Years 5 to 6
Languages
ASLANTURF10Y56
Years 5 to 6 Turkish Achievement Standard
10 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 6, students initiate and use strategies to maintain interactions in Turkish language that are related to their immediate environment. They use appropriate sound combinations, intonation and rhythm in spoken texts. They collaborate in spoken and written activities that involve the language of planning and problem-solving to share information, ideas and preferences. They use strategies to locate and interpret information and ideas in texts, and demonstrate understanding by responding in Turkish or English, adjusting their response to context, purpose and audience. They create texts, selecting and using a variety of vocabulary and sentence structures to suit context. They sequence information and ideas and use conventions appropriate to text type.
Students apply rules for pronunciation and intonation in spoken Turkish. They apply conventions of spelling and punctuation, and use modelled structures, when creating and responding in Turkish. They compare language structures and features in Turkish and English, using some metalanguage. They show understanding of how some language reflects cultural practices and consider how this is reflected in their own language(s), culture(s) and identity.
Foundation to Year 10 sequence
The 10 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 6, students initiate and use strategies to maintain interactions in Turkish language that are related to their immediate environment.
Content descriptorAC9LT6C01 Communicating meaning in Turkish
initiate and sustain modelled exchanges in familiar contexts related to students’ personal worlds and school environment
Elaborations (9)
- Elaboration exchanging information about significant people, such as family members, friends and teachers, their relationship, physical appearance and characteristics/qualities, for example, Babamın azmine hayranım. Berna’nın kahverengi saçları vardır. O, çok çalışkandır.
- Elaboration agreeing, or disagreeing politely with each other’s opinions or negotiating changes when working together and discussing topics related to the school environment and their personal worlds, for example, Bence de. Haklısın aynı fikirdeyim. Bence öyle değil. Ben sana katılmıyorum. Ne tercih edersiniz? Şöyle yaparsak… daha iyi olur.
- Elaboration sharing information about social activities, special community celebrations or events, for example, 29 Ekim Cumhuriyet Bayramında ben şiir okudum. Ramazan bayramında dedem bana harçlık verdi.
- Elaboration participating in online exchanges such as secure video blogs with sister schools in Türkiye or other Turkish-speaking contexts, comparing interests, routines and social activities
- Elaboration exchanging written or digital texts such as cards, emails or letters to invite, congratulate or thank someone, for example, Lütfen buyurun! Davetlisiniz. Gözün aydın! Güle güle oturun! Hayırlı ve uğurlu olsun! Tebrikler! Teşekkür ederim
- Elaboration sustaining interactions with others by asking questions, using active listening skills and providing feedback, for example, Siz ne düşünüyorsunuz? Evet! Tabii ki. İlginç! Sen ne dersin?
- Elaboration interacting during group learning experiences by asking each other questions, for example, Ben ne yapabilirim? Sen not alır mısın? Bu sayfayı mı okuyacaktık? Ne dersiniz?
- Elaboration conducting a simulated interview with someone they consider a role model such as, a sports figure, a musician, artist, teacher, family or friend, for example, Kendinizi kısaca tanıtır mısınız? …a ilginiz ne zaman başladı
- Elaboration providing each other with feedback about their learning experiences, giving advice or reminders, for example, Süper! Harika! Mükemmel! Unutma! Çok zor!
They use appropriate sound combinations, intonation and rhythm in spoken texts.
Content descriptorAC9LT6C01 Communicating meaning in Turkish
initiate and sustain modelled exchanges in familiar contexts related to students’ personal worlds and school environment
Elaborations (9)
- Elaboration exchanging information about significant people, such as family members, friends and teachers, their relationship, physical appearance and characteristics/qualities, for example, Babamın azmine hayranım. Berna’nın kahverengi saçları vardır. O, çok çalışkandır.
