Years 3 to 4
Languages
ASLANTURF10Y34
Years 3 to 4 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 4, students use Turkish language to initiate structured interactions to share information related to the classroom and their personal worlds. They use modelled language to participate in spoken and written activities that involve planning. They locate and respond to key items of information in texts, using strategies to help interpret and convey meaning in familiar contexts. They use modelled language and basic syntax to create texts.
Students imitate sound combinations and rhythms of spoken Turkish. They demonstrate understanding that Turkish has non-verbal, spoken and written language conventions and rules to create and make meaning. They recognise that some terms have cultural meanings. They identify patterns in Turkish and make comparisons between Turkish and English. They understand that the Turkish language is connected with culture, and identify 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 4, students use Turkish language to initiate structured interactions to share information related to the classroom and their personal worlds.
Content descriptorAC9LT4C01 Communicating meaning in Turkish
initiate exchanges and respond to modelled questions about self, others, and classroom environment, using formulaic expressions
Elaborations (8)
- Elaboration sharing information about themselves, such as details of their daily routines, family, friends and things they like to do, for example, Şarkı söylemeyi severim, Akşam kitap okurum, Sabah erken kalkarım, Bazen kardeşim ile oyun oynarım, Hafta sonunda futbol oynarım. Uyumadan önce dişlerimi fırçalarım. Uyandıktan sonra kahvaltı yaparım
- Elaboration asking and responding to questions about themselves and others, such as Adın ne? Nerelisin? Ailen Avustralya’ya nereden geldi? Ben Türküm ve Avustralyalıyım. Ailem Avustralya’ya İzmir’den geldi.
- Elaboration asking and answering questions that involve concepts such as time, place or number, including days of the week, months and seasons, for example, Saat kaç? Saat 5. Hangi mevsimdeyiz? Kış mevsimindeyiz. Bugün ayın kaçı? Bugün ayın 20’si. Adresin nedir? Adresim...
- Elaboration expressing and responding to good wishes associated with key events in their community such as, Bayramınız kutlu olsun! Sizin de, Mutluluklar dilerim.Teşekkür ederim. Elinize sağlık! Afiyet olsun! Çok yaşa! Sen de gör!
- Elaboration exchanging simple written forms of correspondence, such as invitations, messages for birthdays, Mother’s and Father’s Days, religious celebrations and national days, for example, Yarınki doğum günü partime gelir misin? Doğum günün kutlu olsun! Anneler/Babalar günün kutlu olsun! Bayramınız mübarek olsun! 23 Nisan Ulusal Egemenlik ve Çocuk Bayramınız kutlu olsun!
- Elaboration following directions while moving in the classroom or in the playground, for example, Sağa dön. Önüne bak. Geri gel, İleri git.
- Elaboration comparing preferences, for example, Futbol yerine tenis oynamak istiyorum. Benim en sevdiğim meyve muzdur. Ben kirazı muzdan daha çok severim.
- Elaboration exchanging positive and encouraging comments on their own and others’ learning, for example, Başardım! Artık ben de yapabiliyorum. Sen bunu çok iyi yapıyorsun. Bana da gösterir misin?, and seeking advice and help from others, for example, Tekrar edebilir misin, lütfen? Bu ne demek? O ne demektir? Anlamıyorum. Yardım edebilir misin? Bana yardım eder misin?
They use modelled language to participate in spoken and written activities that involve planning.
Content descriptorAC9LT4C02 Communicating meaning in Turkish
participate in activities that involve planning with others, using a range of familiar phrases and modelled structures
Elaborations (9)
- Elaboration exchanging opinions when negotiating roles and responsibilities for a class activity or performance, for example, Ben söyleyeyim sen yaz olur mu? Ben çizmesem olur mu?
- Elaboration working collaboratively and sharing decisions about content and vocabulary when designing a poster for a specific event, creating a picture book or word wall, for example, 29 Ekim Cumhuriyet bayramı için bir poster hazırlayalım. Nasreddin Hoca ile ilgili resimli, büyük bir kitap yapalım. Öğrendiğimiz yeni kelimeleri panoya asalım.
- Elaboration participating in a group game, taking turns and using appropriate expressions, for example, Hadi bunu beraber yapalım. Sıra sende. Ben bunu daha iyi yapabilirim.
- Elaboration participating in group recitals of poems on special occasions such as Mother’s Day, national days and cultural celebrations
- Elaboration participating in group activities such as role-plays, organising a class birthday party, and designing a treasure hunt, for example, Sen hangi karakter olmak istersin? Senem’e doğum günü pastası alalım. Yumurtaları nereye saklayalım?
