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• Languages | Turkish: Scope and Sequence

  The curriculum sets out what students are expected to learn and is designed as a continuum of learning. The curriculum is being presented in a scope and sequence chart to support teachers to easily see the progression and assist in planning teaching and learning programs to meet the diverse needs...

  Overview material | Turkish

• VCTRC045

  Compare their experiences of moving between Turkish and English, identifying advantages and challenges in respect to being bilingual or multilingual

  Elaborations

  • reflecting on the experience of being bilingual or multilingual, discussing the benefits of knowing more than one language and considering whether moving between languages affects their sense of identity
  • comparing family cultures, considering how their own upbringing has shaped their sense of identity, for example, how Turkish and Australian cultural influences are differently reflected in their daily lives, interests and social activities
  • reflecting on how interacting in Turkish feels different to interacting in English and identifying elements that feel culturally specific
  • considering how identity is expressed across languages and cultures, discussing the idea of belonging as expressed in different languages

  VCTRC045 | Languages | Turkish | F–10 Sequence | Levels 5 and 6 | Communicating | Reflecting

• VCTRC008

  Explain in English the meaning of everyday Turkish words, phrases and gestures, noticing which are similar or different to equivalent words in English or other known languages

  Elaborations

  • translating simple words and expressions related to ‘Things I do everyday’, using matching word cards, pictures, large print dictionaries, word lists and labels, noticing words that are similar in the two languages, such as televizyon, radyo, yogurt, tren, taksi
  • explaining the English meaning of 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
  • comparing and contrasting 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 ‘Old MacDonald’ and Ali Baba’nın Çiftliği, ‘Are you sleeping?’ and Tembel Çocuk Kalksana
  • demonstrating and explaining in 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
  • noticing words or expressions in Turkish that are not easy to translate into English because they carry different meanings, for example, Ellerine sağlık. Çok yaşa! Sen de gör! Geçmiş olsun!

  VCTRC008 | Languages | Turkish | F–10 Sequence | Foundation to Level 2 | Communicating | Translating

• VCTRC079

  Reflect on the relationship between language, culture and identity and on how this shapes and reflects ways of thinking and communicating

  Elaborations

  • considering how languages carry cultural meanings that may not always be understood by speakers of other languages
  • discussing whether being bilingual or multilingual allows for a more flexible sense of identity in ways that involve culture as well as language
  • exploring how ways of thinking, communicating and behaving reflect cultural identity, for example, by noticing when they identify more as Turkish or Australian, and how these shifts vary according to context and situation
  • reflecting on the experience of learning and using their home language in school, considering whether it impacts on their relationship with the language or on their sense of ‘balance’ in terms of identifying with different languages
  • creating a multimedia self-profile that captures elements of the experience of living across languages, communities and cultural traditions
  • comparing their responses to particular media representations of cultural difference or diversity
  • reflecting on how speakers of more than one language draw on a wider range of linguistic and cultural resources to make meaning of experience and to communicate with others

  VCTRC079 | Languages | Turkish | F–10 Sequence | Levels 9 and 10 | Communicating | Reflecting

• VCTRC027

  Notice and describe differences and similarities in ways of using language and interacting with people when communicating in Turkish and in English

  Elaborations

  • explaining to each other why they prefer to use either Turkish or English in particular situations or with particular people
  • noticing similarities and differences in how they use Turkish in different contexts such as at home and in the classroom, for example, using less/more formal language
  • comparing how people speak or refer to other people in Turkish and English, such as to older relatives, classmates or teachers, for example, abla, ağabey, amca, teyze, öğretmenim
  • identifying Australian English terms and expressions that might be difficult to understand for newly arrived Turkish migrants, for example, ‘bushwalking’, ‘Good on you!’
  • 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

  VCTRC027 | Languages | Turkish | F–10 Sequence | Levels 3 and 4 | Communicating | Reflecting

• Languages | Turkish: Resources

  A range of resources to assist with implementing the Victorian Curriculum F – 10 are available. Please visit the following websites to access these resources (links open in a new window):

  • Victorian Curriculum F – 10 Resources and Support (VCAA)

  Includes general advice and information...