- Elaboration agreeing, or disagreeing politely with each other’s opinions or negotiating changes when working together and discussing topics related to the school environment and their personal worlds, for example, Bence de. Haklısın aynı fikirdeyim. Bence öyle değil. Ben sana katılmıyorum. Ne tercih edersiniz? Şöyle yaparsak… daha iyi olur.
- Elaboration sharing information about social activities, special community celebrations or events, for example, 29 Ekim Cumhuriyet Bayramında ben şiir okudum. Ramazan bayramında dedem bana harçlık verdi.
- Elaboration participating in online exchanges such as secure video blogs with sister schools in Türkiye or other Turkish-speaking contexts, comparing interests, routines and social activities
- Elaboration exchanging written or digital texts such as cards, emails or letters to invite, congratulate or thank someone, for example, Lütfen buyurun! Davetlisiniz. Gözün aydın! Güle güle oturun! Hayırlı ve uğurlu olsun! Tebrikler! Teşekkür ederim
- Elaboration sustaining interactions with others by asking questions, using active listening skills and providing feedback, for example, Siz ne düşünüyorsunuz? Evet! Tabii ki. İlginç! Sen ne dersin?
- Elaboration interacting during group learning experiences by asking each other questions, for example, Ben ne yapabilirim? Sen not alır mısın? Bu sayfayı mı okuyacaktık? Ne dersiniz?
- Elaboration conducting a simulated interview with someone they consider a role model such as, a sports figure, a musician, artist, teacher, family or friend, for example, Kendinizi kısaca tanıtır mısınız? …a ilginiz ne zaman başladı
- Elaboration providing each other with feedback about their learning experiences, giving advice or reminders, for example, Süper! Harika! Mükemmel! Unutma! Çok zor!
Content descriptorAC9LT6C04 Communicating meaning in Turkish
apply strategies to interpret and convey meaning in Turkish language in familiar non-verbal, spoken and written cultural contexts
Elaborations (11)
- Elaboration gathering information from a range of print and digital resources about social and cultural activities in their community, making a list of terms, expressions such as Bayramınız kutlu olsun! Geçmiş olsun! Kolay gelsin!Tebrik ederim!, or behaviours such as welcoming the guests by standing up and waiting for those older than themselves to start eating
- Elaboration identifying words that are similar in Turkish and English, comparing their spelling, pronunciation, intonation and stress, for example, ağustos, alfabe, ansiklopedi, çikolata, doktor, elektrik, fotoğraf, laboratuvar, paraşüt, tren, veteriner, yogurt
- Elaboration identifying loan words and phrases used in domains, such as food, music or social media and discussing how the Turkish language and associated behaviours reflect contemporary and global influences, for example, the use of İnternet sitesi, rap yapmak, fast food, part-time, miting
- Elaboration finding expressions used in advertisements, shop signs or folktales in English that convey similar meanings to Turkish phrases such as ateş pahası, darısı başına, kulakları çınlamak, pabucu dama atılmak, demli çay
- Elaboration 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 such as gözüne girmek, dikkat kesilmek, dolap çevirmek
- Elaboration learning to use bilingual print and digital dictionaries, identifying issues such as multiple meanings for words and the fact that meaning is not always literal
- Elaboration considering English words and expressions used in other curriculum areas, such as drought, bushfires, famine, flood, snowstorm, and earthquakes, and applying strategies to convey the meaning in Turkish, for example, kuraklık, orman yangınları, açlık, kıtlık, sel, kar fırtınası, depremler
- Elaboration understanding how language is adapted to reflect levels of politeness and formality, and to reflect relationship, age and intention, for example, comparisons such as: using the pronoun siz and the second plural indicator -iz to indicate greater politeness in requests such as Gelir misiniz lütfen? rather than Gelsene; using titles such as Hanım/Bey/ Sayın instead of sevgili, canım, and using first names to address family and friends in informal letters
- Elaboration using movement, facial expressions and actions to interpret meaning in texts such as Karagöz ve Hacivat or Nasrettin Hoca, identifying key messages and amusing moments
- Elaboration collecting examples of proverbs used in their families and discussing how to explain their meaning to non-Turkish speaking friends, for example, Damlaya damlaya göl olur. Ağaç yaş iken eğilir. Güneş giren eve doktor girmez... Denize düşen yılana sarılır.
