, oda, mutfak, banyo
- Elaboration expressing likes and dislikes, for example, Kirazı sevmem. Karpuzu severim.
- Elaboration following instructions such as listen, look, draw, colour, cut, paste, for example, Dinle. Bak. Çiz. Boya. Kes. Yapıştır.
- Elaboration participating in class activities such as singing, nursery rhymes and songs that may include actions, movement or dance, for example, Mini mini bir kuş donmuştu. Arı vız vız.
- Elaboration identifying familiar objects in the classroom by labelling, naming, pointing, matching, clicking and dragging, drawing and tracing letters
- Elaboration playing games such as counting, sorting, ordering, matching as a whole class or individually, using classroom hardware, for example, interactive whiteboard, tablet
- Elaboration using simple gestures to add emphasis to expressions, for example, lifting heads up when saying “No” and lowering heads down when saying “Yes”
- Elaboration role playing daily routines using formulaic expressions, for example, Sabahleyin kalkarım. Kahvaltı yaparım. Okula giderim. Teşekkür ederim. Rica ederim. Lütfen. Affedersiniz.
- Elaboration imitating Turkish speech, pronunciation and stress, and incorporating appropriate gestures, facial expressions and body language
- Elaboration participating in group reading of familiar stories or sensory books in Turkish, repeating key words and simple descriptions
They identify that Turkish and English look and sound different.
Content descriptorAC9LTF02
explore, with support, language features of Turkish noticing similarities and differences between Turkish and English
Elaborations (8)
- Elaboration observing that written Turkish uses the same letters as written English, although Turkish has 29 letters and English has 26
- Elaboration noticing that some letters in Turkish have diacritic marks to assist with pronunciation
- Elaboration tracing the letters of the alphabet and imitating the sound, for example, a, b, c, ç …
- Elaboration participating in alphabet songs, chants, rhymes to imitate Turkish pronunciation, intonation and stress
- Elaboration making connections with Turkish words and phrases used in everyday life, for example, identifying food names such as kebab, pide, yoghurt
- Elaboration experimenting with sounds (animal sounds, etc.) used in Turkish, for example, using the sounds hav hav (woof woof), miyav miyav (miaow miaow), gıt gıt gıdak (cluck cluck), möö (moo), vak vak (quack quack) and comparing these sounds with animal sounds in English and other languages represented in the class
- Elaboration identifying cognates in Turkish and English, for example, princess – prenses, photograph – fotoğraf, television – televizyon
- Elaboration noticing when Turkish or English is being used in the classroom
They recognise that there are languages and cultures as well as their own, and that aspects of language and culture contribute to their own and others’ cultural identity.
Content descriptorAC9LTF03
explore connections between language and culture
Elaborations (9)
- Elaboration locating Türkiye on a world map, understanding that Turkish is the national language of Türkiye, and spoken in Turkish-speaking communities in Australia and around the world
- Elaboration using the Australian Institute of Aboriginal and Torres Strait Islander Studies (AIATSIS) map of the languages of Australia to notice the language(s) of First Nations Australians in their local area and/or across Australia
- Elaboration noticing how local names of streets, places and landmarks can have their origins in language(s) of First Nations Australians
- Elaboration exploring the different languages spoken by class members and listening to the different sounds and ways of saying common expressions such as, “Good morning”, “My name is …”
- Elaboration observing, through visual and audiovisual resources, including photos and video clips, that members of Turkish-speaking communities may do everyday things differently from themselves, such as shaking hands, kissing on cheek, and starting a meal with Afiyet olsun!
- Elaboration noticing their own use of words, expressions or behaviours that make them who they are, including words from different languages, and ways of celebrating or speaking that may not be familiar to other people
- Elaboration exchanging ideas, feelings and understandings of language and culture through play-based experiences, for example, playing dress-ups, pretend café/restaurant and market stands, and using puppets
- Elaboration recognising Turkish folk dances/songs and lullabies such as halay, Tren gelir hoş gelir, Dandini dandini dastana
- Elaboration playing traditional Turkish games such as Yağ satarım bal satarım, saklambaç, körebe, elim sende, and games of cultures represented in the class
This achievement standard describes the expected learning for Foundation Turkish · Foundation to Year 10 sequence. Use it to plan teaching and assessment with the Australian Curriculum v9.
At a Glance
| Strand | Substrand | CDs | Elaborations |
|---|---|---|---|
| Foundation Turkish | — | 3 | 32 |
| Total | 3 | 32 | |
Frequently Asked Questions
What should students know by the end of Foundation Turkish?
By the end of the Foundation year, students use play and imagination to interact and create Turkish texts, with support. They identify that Turkish and English look and sound different. Read the full standard
How many Content Descriptors support this standard?
3 Content Descriptors support this Achievement Standard (Foundation Turkish: 3).
Is this from the latest Australian Curriculum?
Yes, this Achievement Standard is from the Australian Curriculum version 9.0 (AC v9), the most current version published by ACARA.