  Overview material | Turkish

• VCTRU080

  Understand regular and irregular elements of spoken and written Turkish, and use elements such as affixation and compound patterns to produce complex phrases and elaborated texts and to participate in extended interactions

  Elaborations

  • understanding the use of lexical stress in Turkish, and the relation between morphemes and stress, where usually the left-most morpheme is the one that determines the stress, as in a range of compounds such as atlıkarınca, kadınbudu, imambayıldı, akşamüstü, güneydoğu, Fenerbahçe, and depremzede
  • experimenting with different registers and vocal and stylistic effects in creating specific emphases in different types of spoken and written texts, for example, speeches, songs, letters to the editor
  • using elision in informal interactions, for example, napcaz? gelcen mi? naber?
  • knowing when to pause and what tone to use for required effects, such as emphasis or persuasion
  • recognising ways in which written language differs from spoken language, such as being more crafted, precise, elaborated or complex, for example, the use of subordinate clauses and support details, Cumartesi günkü maçta Atatürk Kupası’nı kazanan takım, Galatasaray’ı 89’uncu dakikada Mehmet’in attığı golle 1-0 yenerek kupayı 5’inci kez evine götüren Beşiktaş oldu
  • recognising the impermanent and fluid nature of spoken language, identifying features such as interactivity and turn-taking, the use of repetition, pauses, interruptions and contractions, inverted syntax, such as ben de isterim gelmeyi and the use of non-verbal language and vocal effects
  • using challenging word combinations in written and spoken Turkish tongue twisters

  VCTRU080 | Languages | Turkish | F–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCTRC092

  Reinterpret or create texts that involve imagination and creativity, experimenting with a range of expressive and performance genres

  Elaborations

  • creating texts such as photo stories, plays, cartoons, comic strips, animations or video clips with voiceovers or subtitles, experimenting with elements such as humour, pathos or suspense
  • composing songs, jingles, posters or video clips to promote real or imaginary Australian products for a Turkish market
  • rehearsing and performing interpretations of poems or choral recitations for a public performance or verse speaking competition
  • creating a new event, character or alternative ending for a familiar text such as Keloğlan, Hacıvat ve Karagöz
  • performing unscripted scenarios that involve challenging situations or intercultural encounters, using gestures, expression and props to build mood and explore relationships and emotions
  • composing and performing a song or assuming the character of a figure associated with a significant contemporary celebration or event in Australia or the Turkish-speaking world, for example, Cumhuriyet Bayramı, Atatürk’ü Anma Gençlik ve Spor Bayramı, Çanakkale Şehitlerini Anma Günü, dini bayramlar

  VCTRC092 | Languages | Turkish | 7–10 Sequence | Levels 7 and 8 | Communicating | Creating

• VCTRC090

  Convey information, obtained from personal, community and media sources relating to their own cultural, social and environmental contexts, using spoken, written and digital modes of communication

  Elaborations

  • creating a video, digital presentation, web post or print newsletter to report on a recent experience, such as a visit to a Turkish retirement village or to Turkish shops, markets or venues in their local community
  • using different modes of presentation such as displays or recorded commentaries to visual texts to profile events, characters or places related to Turkish culture, history or experience, such as Gelibolu ve Anzaklar, Atatürk, Göç
  • creating multimedia presentations to invite reflection on aspects of environmental or ecological concerns, for example, çevre kirliliği, geri dönüşüm, nesli tükenen hayvanlar
  • providing information on aspects of their own lives that may interest learners in other Turkish-speaking environments, for example, spor, okul kampları veya gezileri, konserler, festivaller, düğünler, tatil gezileri, supporting their commentaries with sound or visual elements
  • using modes of presentation such as photo montages, written journals or recorded interviews to inform members of their extended family overseas about their social and educational experience in Australia
  • presenting an aspect of Australian culture, for example, multicultural or traditional cuisine, daily life and routines in urban/rural settings, significant places or cultural practices associated with Aboriginal and Torres Strait Islander communities, highlighting elements that reflect the diversity of Australian experience

  VCTRC090 | Languages | Turkish | 7–10 Sequence | Levels 7 and 8 | Communicating | Informing

• VCTRC037

  Participate in classroom interactions that involve asking and responding to questions, seeking clarification, indicating understanding, reflecting and providing feedback