- Elaboration reflecting on instances when their use of Turkish, English or other languages has been misinterpreted and discussing possible reasons for this, for example, offering cologne to guests to refresh themselves may be misinterpreted by non-Turkish visitors
They collaborate in spoken and written activities that involve the language of planning and problem-solving to share information, ideas and preferences.
Content descriptorAC9LT6C02 Communicating meaning in Turkish
participate in activities that involve planning and negotiating with others, using language that expresses information, preferences and ideas
Elaborations (8)
- Elaboration exchanging information to organise a meeting with friends, discussing where and when it will take place, for example, Yarın kaçta buluşalım? Toplantı için hangi tarih ve yer sizin için uygundur? Kimler katılacak?
- Elaboration planning and creating displays or resources such as timelines, schedules, posters or school and community events
- Elaboration making print or digital invitations and arrangements for a shared event or experience such as a class party, special Turkish-speaking visitors or a film afternoon
- Elaboration planning a real or imagined trip to Türkiye, agreeing on itinerary and packing list, for example, Bu yaz Türkiye’ye gidip Bodrum’da tatil yapacağım. Yanına mutlaka güneş kremi almalısın.
- Elaboration participating in and adapting scenarios related to purchasing goods and services such as bargaining scenarios, buying souvenirs or ordering food, for example, Aa bu çok pahalıymış! En son kaça olur? İki ayran iki de döner dürüm alabilir miyiz?
- Elaboration planning a campaign, for example, to introduce Turkish cuisine at the school’s multicultural event(s), raise awareness about pollution or to promote harmony and positive relationships, and creating posters, pamphlets and flyers or making presentations to the class, parents and school community members
- Elaboration planning for a Turkish-speaking guest interview by developing a list of questions such as Kendinizi tanıtır mısınız? İlgi alanlarınız nelerdir?
- Elaboration preparing performance texts such as Hacıvat ve Karagöz oyunları, skeçler, piyesler, marşlar, and Ramazan manileri, to present to younger students at a community event or school assembly
They use strategies to locate and interpret information and ideas in texts, and demonstrate understanding by responding in Turkish or English, adjusting their response to context, purpose and audience.
Content descriptorAC9LT6C03 Communicating meaning in Turkish
locate and process information and ideas in a range of spoken, written and multimodal texts, and respond in different ways to suit purpose
Elaborations (9)
- Elaboration gathering and comparing information from different sources on topics such as family life, cultural trends, changing social behaviours, community or schooling in Turkish and Australian contexts
- Elaboration collecting and presenting information from a range of print and digital resources about features of their local environment, for example, water, bush care, ecosystem, wildlife
- Elaboration consulting online catalogues and websites, comparing prices and values, discussing intended purchases and budgeting for hypothetical shopping expeditions, for example, İndirimli satışlar varmış. Bu çok pahalı! Bu hem daha ucuz ve kaliteli.
