Years 1 to 2
Languages
ASLANTURF10Y12
Years 1 to 2 Turkish Achievement Standard
9 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 Year 2, students use Turkish language to interact and share information related to the classroom and themselves. They use cues to respond to questions and instructions, and use simple formulaic language. They locate and convey key items of information in texts, using non-verbal, visual and contextual cues to help make meaning. They use familiar words and modelled language to create text. They copy letters and diacritic marks to make words.
Students imitate the sounds and rhythms of spoken Turkish. They demonstrate understanding that Turkish has conventions and rules for non-verbal communication, pronunciation and writing. They give examples of similarities and differences between some features of Turkish and English. They understand that language is connected with culture, and notice how this is reflected in their own language(s) and culture(s).
Foundation to Year 10 sequence
The 9 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 Year 2, students use Turkish language to interact and share information related to the classroom and themselves.
Content descriptorAC9LT2C01 Communicating meaning in Turkish
recognise and respond to modelled classroom-related greetings, instructions and routines; and personal introductions
Elaborations (12)
- Elaboration using simple greetings relevant to the time of day, context or relationship to the person, for example, Merhaba! Günaydın! Tünaydın! İyi günler! İyi akşamlar! İyi geceler! Hoşça kal! Güle güle! Hoş geldiniz! Hoş bulduk!
- Elaboration imitating appropriate gestures and actions when greeting different people, for example, shaking hands, kissing hands of elders and kissing people on both cheeks
- Elaboration recognising differences between how they greet their teachers, family members and friends, for example, Günaydın öğretmenim! Nasılsınız? Merhaba Ayşe! Nasılsın?
- Elaboration using everyday social exchanges, such as thanking someone, Teşekkür ederim; apologising, Özür dilerim; or offering good wishes such as Bayramınız kutlu olsun! Afiyet olsun! Geçmiş olsun! Tebrik ederim! for particular occasions
- Elaboration exchanging greeting cards or notes with peers using modelled language, for example, Doğum günün kutlu olsun. Nice yıllara! Tebrikler! Dersten sonra top oynayalım mı?
- Elaboration recognising and responding to classroom instructions such as Otur. Oku. Çiz. Boya. Kes. Yapıştır, Ayağa kalk. Kapıyı kapat. Akıllı tahtayı aç
- Elaboration locating or moving objects in the classroom according to directions given, for example, Kurşun kalemi masaya koy. Yerine otur. Resmi panoya as.
- Elaboration introducing and describing themselves and others, for example, Adın ne? Benim adım …, Senin adın ne? Bu benim babam. Babamın adı Aydın.
- Elaboration sharing information about their family background, such as their country or region of origin, and languages spoken at home, for example, Türkiye’den geldik. Ben Türküm. Türkçe konuşurum.
- Elaboration showing and describing favourite items, for example, Benim bir köpeğim var. Onun adı Minnoş. Benim en sevdiğim oyuncak toptur. Bu benim Türkçe masal kitabım. Bu benim tabletim.
- Elaboration expressing their likes and dislikes, for example, Ben çileği çok severim. Ben elmayı hiç sevmem.
- Elaboration sharing information about favourite experiences with peers, for example, Bugün benim doğum günüm. Yarın bayram! Pazartesi günü sinemaya gidiyoruz.
They use cues to respond to questions and instructions, and use simple formulaic language.
Content descriptorAC9LT2C01 Communicating meaning in Turkish
recognise and respond to modelled classroom-related greetings, instructions and routines; and personal introductions
Elaborations (12)
- Elaboration using simple greetings relevant to the time of day, context or relationship to the person, for example, Merhaba! Günaydın! Tünaydın! İyi günler! İyi akşamlar! İyi geceler! Hoşça kal! Güle güle! Hoş geldiniz! Hoş bulduk!
- Elaboration imitating appropriate gestures and actions when greeting different people, for example, shaking hands, kissing hands of elders and kissing people on both cheeks
- Elaboration recognising differences between how they greet their teachers, family members and friends, for example, Günaydın öğretmenim! Nasılsınız? Merhaba Ayşe! Nasılsın?
- Elaboration using everyday social exchanges, such as thanking someone, Teşekkür ederim; apologising, Özür dilerim; or offering good wishes such as Bayramınız kutlu olsun! Afiyet olsun! Geçmiş olsun! Tebrik ederim! for particular occasions
- Elaboration exchanging greeting cards or notes with peers using modelled language, for example, Doğum günün kutlu olsun. Nice yıllara! Tebrikler! Dersten sonra top oynayalım mı?