- Elaboration preparing together and displaying a set of class rules, for example, Konuşmak için elini kaldır, Birisi konuşurken dikkatli dinle, Herkese karşı saygılı ol.
- Elaboration designing a class survey in groups, agreeing on the questions to ask and presenting the findings in spoken or written form, for example, Haydi anket için konumuzu belirleyelim. Ne soralım? Sınıfımızda en sevilen meyve muz oldu.
- Elaboration preparing, rehearsing and presenting a Turkish-themed item at school assembly
- Elaboration working collaboratively, using digital applications to make games to practise Turkish vocabulary, phrases or expressions
They locate and respond to key items of information in texts, using strategies to help interpret and convey meaning in familiar contexts.
Content descriptorAC9LT4C03 Communicating meaning in Turkish
locate and respond to key information related to familiar content obtained from spoken, written and multimodal texts
Elaborations (9)
- Elaboration recognising vocabulary, key phrases and sentences when listening to or viewing simple community texts such as sports programs or announcements, for example, spor, takım, sporcular, oyunun kuralları; Gösteri saat 7’de başlayacak. Kapılar bir saat sonra açılacak. Kapıda lütfen biletlerinizi gösterin.
- Elaboration obtaining information from each other and their teacher about likes, dislikes and interests, for example, en sevdiğin hayvanlar, spor, ya da oyun, and presenting findings in formats such as individual/group profiles, charts or graphs
- Elaboration collating information about aspects of Türkiye or Australia from texts such as magazines, brochures or maps, for example, Türkiye ve Avustralya’nın dünya haritasındaki konumu, turistik yerleri, yöresel yemekleri
- Elaboration participating in shared and guided reading of texts such as cartoons, poems, fairytales, and fables, responding to questions about characters, ideas and events
- Elaboration learning that First Nations Australian languages change according to connections and relationships between people, and giving examples of how this occurs in Turkish
- Elaboration collecting information from texts such as advertisements of school and community events, canteen and restaurant menus and presenting on school notice board
- Elaboration responding to words of songs through movement and dance, for example, Kırmızı balık gölde..., Ellerim tombik tombik..., Pazara gidelim...
- Elaboration acting out elements of classic texts narrated by the teacher, such as Şirin Kız ve Üç Ayı, İki İnatçı Keçi, using facial expressions and actions to mirror emotions and emphasise meaning
- Elaboration responding to traditional songs and folk music such as halay, Erik dalı, Silifke’nin yoğurdu, for example, using wooden spoons to mark rhythm and creating and narrating their own versions of the dance
Content descriptorAC9LT4C04 Communicating meaning in Turkish
develop strategies to comprehend and adjust Turkish language in familiar contexts to convey cultural meaning
Elaborations (10)
- Elaboration predicting the meaning of unknown words and expressions by using context in texts such as greeting cards, invitations or public signs
- Elaboration finding cognates in texts to expand vocabulary knowledge, for example, üniversite, televizyon, tren, telefon
- Elaboration matching words to describe family members and relatives in Turkish and English, noticing words that have no English equivalents, such as dayı/amca/enişte, hala/yenge/teyze, ağabey/abla
- Elaboration matching Turkish and English words and phrases used in everyday conversations, for example, ev ile ilgili kelimeler, yiyecekler, nesneler, haftanın günleri, aylar ve mevsimler, and sorting the matched pairs into groups based on equivalence or non-equivalence
- Elaboration using multimodal resources to design word banks to talk about areas of personal interest or to compile common Turkish expressions, sayings and idioms that convey Turkish cultural practice
- Elaboration learning to use print and digital dictionaries to assist comprehension by discovering the meaning of unknown words in texts
- Elaboration translating and comparing familiar Turkish and English expressions, using bilingual and monolingual dictionaries, and identifying those that have no literal translation, such as Başın sağolsun. Darısı başına. Güle güle kullan. Gözün aydın. Hoş bulduk.Allahaısmarladık.
- Elaboration devising simple activities that involve alternating or combining repeated words or phrases in Turkish and English, for example, using questions, idiomatic expressions and responses to develop skills in adjusting language to cultural contexts
- Elaboration collecting and classifying words, phrases and expressions in Turkish that also exist in English, such as televizyon, radyo, prens, prenses, identifying any differences in meaning or usage, for example, köşk – kiosk, Osmanlı – Ottoman
- Elaboration finding ways to express meaning in Turkish of Australian-English terms and expressions, for example, ‘bushwalking’ and, “Good on you!” to newly arrived migrants
They use modelled language and basic syntax to create texts.