- Elaboration listening to, or viewing First Nations Australian authors’ stories in English and responding to them using words, formulaic expressions and modelled sentences in Turkish
- Elaboration locating information about children’s social activities in different Turkish-speaking regions of the world, drawing comparisons with typically Australian activities and things they do in their own local community context
- Elaboration listening to, reading or viewing traditional folktales, contemporary stories and cartoons, responding by retelling or re-enacting the story in their own words or by creating a timeline to track a sequence of events
- Elaboration presenting a critical review of a song, story or television program, using evaluative language such as Ben … çok beğendim çünkü …, … hiç sevmedim. Çok üzücüydü
- Elaboration describing their reactions to imaginative texts that evoke responses such as sadness, fear or excitement, relating them to their own experiences by using stem statements such as Bir defa benim de başıma gelmişti … Ben de benzer bir olay yaşadım …
- Elaboration conducting interviews with family members or friends to collect stories of migration to Australia, and then identifying words and expressions that reflect important values and feelings, such as gurbet, sıla, özlem, heyecan, güvenlik, dostluk, komşuluk
Content descriptorAC9LT6C04 Communicating meaning in Turkish
apply strategies to interpret and convey meaning in Turkish language in familiar non-verbal, spoken and written cultural contexts
Elaborations (11)
- Elaboration gathering information from a range of print and digital resources about social and cultural activities in their community, making a list of terms, expressions such as Bayramınız kutlu olsun! Geçmiş olsun! Kolay gelsin!Tebrik ederim!, or behaviours such as welcoming the guests by standing up and waiting for those older than themselves to start eating
- Elaboration identifying words that are similar in Turkish and English, comparing their spelling, pronunciation, intonation and stress, for example, ağustos, alfabe, ansiklopedi, çikolata, doktor, elektrik, fotoğraf, laboratuvar, paraşüt, tren, veteriner, yogurt
- Elaboration identifying loan words and phrases used in domains, such as food, music or social media and discussing how the Turkish language and associated behaviours reflect contemporary and global influences, for example, the use of İnternet sitesi, rap yapmak, fast food, part-time, miting
- Elaboration finding expressions used in advertisements, shop signs or folktales in English that convey similar meanings to Turkish phrases such as ateş pahası, darısı başına, kulakları çınlamak, pabucu dama atılmak, demli çay
- Elaboration 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 such as gözüne girmek, dikkat kesilmek, dolap çevirmek
- Elaboration learning to use bilingual print and digital dictionaries, identifying issues such as multiple meanings for words and the fact that meaning is not always literal
- Elaboration considering English words and expressions used in other curriculum areas, such as drought, bushfires, famine, flood, snowstorm, and earthquakes, and applying strategies to convey the meaning in Turkish, for example, kuraklık, orman yangınları, açlık, kıtlık, sel, kar fırtınası, depremler
- Elaboration understanding how language is adapted to reflect levels of politeness and formality, and to reflect relationship, age and intention, for example, comparisons such as: using the pronoun siz and the second plural indicator -iz to indicate greater politeness in requests such as Gelir misiniz lütfen? rather than Gelsene; using titles such as Hanım/Bey/ Sayın instead of sevgili, canım, and using first names to address family and friends in informal letters
- Elaboration using movement, facial expressions and actions to interpret meaning in texts such as Karagöz ve Hacivat or Nasrettin Hoca, identifying key messages and amusing moments
- Elaboration collecting examples of proverbs used in their families and discussing how to explain their meaning to non-Turkish speaking friends, for example, Damlaya damlaya göl olur. Ağaç yaş iken eğilir. Güneş giren eve doktor girmez... Denize düşen yılana sarılır.
- Elaboration reflecting on instances when their use of Turkish, English or other languages has been misinterpreted and discussing possible reasons for this, for example, offering cologne to guests to refresh themselves may be misinterpreted by non-Turkish visitors
They create texts, selecting and using a variety of vocabulary and sentence structures to suit context.