- Elaboration recognising and responding to classroom instructions such as Otur. Oku. Çiz. Boya. Kes. Yapıştır, Ayağa kalk. Kapıyı kapat. Akıllı tahtayı aç
- Elaboration locating or moving objects in the classroom according to directions given, for example, Kurşun kalemi masaya koy. Yerine otur. Resmi panoya as.
- Elaboration introducing and describing themselves and others, for example, Adın ne? Benim adım …, Senin adın ne? Bu benim babam. Babamın adı Aydın.
- Elaboration sharing information about their family background, such as their country or region of origin, and languages spoken at home, for example, Türkiye’den geldik. Ben Türküm. Türkçe konuşurum.
- Elaboration showing and describing favourite items, for example, Benim bir köpeğim var. Onun adı Minnoş. Benim en sevdiğim oyuncak toptur. Bu benim Türkçe masal kitabım. Bu benim tabletim.
- Elaboration expressing their likes and dislikes, for example, Ben çileği çok severim. Ben elmayı hiç sevmem.
- Elaboration sharing information about favourite experiences with peers, for example, Bugün benim doğum günüm. Yarın bayram! Pazartesi günü sinemaya gidiyoruz.
Content descriptorAC9LT2C02 Communicating meaning in Turkish
participate in a range of guided, play-based language activities using formulaic expressions, visual and spoken cues
Elaborations (10)
- Elaboration reinforcing vocabulary by playing a range of games such as matching pairs, filling in gaps, drag and drop, memory games and bingo, using secure digital tools and applications
- Elaboration classifying objects according to their attributes such as shape and colour, or sorting by number, using simple question forms and affirmative/negative responses, for example, Sende pembe dikdörtgen var mı? Hayır, yok. Mavi var. Üç tane mavi dikdörtgen alayım. Ben bir kırmızı kareyle çatı yapacağım. Yeşil dairelerle ağaç yapmayacağım
- Elaboration participating in activities that involve taking turns, making choices or swapping items, such as games used to reinforce numbers and memory skills, for example, Jale sıra sende. Ben bu topu istiyorum. Kaç top var? Bu benim defterim. Bu seninki. Bu kimin tableti? Bu Deniz’in.
- Elaboration singing and performing actions in songs, poems, chants, counting or rhyming games, for example, Mini mini bir kuş donmuştu, Çan çan çikolata, Sağ elimde beş parmak, Kutu kutu pense, El ele verin çocuklar.
- Elaboration performing songs with a strong, regular beat, for example, Türk Çocukları, Sol sağ sol sağ yarın bayram olsa, Hoş gelişler ola, Dağ başını duman almış
- Elaboration performing rhymes such as Portakalı Soydum, tongue twisters such as Bu köşe kış köşesi, Şu köşe yaz köşesi …, poems such as Ben bir küçük insanım, Hem aklım var hem canım … , and songs such as Sağ elimde beş parmak …
- Elaboration using repetition, gestures, mime and finger puppets to support language development through actions, drawings and simple statements and expressions
- Elaboration participating in a craft activity and collaboratively choosing items needed to complete the task, for example, Pamuktan kardan adam yapalım. Düğmelerden göz yapalım. Burnuna turuncu çubuk koyalım.
- Elaboration designing a ‘class tree’ with photos or drawings of students and contributing to simple descriptions, for example, Bu kelimeyi ben yazmak istiyorum. Büyük bir ağaç çizelim.
- Elaboration completing a shared wall chart by matching labels to pictures or drawings such as food and drink items or classroom furniture, for example, meyveler, sebzeler, içecekler, sağlıklı/sağlıksız beslenme, masa, sandalye, kitaplık
Content descriptorAC9LT2C04 Communicating meaning in Turkish
notice that language carries cultural meaning in classroom-related greetings, introductions, instructions and routines
Elaborations (6)
- Elaboration recognisng Turkish words and phrases used for greetings, apologies and appreciations, such as hoş geldiniz, hoş bulduk, geçmiş olsun, merhaba, hoşça kal, günaydın, iyi günler, iyi akşamlar, iyi geceler, and discussing how and when they are used
- Elaboration identifying gestures or body language that are used more often in Turkish than in English, for example, raising the head to indicate ‘no’, tutting to indicate shock or upset, raising the index finger to ask permission to speak in class
- Elaboration identifying the meaning and sounds of key words and expressions that feature in Turkish and English versions of popular children’s rhymes, games and songs, such as Alfabe Şarkısı ‘ABC Song’, Yağ satarım bal satarım ‘Duck duck goose’, Ali Baba’nın Çiftliği ‘Old MacDonald’ and Tembel Çocuk Kalksana ‘Are you sleeping?’