Content descriptorAC9LT4C05 Communicating meaning in Turkish
create and present informative and imaginative spoken, written and multimodal texts using formulaic expressions, simple sentences and modelled textual conventions
Elaborations (11)
- Elaboration presenting information via picture stories or multimodal displays on aspects of their lives that would interest Turkish-speaking children of their own age in other contexts, for example, Futbol ve Ben, Ailemle Piknik, Bayram Kahvaltısı, Folklor Klubündeki İlk Günüm
- Elaboration presenting information to other children in the school or to their families about shared in-class projects, for example, Okulumuzdaki sebze bahçemiz, sınıf içinde hazırladığımız zorbalığa hayır oyunu
- Elaboration explaining a favourite computer game, sport or playground game, highlighting key terms and supporting information with pictures, gestures or demonstrations
- Elaboration creating texts such as flyers, posters or posts on the school website to advertise special events such as bayram kutlamaları, çokkültürlülük kutlamaları, okul kermesi, nineler ve dedeler günü, Avustralya Temizlik Günü
- Elaboration creating simple descriptions in Turkish and matching them to appropriate First Nations Country/Place locations in their local area or elsewhere in Australia
- Elaboration creating bilingual signs, posters, notices and labels in print and digital forms to be displayed in the classroom and around the school
- Elaboration developing 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 creating a class book or digital display about their local environment, making connections with topics they have been studying in other curriculum areas, for example, Çevremizdekibitkiler, çarşıdaki dükkanlar, parklar...
- Elaboration writing a script in Turkish for a role-play about aspects of their daily routine and presenting to a Turkish-speaking audience
- Elaboration composing simple dialogues between imagined characters in challenging or amusing situations, using expressions and gestures that convey emotion or humour and capture elements that are typical of the context or character
- Elaboration using models such as the nursery rhyme Komşu komşu to create and present a digital story or scripted play that uses words and expressions to build rhythm and rhyme
Students imitate sound combinations and rhythms of spoken Turkish.
Content descriptorAC9LT4U01 Understanding language and culture
recognise and use modelled combinations of sounds, pronunciation and intonation patterns of Turkish to form words and phrases
Elaborations (5)
- Elaboration learning about back (a, ı, o, u) and front (e, i, ö, ü) vowels in Turkish and applying the vowel harmony rule to high-frequency words
- Elaboration applying the rule of vowel harmony for suffixes with root words and learning about exceptions to the rule in relation to loan and compound words and to some Turkish words, such as bugün, kardeş and kalem
- Elaboration developing awareness of the devoicing and doubling of final consonants, as in kitap- kitabı, kanat-kanadı, sokak-sokağa and git-gittim, sır-sırrım
- Elaboration learning the pronunciation and spelling of high-frequency words with yumuşak g (soft g) ğ, as in yağmur and ağaç, and understanding that this sound is never used at the beginning of words
- Elaboration noticing how people adapt language when speaking with young children, using expressions such as bebişim, cici, and how young children speak differently to adults and older children, for example, using the ending -cik as in anneciğim ve babacığım when talking to parents
They demonstrate understanding that Turkish has non-verbal, spoken and written language conventions and rules to create and make meaning.
Content descriptorAC9LT4U02 Understanding language and culture
recognise some language conventions, grammatical structures and basic syntax in familiar texts and contexts
Elaborations (15)
- Elaboration understanding spelling patterns, the spacing rule and the application of vowel harmony to question endings such as Alır mısın? Alıyor musun?
- Elaboration understanding the use of an apostrophe for separating proper nouns from their inflectional suffixes, as in Tarık’ın and İstanbul’da, Avustralya’nın
- Elaboration describing quantity using cardinal numbers, yüz, iki yüz, üç yüz, bin, and ordinal numbers using the -inci suffix and its variations, birinci, ikinci, üçüncü
- Elaboration asking and responding to questions to seek information, such as Olay ne? Nerede geçti? Neler oldu? Neden oldu? Ne zaman oldu? Karakterler kimdi?, and using imperative forms such as Başla! Başlayabilirsin, Kalk! Kalkabilirsin! Çabuk gel!
