AC9LT8EC06 Year 7 Languages

AC9LT8EC06 – Year 7 Languages: Creating text in Turkish

Strand

Communicating meaning in Turkish

Substrand

Creating text in Turkish

This Content Descriptor from Year 7 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.

Content Descriptor

create spoken, written and multimodal, informative and imaginative texts using appropriate vocabulary, expressions, grammatical structures, and some textual conventions

Elaborations

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creating greeting cards for different occasions, for example, to a relative to say ‘‘… bayramınız kutlu olsun” or wish them, “Doğum günün kutlu olsun”
• creating a video, digital presentation, web post or print profile of a significant Turkish cultural or historic event
• writing an email to introduce themselves to a real or imagined Turkish host family, providing personal information, likes and interests
• creating a print or digital poster in Turkish to promote travel to a significant cultural location on a First Nations Country/Place, including what to see and do
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creating multimedia presentations to share with their peers on aspects of their personal and social worlds, for example, hobbies and leisure activities such as spor, okul
• using modes of presentation such as photo montages, journals or recorded interviews to inform members of their extended family or friends overseas about their social and educational experience in Australia
• creating a video to introduce and present information about school and school subjects or home and household furniture to peers and teachers at a buddy school in Türkiye.

Show 7 more elaborations

• creating a poster to present classroom instructions and responsibilities
• designing a flyer for a class event or performance which uses Turkish and English, considering how to convey information and ideas in each language
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using different modes of presentation such as displays or recorded commentaries with visual texts to profile events, characters or places related to Turkish culture, history or experience, such as Gelibolu ve Anzaklar, Atatürk, Göç
• composing songs, jingles, posters or video clips to promote real or imagined Australian products for a Turkish market writing and participating in dialogues between characters in a short drama or skit, rap or poem
• using secure digital tools to create a video clip or photo story based on imagined characters, places and events
• creating texts such as photo stories, plays, cartoons, comic strips, animations or video clips with voice-overs or subtitles
• creating a narrative in spoken or written text with each class member contributing to the text when it is their turn, for example, a story starting with ‘On that day I was happy because …’

Achievement Standard This Supports

This Content Descriptor contributes to the following Achievement Standard:

Year 7 ASLANTUR7_10Y78

Year 7 Languages Achievement Standard

By the end of Year 8, students use Turkish language to interact and collaborate with others, and to share information and plan activities in familiar contexts. They respond to others’ contributions, and recognise familiar gestures, questions and instructions in exchanges. They recognise relationships between spoken and written forms. They locate and respond to information in texts and use non-verbal, visual and contextual cues to help make meaning. They respond in Turkish or English, and demonstrate understanding of context, purpose and audience in texts. They use familiar language and modelled sentence and grammatical structures to create texts. Students approximate pronunciation and intonation in spoken Turkish. They demonstrate understanding that Turkish has conventions and rules for non-verbal, spoken and written communication. They comment on aspects of Turkish and English language structures and features, using metalanguage. They demonstrate awareness that the Turkish language is connected with culture and identity, and that this connection is reflected in their own language(s), culture(s) and identity.