- Elaboration noticing words or expressions in Turkish that are not easy to translate into English for example, Ellerine sağlık. Çok yaşa! Sen de gör! Geçmiş olsun!
- Elaboration understanding 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 making own bilingual/picture dictionaries, captions, signs, labels and descriptions to convey cultural ideas, for example, sınıf etiketleri, selamlaşma, geleneksel çocuk oyunları
They locate and convey key items of information in texts, using non-verbal, visual and contextual cues to help make meaning.
Content descriptorAC9LT2C03 Communicating meaning in Turkish
locate, with support, key information in familiar texts, and respond using gestures, images, words and formulaic phrases
Elaborations (11)
- Elaboration demonstrating comprehension of individual words, phrases and sentences in simple spoken, written and digital texts, for example, by labelling, drawing, miming or onscreen pointing, clicking and dragging
- Elaboration locating specific details about places, events, objects or characters featured in picture books, charts or posters, for example, responding to questions such as, Masaldakiler nerede yaşıyorlar? Neyi kutluyorlar? Masaldaki kişiler kimler? Bu masal bize ne anlatmak istiyor?
- Elaboration matching items from print/digital pictures or word lists to vocabulary sets associated with particular categories, such as people, animals or food groups, for example, insanlar, hayvanlar, yiyecekler
- Elaboration recognising that gestures and body language are integral to communicating in language for First Nations Australians, and showing examples of how they are also integral to communicating in Turkish and the language(s) they may speak at home
- Elaboration collecting information from visual, written or multimodal texts and categorising the findings, for example, to create lists of favourite colours, animals or toys
- Elaboration listening to spoken texts such as class and school announcements or conversations, identifying key words and facts, such as names, places, numbers or times
- Elaboration listening to a story and sequencing images or assigning captions to match pictures, for example, Resimleri sıralayalım. Bundan sonra ne geliyor?
- Elaboration participating in shared readings of Turkish versions of familiar stories, such as Aç Tırtıl ‘The Very Hungry Caterpillar’, Goldilocks ve Üç Ayı ‘Goldilocks and Three Bears’, Zencefilli Kurabiye Adam ‘Ginger Man’ and responding through play-acting, role-playing or movement to favourite elements, using puppets, props or actions
- Elaboration using contextual cues while reading or viewing, for example, using video and other visual prompts to reinforce words and phrases, and responding with key words, phrases or gestures
- Elaboration viewing scenes of the shadow puppet play Karagöz ve Hacıvat, repeating key words and expressions and drawing and describing the characters, for example, Hacıvat akıllı, bilgili ve kurnaz birisidir. Hacıvat’ın sivri sakalı vardır. Karagöz bilgisiz ve komik birisidir. Karagöz top sakallıdır
- Elaboration viewing children’s television programs, such as Sevimli Dostlar, Pepe, Niloya, and responding by singing, chanting, mimicking and acting out favourite moments
They use familiar words and modelled language to create text.
Content descriptorAC9LT2C05 Communicating meaning in Turkish
with support, use words, familiar phrases and modelled language to create spoken, written and multimodal texts, copying letters with diacritic marks as appropriate
Elaborations (12)
- Elaboration using a family album to talk about their extended family and community, for example, Bu benim dedem. O bizimle yaşıyor. Dedem bana her gece kitap okur. Bu bizim Türk bakkalı. Oradan simit alırız.