- Elaboration using a range of simple conjunctions to link basic ideas and action, for example, -den önce (öğleden önce), -den sonra (öğleden sonra), ile/-(y)le (kalemle, silgiyle), ama, çünkü
- Elaboration constructing simple and compound sentences such as Eve geldim. Hediyeyi gördüm. Eve gelince hediyeyi gördüm.
- Elaboration using comparatives and superlatives such as en and daha plus çok/az to talk about likes, dislikes and interests, for example, En sevdiğim oyun. Daha çok arkadaş istiyorum. Arkadaşımdan daha az param var.
- Elaboration using a range of verbs, adjectives and adverbs to describe and elaborate on action, time, places and people, for example, Mavi köşkte yaşıyordu. Kısa saçlı biriydi. Çok dikkatli yürü! and Dün sabah geldi.
- Elaboration understanding and using -(i)r, -(u)r, -(a)r simple present tense suffixes to express habitual actions and facts, for example, Güneş doğudan doğar. Batıdan batar. Dişlerimi fırçalarım.Erken yatarım.Erken kalkarım.
- Elaboration recognising and using simple verb tenses with negation and affirmation suffixes to form sentences such as biliyorum/bilmiyorum, okur/okumaz, uyudu/uyumadı, geleceğim/gelmeyeceğim, gitmiş/gitmemiş
- Elaboration using common interrogative pronouns such as kim, hangi, ne, neden, kaç, for example, Bu akşam bize saat kaçta geleceksin? Doğum günü partisine kimler gelecek?
- Elaboration identifying exclamations and exploring the range of emotions they express and the contexts in which they are used, for example, Ay! Ya! Öf be!
- Elaboration understanding and using the simple past tense suffix -d(i/ı), for example, Annem çarşıdan ekmek aldı
- Elaboration indicating direction using prepositions, for example, ileride, ortasında, üzerinde, köşesinde, aşağıda, yukarıda, doğu, batı, kuzey, güney
- Elaboration using honorifics such as Yaşar amca, Ayşe teyze
They recognise that some terms have cultural meanings.
Content descriptorAC9LT4U04 Understanding language and culture
identify connections between Turkish language and cultural practices
Elaborations (10)
- Elaboration recognising how language varies when used to greet, apologise and show appreciation with friends, family, elders and less familiar people, for example, the use of first names only in greeting cards to friends compared to the use of honorifics to older family members or authority figures, such as teyze, amca
- Elaboration noticing that languages carry cultural information, for example, identifying words or expressions in Turkish, English or other languages which only ‘work’ in that language, for example, Güle güle kullan, Afiyet olsun, Helal olsun, Ellerine sağlık
- Elaboration finding examples of forms of address or expressions associated with cultural events that reflect Turkish values and traditions, for example, Dedeciğim, iyi bayramlar.Allah kabul etsin
- Elaboration exploring representations of information used in cultural expressions of First Nations Australians, and making connections with those of Turkish language and culture(s), for example, the different regional words used by First Nations groups to identify themselves such as Zenadth Kes,Koori, Koorie, Noongar and Nunga and comparing this with Turkish-speaking cultural groups
- Elaboration noticing how values such as politeness, affection or respect are conveyed in Turkish, for example, by comparing interactions in their family and home community with interactions they observe in non-Turkish speaking families and communities, for example, yavrum, canım, bir tanem, lütfen
- Elaboration comparing their impressions of aspects of children’s lives in different Turkish-speaking regions as represented in video clips, television programs and stories, for example, ways of playing games, preparing and eating food, telling stories or interacting at school, home or in the community
- Elaboration recognising variations in language use among different community or social groups, and identifying how they reflect cultural values, hierarchies or relationships, for example, referring to anyone older than you as uncle amca or older brother ağabey and aunt teyze or older sister abla
- Elaboration recognising that in each culture there are general rules about what to say and do, when, where and with whom, and that these rules differ from culture to culture
- Elaboration 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 other cultures
- Elaboration exploring the meaning of ‘culture’, and how it involves a range of elements unique to a person’s identity, such as dress, food, where they live, how they celebrate, and the language(s) they speak
They identify patterns in Turkish and make comparisons between Turkish and English.