Content descriptorAC9LT6C05 Communicating meaning in Turkish
create and present a range of informative and imaginative spoken, written and multimodal texts using a variety of modelled sentence structures to sequence information and ideas, and conventions appropriate to text type
Elaborations (13)
- Elaboration presenting information related to elements of Turkish lifestyles and culture to students in the school who are not learning Turkish, for example, kırsal ve kentsel yaşam, Türk hamamı, Türk kahvesi, geleneksel el sanatları, halk dansları
- Elaboration 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 creating a multimodal profile of their local community for newly arriving migrants from Turkish-speaking regions of the world highlighting aspects such as local facilities and places of interest
- Elaboration creating a class print or digital poster, locating and describing, in Turkish, a specific First Nations Country/Place location in a local or regional context, or elsewhere in Australia
- Elaboration creating a poster for young people to promote upcoming events in their community, for example, mezuniyet balosu, eğlence gecesi, 19 Mayıs ve Gençlik ve Spor Bayramı
- Elaboration assembling an information pack to support new students arriving at their school, including a glossary of key terms that may need explaining, for example, sınıf, müdür odası, öğretmenler odası, nöbetçi öğretmen, revir, kantin, ofis, lavabo, kütüphane, spor salonu, konferans salonu
- Elaboration creating an interactive presentation for younger children, friends or members of their extended families to showcase their bilingual/multilingual experience and identify the advantages of being able to communicate in more than one language
- Elaboration creating their own lyrics modelled on a traditional Turkish song such as Tren Gelir Hoş Gelir and Tin Tin Tini Mini Hanım
- Elaboration creating and sequencing captions in English for images in Turkish storybooks such as Karagöz ve Hacıvat, Nasrettin Hoca and Keloğlan
- Elaboration creating digital profiles of characters they enjoy in different stories, plays or poems, providing descriptions of physical appearance and character traits, and examples of the ways they speak and behave
- Elaboration composing a personal response or commentary, such as a letter or journal entry, to a message conveyed by a character in a folktale, legend or fable relating to a concept such as truthfulness, courage or honesty, for example, Ağustos Böceği ile Karınca, Kaplumbağa ile Tavşan, Karga ile Tilki
- Elaboration using puppet characters from traditional texts such as Karagöz ve Hacıvat to create and enact representations of relationships and experiences from their own worlds
- Elaboration creating and performing texts to entertain others, incorporating elements such as dance, mime, singing and narration, and referencing values and traditions associated with Turkish communities
They sequence information and ideas and use conventions appropriate to text type.
ACARA does not link a content descriptor to this statement.
Students apply rules for pronunciation and intonation in spoken Turkish.
Content descriptorAC9LT6U01 Understanding language and culture
apply knowledge of combinations of sounds, syllables, pronunciation and intonation patterns to develop fluency and rhythm to known words and phrases
Elaborations (10)
- Elaboration recognising differences in the pronunciation of long and short vowels with and without accents
- Elaboration understanding that the length of a vowel and accent can change meaning, as in hala-hâlâ, and can palatalise the previous consonant, as in kar-kâr
- Elaboration understanding sound assimilation, for example, how in words ending in k, the k softens to become yumuşak g (soft g), ğ before suffixes starting with a vowel, for example, kulak – kulağıma, küçük-küçüğüm
- Elaboration understanding how to use emphasis to enhance meaning, for example, using high-pitch tone and primary stress at the end of words, as in gel′dim ya!
- Elaboration understanding how stress is usually placed on the last syllable in Turkish, except in the case of some question words, compounds and placenames, such as Ankara, Türkiye, Bulgaristan, Gürcis′tan, hangi, niçin
- Elaboration applying the principles of vowel harmony and sound assimilation of consonants and grammatical knowledge to the spelling and writing of unfamiliar words, for example, suffixes such as -cı arabacı, -ci tamirci, -cu basketbolcu, -cü yüzücü, -çı, aşçı, -çi çiftçi, -çu topçu, -çü çöpçü, -da tabakta, -ta kitapta, -ta ağaçta, -te sepette
- Elaboration understanding the pronunciation of loan words, including vowels and consonant clusters, for example, plaj, spor, tren, traş, kravat
- Elaboration recognising the effect of non-verbal language and tone in reinforcing meaning in spoken Turkish, for example, when expressing Buyurun! Vay be! Bittim ya! İnanmıyorum! Git yaa! Eeee, başka? Hadi be! Öf ya!
- Elaboration recognising how variations in language use reflect different feelings, moods or attitudes, for example, the respectful tone of devotional texts compared with the liveliness, humour and colour of Nasrettin Hoca fıkraları, Temel fıkraları, Çizgi filmler, fabllar
- Elaboration adapting modelled examples of tongue twisters such as Al Şu Taka Tukaları Taka Tukacıya Götür to experiment with a range of letter combinations and sounds
They apply conventions of spelling and punctuation, and use modelled structures, when creating and responding in Turkish.