- Elaboration presenting information about their backgrounds and interests in ‘Show and Tell’, for example, Bubenim en sevdiğim oyuncağım. Bu benim ailemin fotoğrafı. Bu benim odam.taint
- Elaboration contributing to shared recounts of events, such as excursions, sports days or community celebrations, for example, hayvanat bahçesine gezi, futbol maçı, 23 Nisan Ulusal Egemenlik ve Çocuk Bayramı,
- Elaboration matching bilingual captions/labels to images of First Nations Country/Place locations in their local area or elsewhere in Australia
- Elaboration conveying basic information about a particular experience, for example, Kuzenlerimle mangal yapıyoruz, using drawings with captions containing key words and simple phrases
- Elaboration working in pairs to gather information about personal interests of each other and presenting their findings to the whole class, for example, Defne yüzmeyi çok sever. Her pazar havuza gider.
- Elaboration creating illustrated lists of words and phrases in Turkish and English which are similar in sound and meaning, for example, polis, ambulans, doktor, spor, müzik, hobi
- Elaboration creating individual bilingual picture dictionaries or labels for objects used in the classroom and at home
- Elaboration creating new situations or settings for popular characters from texts such as the Cin Ali stories by drawing and captioning in print or digital forms
- Elaboration performing simple rhymes and action songs that build on familiar language and content and use non-verbal forms of support, such as clapping, gestures and facial expressions
- Elaboration creating a story board with labels, using modelled language
- Elaboration sequencing short sentences and pictures in print or digital versions of short conversations or picture stories in Turkish to complete speech bubbles in Turkish or English
They copy letters and diacritic marks to make words.
ACARA does not link a content descriptor to this statement.
Students imitate the sounds and rhythms of spoken Turkish.
Content descriptorAC9LT2U01 Understanding language and culture
recognise and imitate the sounds and rhythms of Turkish
Elaborations (9)
- Elaboration becoming familiar with the Turkish alphabet for example, by identifying sounds of specific phonemes, such as ı, ö, ü, ç, ğ, ş
- Elaboration recognising that Turkish is a phonetic language and is written as it sounds, and differentiating between 8 vowels and 21 consonant sounds of Turkish through imitation, repetition and experimentation
- Elaboration identifying vowels and consonants in 2-letter/3-letter/4-letter syllables, for example, ba, bak, bank
- Elaboration developing pronunciation, phrasing, syllabification and intonation skills by singing, reciting and repeating words and phrases in context
- Elaboration noticing that different intonation patterns of sentences create different meanings, as in the distinction between questions, statements and exclamations, for example, Hava soğuk. Hava soğuk değil. Geliyor musun? Gelsene!
- Elaboration recognising that the letters a, e, c, j,i are pronounced differently from English
- Elaboration reading out loud to develop correct pronunciation, intonation, rhythm and stress
- Elaboration listening to pronunciation of the Turkish alphabet modelled by the teacher or audio scripts and participating in activities such as spelling words out loud, games using letter patterns or writing dictated words and phrases
- Elaboration experimenting with sounds in onomatopoeic words, such as those related to animal sounds, üüürüüü (horoz), miyav miyav (kedi), möö (inek), hav hav (köpek), cik cik (kuş) and comparing with the pronunciation of equivalent animal sounds in English
They demonstrate understanding that Turkish has conventions and rules for non-verbal communication, pronunciation and writing.
Content descriptorAC9LT2U02 Understanding language and culture
recognise that the Roman alphabet, with diacritic marks on some letters, and features of language, are used to construct meaning in Turkish
Elaborations (6)
- Elaboration becoming familiar with the Turkish alphabet and writing conventions, for example, by spelling of specific phonemes such as ı, ö, ü, ç, ğ, ş and comparing them with English sounds
- Elaboration noticing that each letter in Turkish represents a single sound
- Elaboration recognising the uppercase of ı is I and i is İ, for example, ışık – Işık, inek – İnek
- Elaboration understanding that the letters q, x, w in English are not represented in the Turkish alphabet
- Elaboration noticing that Turkish and English use the same conventions for punctuation such as full stop, comma, exclamation mark and question mark
- Elaboration constructing simple sentences such as Annem elma aldı. Adım Canan.
They give examples of similarities and differences between some features of Turkish and English.