Content descriptorAC9LT4U03 Understanding language and culture
recognise familiar Turkish language features and compare with those of English, in known contexts
Elaborations (9)
- Elaboration understanding that Turkish is a phonetic language and that every letter represents a single sound
- Elaboration noticing that Turkish uses diacritic marks to assist pronunciation
- Elaboration recognising that Turkish and English have the same punctuation rules, for example, using a capital letter at the beginning of sentences and a full stop at the end of a sentence, commas, question marks and exclamation marks
- Elaboration comparing how people speak or refer to other people in Turkish and English, such as to older relatives, classmates or teachers, and recognising that Turkish and English have different ways of showing politeness, for example, abla, ağabey, amca, teyze, öğretmenim
- Elaboration comparing familiar texts in Turkish and English and noticing features they have in common, for example, the start of fairy tales in Turkish Bir varmış, bir yokmuş, evvel zaman içinde ... compared with ‘Once upon a time …’ in English, and analysing rhymes, lines and verses in Turkish and English poems
- Elaboration exploring different types of texts in Turkish and English and identifying purpose and intended audience, for example, differences between elektronik yazılı, mesaj-telefon, görüşmesi, yazılı diyalog, masal-fıkra.
- Elaboration finding English words used in Turkish, such as web sitesi, sosyal medya and tişört, considering differences between these and the types of Turkish words used in English
- Elaboration identifying loan words from other languages, for example, tren, doktor, baklava, çikolata, sıfır, şeker, tiyatro, balkon, and discussing why particular kinds of words are more likely to be adopted
- Elaboration recognising the sentence structure in Turkish as subject-object-verb, for example, Burak (subject) ayakkabısını (object) temizledi. (verb), whereas English sentence structure is subject+verb+object
They understand that the Turkish language is connected with culture, and identify how this is reflected in their own language(s) and culture(s).
Content descriptorAC9LT4U04 Understanding language and culture
identify connections between Turkish language and cultural practices
Elaborations (10)
- Elaboration recognising how language varies when used to greet, apologise and show appreciation with friends, family, elders and less familiar people, for example, the use of first names only in greeting cards to friends compared to the use of honorifics to older family members or authority figures, such as teyze, amca
- Elaboration noticing that languages carry cultural information, for example, identifying words or expressions in Turkish, English or other languages which only ‘work’ in that language, for example, Güle güle kullan, Afiyet olsun, Helal olsun, Ellerine sağlık
- Elaboration finding examples of forms of address or expressions associated with cultural events that reflect Turkish values and traditions, for example, Dedeciğim, iyi bayramlar.Allah kabul etsin
- Elaboration exploring representations of information used in cultural expressions of First Nations Australians, and making connections with those of Turkish language and culture(s), for example, the different regional words used by First Nations groups to identify themselves such as Zenadth Kes,Koori, Koorie, Noongar and Nunga and comparing this with Turkish-speaking cultural groups
- Elaboration noticing how values such as politeness, affection or respect are conveyed in Turkish, for example, by comparing interactions in their family and home community with interactions they observe in non-Turkish speaking families and communities, for example, yavrum, canım, bir tanem, lütfen
- Elaboration comparing their impressions of aspects of children’s lives in different Turkish-speaking regions as represented in video clips, television programs and stories, for example, ways of playing games, preparing and eating food, telling stories or interacting at school, home or in the community
- Elaboration recognising variations in language use among different community or social groups, and identifying how they reflect cultural values, hierarchies or relationships, for example, referring to anyone older than you as uncle amca or older brother ağabey and aunt teyze or older sister abla
- Elaboration recognising that in each culture there are general rules about what to say and do, when, where and with whom, and that these rules differ from culture to culture
- Elaboration 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 other cultures
- Elaboration exploring the meaning of ‘culture’, and how it involves a range of elements unique to a person’s identity, such as dress, food, where they live, how they celebrate, and the language(s) they speak
This achievement standard describes the expected learning for Years 3 to 4 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 | 17 |
| Communicating meaning in Turkish | Mediating meaning in and between languages | 2 | 19 |
| Communicating meaning in Turkish | Creating text in Turkish | 1 | 11 |
| Understanding language and culture | Understanding systems of language | 3 | 29 |
| Understanding language and culture | Understanding the interrelationship of language and culture | 1 | 10 |
| Total | 9 | 86 | |
Frequently Asked Questions
What should students know by the end of Years 3 to 4 Turkish?
By the end of Year 4, students use Turkish language to initiate structured interactions to share information related to the classroom and their personal worlds. They use modelled language to participate in spoken and written activities that involve planning. 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 Years 1 to 2?
The Years 1 to 2 Turkish standard (ASLANTURF10Y12) covers the preceding curriculum level. Standards build progressively, with Years 3 to 4 expectations extending what was introduced in Years 1 to 2.
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.