Content descriptorAC9LT6U02 Understanding language and culture
use knowledge of modelled grammatical structures and formulaic expressions to compose and respond to texts using appropriate punctuation and textual conventions
Elaborations (11)
- Elaboration recognising and using verb conjugations, for example, ‘oku-mak’ in simple present tense: oku-r-um, oku-r-sun, oku-r, oku-r-uz, oku-r-sunuz, oku-r-lar and in present continuous tense: oku-yor-um, oku-yor-sun, oku-yor, oku-yor-uz, oku-yor-sunuz, oku-yor-lar
- Elaboration recognising and using nominal conjugations through adjective- and noun-making suffixes such as -lı, -li, -lu, -lü as in kar-lı, kir-li, toz-lu…; -lik, -lık, -luk, -lük as in yaz-lık, göz-lük…; -cı, -ci, -cu, -cü/-çı, -çi, -çu, -çü as in gemi-ci, kira-cı, su-cu, ekmek-çi..; -gı, -gi, -gu, -gü as in sar-gı, sil-gi,..; -sız, -siz, -suz, -süz as in ev-siz, tuz-suz
- Elaboration applying the rule of major vowel harmony when adding nominal case endings -(e), -(i), -d(e), -d(e)n to different nouns, such as ev-e, ev-i, ev-de, ev-den, ev-in
- Elaboration learning the correct written form of suffixes, for example, instead of using spoken/colloquial predicates such as gelcem or alcan, using the written form, geleceğim and alacaksın; instead of using geliyom, using the correct spelling geliyorum
- Elaboration using interrogative word endings in different tenses depending on personal pronouns, for example, Geliyor musun? Gelecek misiniz?
- Elaboration using the negative marker -m(a), as in Bayramda tüm okullar tatile girmeyecek. and the adverb for negation, değil, to negate any sentences without a verb, and using appropriate suffixes, değil-im, değil-sin, as in Bayramda tüm okullar tatile girmeyecek değil mi?
- Elaboration using conjunctions and comparatives to evaluate and express opinion, for example, -a göre, sence, hiç/çok uzun değil
- Elaboration using appropriate endings for subject+verb agreements in simple and compound sentences, for example, Herkes onu çok seviyor, hiçkimse ona kızamıyor.
- Elaboration using the conditional marker (suffix) -s(e) and/or the word eğer in compound sentences, for example, (Eğer) yağmur yağarsa geziye gitmeyeceğiz.
- Elaboration recognising and using compound and some complex sentences, for example, Akşam erken yatmama rağmen sabah uyuyakaldım. Sınavdan düşük not aldım çünkü hiç çalışmadım.
- Elaboration recognising different types of formal and informal honorific forms such as Sayın, Bey/Hanım, amca, teyze
They compare language structures and features in Turkish and English, using some metalanguage.
Content descriptorAC9LT6U03 Understanding language and culture
compare some Turkish language structures and features with those of English, using some familiar metalanguage
Elaborations (6)
- Elaboration comparing language used in texts, for example, descriptive language in recounts or narratives, humorous language in comics and verse, persuasive language in advertisements, instructional language in recipes and manuals, expository language in news reports
- Elaboration analysing characteristic features of texts, for example, the use of abbreviations and emoticons in texting, rhetorical questions in advertisements, numerical terms in recipes and receipts, emotive and rhyming words in song lyrics, headings in secure blogs and on websites
- Elaboration discussing the use of imagery in different kinds of creative texts, identifying how this helps to convey meaning and engage/entertain the audience in Turkish and English
- Elaboration discussing how poems or song lyrics, such as Bir başkadır benim memleketim and Çanakkale Türküsü create moods such as özlem ve acıma and tap into particular emotions by using techniques such as repetition, rhyme and direct forms of address and compare with techniques used in English poems and song lyrics
- Elaboration building metalanguage to talk about grammar, using terms such as bağlaçlar, özne ile yüklem uyumu, -de/-da ekler, ilgi zamiri -ki, edatlar
- Elaboration learning basic metaphors, similes such as çantanın gözü, aslan gibi, and common idiomatic expressions and proverbs, for example, Damlaya damlaya göl olur. Ateş pahası! Nazar değmesin!; and comparing these figures of speech with usage in English
They show understanding of how some language reflects cultural practices and consider how this is reflected in their own language(s), culture(s) and identity.
