AC9LT4C05 Year 3 Languages

This Content Descriptor from Year 3 Languages provides the specific knowledge and skills students should learn. Use it to plan lessons, create learning sequences, and design assessments that align with the Australian Curriculum v9.

create and present informative and imaginative spoken, written and multimodal texts using formulaic expressions, simple sentences and modelled textual conventions

Elaborations

• 1

  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

• 2

  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

• 3 explaining a favourite computer game, sport or playground game, highlighting key terms and supporting information with pictures, gestures or demonstrations
• 4

  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

• 5 creating simple descriptions in Turkish and matching them to appropriate First Nations Country/Place locations in their local area or elsewhere in Australia
• 6 creating bilingual signs, posters, notices and labels in print and digital forms to be displayed in the classroom and around the school
• 7

  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

• 8

  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...

• 9 writing a script in Turkish for a role-play about aspects of their daily routine and presenting to a Turkish-speaking audience
• 10 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
• 11

  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

Related Achievement Standards