Content descriptorAC9LT2U03 Understanding language and culture
notice that Turkish has features that may be similar to or different from English
Elaborations (8)
- Elaboration noticing words that are similar in Turkish and English, such as radyo, yoğurt, tren, taksi, by using matching word cards, pictures, large print dictionaries, word lists and labels
- Elaboration recognising that Turkish uses loan words from English, such as internet – internet, televizyon – television, ceket – jacket-, film – film and futbol – football, and that English uses words from Turkish, such as yoghurt – yoğurt, coffee – kahve, kiosk – köşk, turquoise – turkuaz
- Elaboration creating a class record of Turkish words used in English, such as doner kebab, shish kebab, dolma, cacik, and comparing how these words are pronounced and spelt in both languages
- Elaboration comparing and contrasting the meaning and sounds of keywords and expressions that feature in Turkish and English versions of popular children’s rhymes, games and songs, such as Ali Baba’nın Çiftliği ‘Old MacDonald’, and Tembel Çocuk Kalksana ‘Are you sleeping?’
- Elaboration 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
- Elaboration understanding that different types of texts have different features, for example, repetition and rhythm in action songs and chants such as Komşu komşu, Yağ satarım bal satarım, Portakalı soydum
- Elaboration beginning to use metalanguage to talk about texts, for example, by identifying text types, such as bilmece, tekerleme, masal, fıkra, and recognising typical features, for example, masal starts with Bir varmış, bir yokmuş, evvel zaman içinde ... and ends with Gökten üç elma düşmüş, biri masalı anlatana, biri dinleyene, biri de bütün iyi insanlara; tekerleme and bilmece both have rhymes and rhythms
- Elaboration noticing how familiar texts such as poems or stories are sequenced and organised, for example, by identifying titles, connections between pictures and texts, or familiar lines, as in 23 Nisan şiirleri, resimlerle Atatürk’ün hayatı, Keloğlan resimleri ile başlıklar, bayram günü
They understand that language is connected with culture, and notice how this is reflected in their own language(s) and culture(s).
Content descriptorAC9LT2U04 Understanding language and culture
notice that people use language in ways that reflect cultural practices
Elaborations (8)
- Elaboration demonstrating Turkish gestures that are associated with cultural traditions, such as greeting elders by kissing their hand and placing it on the forehead to show respect
- Elaboration understanding that interactions such as greetings vary according to time of day, occasion, degree of familiarity and age of people involved, for example, Günaydın! Merhaba! İyi akşamlar! Nasılsın? or Nasılsınız? Ne haber? Ne var, ne yok? Selam!
- Elaboration recognising the importance of using either formal or informal language depending on context, for example, not using first names when addressing elders, such as teachers or parents
- Elaboration exploring symbols and languages used by First Nations Australians and by Turkish-speaking communities in a range of contexts, for example, identifying the colours of flags in Turkish and discussing what the colours represent in English
- Elaboration understanding that different forms of Turkish are used by people in different contexts and relationships, for example, the appropriate use of pronouns, sen and siz, and honorifics, Orhan bey, Ayla hanım, sayın, Hakan ağabey, Cengiz amca, Ayşe teyze
- Elaboration identifying language or behaviours that fit well in Turkish families or community contexts, but not in other contexts or situations, for example, receiving spending money during bayram
- Elaboration noticing cultural differences when viewing images, video clips, singing songs, dancing or listening to stories from Turkish-speaking regions, and responding to teacher prompts such as Neyi farkettiniz? Neden öyle düşünüyorsun? Farklılıkları ve benzerlikleri nelerdir?
- Elaboration exploring the meaning of ‘culture’, and how it can involve visible elements such as ways of dressing, eating and dancing
This achievement standard describes the expected learning for Years 1 to 2 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 |
|---|---|---|---|
| Communicating meaning in Turkish | Interacting in Turkish | 2 | 22 |
| Communicating meaning in Turkish | Mediating meaning in and between languages | 2 | 17 |
| Communicating meaning in Turkish | Creating text in Turkish | 1 | 12 |
| Understanding language and culture | Understanding systems of language | 3 | 23 |
| Understanding language and culture | Understanding the interrelationship of language and culture | 1 | 8 |
| Total | 9 | 82 | |
Frequently Asked Questions
What should students know by the end of Years 1 to 2 Turkish?
By the end of Year 2, students use Turkish language to interact and share information related to the classroom and themselves. They use cues to respond to questions and instructions, and use simple formulaic language. Read the full standard
How many Content Descriptors support this standard?
9 Content Descriptors support this Achievement Standard (Communicating meaning in Turkish: 5, Understanding language and culture: 4).
How does this compare to Foundation?
The Foundation Turkish standard (ASLANTURF10FY) covers the preceding curriculum level. Standards build progressively, with Years 1 to 2 expectations extending what was introduced in Foundation.
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.