Content descriptorAC9LT6U04 Understanding language and culture
recognise that language reflects cultural practices, values and identity, and that this impacts on non-verbal, spoken and written communication
Elaborations (11)
- Elaboration understanding that the use of honorifics such as Ali ağabey (Abi), Fatma abla, Mehmet amca, Mustafa dayı, Ahmet bey, Nazmiye hanım can be varied when speaking to an older person who is less familiar, depending on their age and degree of closeness
- Elaboration identifying adjustments, they make when moving between Turkish and English at school and at home, such as using different forms of address to show respect or affection, for example, in Turkish classrooms, teachers are addressed as öğretmenim/hocam whereas in English classrooms, teachers are called by their title and last names, and discussing why these adjustments are necessary
- Elaboration reflecting on how interacting in Turkish feels different from interacting in English and identifying elements that feel culturally specific
- Elaboration exploring, in Turkish or English, how language and culture are expressed through First Nations Australians’ song, dance or artworks, considering similarities and differences within an aspect of the cultural expressions of Turkish-speaking people or communities
- Elaboration understanding that people interpret and respond to intercultural experiences in different ways depending on their own cultural perspectives, recognising the validity of different perspectives and questioning notions of ‘right’ or ‘wrong’ ideas or behaviours
- Elaboration noticing ways in which the Turkish language reflects values and traditions of Turkish communities, for example, Nazar değmesin! Güle güle kullanın!
- Elaboration comparing superstitions across cultures, for example, Yerde uzanan çocukların üzerinden atlama. Geceleyin tırnak kesilmez. tahtaya vurmak, yıldız kayarken dilek tutmak compared with ‘breaking a mirror will bring you 7 years of bad luck’, researching their origins and considering their relevance today
- Elaboration considering how Turkish interactions such as mealtimes reflect cultural practices and values associated with family life, food and social relationships, for example, greetings, mealtimes, table manners
- Elaboration identifying examples of values and traditions that may not be familiar to members of other language communities, for example, ways of addressing people, behaviour and interactions around mealtimes
- Elaboration understanding the cultural significance of features of types of texts such as anonymous or Anatolian stories in the lyrics of türkü, the use of oaths in Andımız, characterisation in Turkish Nasrettin Hoca ve diğer fıkralar, Karagöz ve Hacıvat gölge/kukla oyunu and masallar, the use of deyimler ve atasözleri in destanlar
- Elaboration exploring the meaning of ‘culture’, how it involves visible elements, such as ways of dressing, eating and dancing, and less visible elements, such as ways of thinking and valuing
This achievement standard describes the expected learning for Years 5 to 6 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 | 20 |
| Communicating meaning in Turkish | Creating text in Turkish | 1 | 13 |
| Understanding language and culture | Understanding systems of language | 3 | 27 |
| Understanding language and culture | Understanding the interrelationship of language and culture | 1 | 11 |
| Total | 9 | 88 | |
Frequently Asked Questions
What should students know by the end of Years 5 to 6 Turkish?
By the end of Year 6, students initiate and use strategies to maintain interactions in Turkish language that are related to their immediate environment. They use appropriate sound combinations, intonation and rhythm in spoken texts. 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 3 to 4?
The Years 3 to 4 Turkish standard (ASLANTURF10Y34) covers the preceding curriculum level. Standards build progressively, with Years 5 to 6 expectations extending what was introduced in Years 3 to 4.
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.