  Elaborations

  • interacting during group learning experiences by asking each other questions, making suggestions or checking on progress, for example, Ben ne yapabilirim? Sen not alır mısın? Bu sayfayı mı okuyacaktık? Cevapları maddeler halinde yazsak daha iyi olur. Ne dersiniz?
  • participating in discussions and debates on issues and experiences that affect their school, home or community lives, for example, Zorbalık, evde iş bölümü, Türk festivalinde çocuklar için neler yapılmalı, and clarifying their own statements, for example, Bence, bana göre
  • evaluating each other’s comments or suggestions when working together, indicating agreement or disagreement and negotiating changes, for example, Anladım, Anlayamadım, Yardım eder misin? Cevabım doğru mu? Emin değilim, şöyle yaparsak… daha iyi olur, peki öyle olsun … Bence … daha güzel olur
  • reflecting on their learning experiences and providing each other with feedback, advice or reminders, for example, Süper, harika, mükemmel, unutma, çok zor

  VCTRC037 | Languages | Turkish | F–10 Sequence | Levels 5 and 6 | Communicating | Socialising

• VCTRC022

  Convey information about their home, school and community using simple statements and support materials such as photos, maps or charts

  Elaborations

  • 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 piyesi
  • 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, Okula Yürüme Günü
  • presenting information in the form of a class profile, chart or database about each other’s likes, dislikes or interests that they have collected using checklists, surveys or question cues
  • providing 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
  • explaining a favourite computer game, sport or playground game, highlighting key terms and supporting information with pictures, gestures or demonstrations
  • 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, Mahallemdeki bitkiler: çiçekler, ağaçlar and/or okul bahçesindeki bitkiler…
  • 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

  VCTRC022 | Languages | Turkish | F–10 Sequence | Levels 3 and 4 | Communicating | Informing

• VCTRC024

  Create simple imaginative texts, such as stories, dialogues, songs or chants, which allow for exploration and enjoyment of language

  Elaborations

  • using puppet characters from traditional texts such as Karagöz ve Hacıvat to create and enact representations of relationships and experiences from their own worlds
  • collecting rhyming words and using them to create their own poems on selected topics, such as mevsimler, milli bayramlar
  • composing dialogues between imagined characters in challenging or amusing situations, using expressions and behaviours that convey emotion or humour and capture elements that are typical of the context or experience
  • 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
  • creating simple rhymes, raps or songs that experiment with alliteration, repetition and word play
  • creating texts to share with younger learners, such as Big Books, comics or Vokis, incorporating humorous and expressive language
  • 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

  VCTRC024 | Languages | Turkish | F–10 Sequence | Levels 3 and 4 | Communicating | Creating

• VCTRC107

  Present information collected from different sources that represents different perspectives on selected issues or activities, using appropriate modes of presentation to suit different contexts and purposes

  Elaborations

  • preparing and presenting an oral or multimodal report on an issue that invites different viewpoints, such as kız-erkek çocukların evdeki rolü, yaşlıların huzurevine gönderilmesi, identifying alternative perspectives and inviting discussion and debate
  • writing an article for a print or online magazine/newspaper with a specified audience in mind, for example, a film review for young learners of Turkish or a travel guide for young Turkish visitors planning a trip to Australia
  • creating texts to inform or promote events or community action, for example, a poster or web post to advertise a multicultural evening or a letter to a community newspaper to highlight a school fundraiser
  • creating an interactive presentation for younger students, friends or members of extended families to highlight the advantages of being bilingual/multilingual in today’s world and of maintaining and strengthening a home/first language
  • explaining a procedure to a specified audience such as older or younger people, using supporting images, actions and gestures to highlight key elements and explain key terms, for example, rules of a sport or board game, elements of a video game, instructions on the care of a sick pet, procedure for a henna night

  VCTRC107 | Languages | Turkish | 7–10 Sequence | Levels 9 and 10 | Communicating | Informing

• VCTRU032

  Understand that language varies according to factors such as the age, gender and social position of speakers, and that it involves regional dialects and accents

  Elaborations

  • understanding that language varies based on the age, gender and social relationships between speakers, for example, ways of speaking to parents are different to ways of speaking to siblings, lütfen yapma(yın)/yapmasana!
  • recognising how language used to greet, apologise and show appreciation with friends, family, elders and less familiar people varies, 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
  • 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 to older children, for example, using the ending -cik as in anneciğim ve babacığım when talking to parents
  • understanding that Turkish has a standard form spoken in Istanbul and many varieties involving different accents, dialects and vocabulary spoken in different countries and regions in the world
  • discussing how accents and dialects vary between different Turkish-speaking communities and different regions of Turkey

  VCTRU032 | Languages | Turkish | F–10 Sequence | Levels 3 and 4 | Understanding | Language variation and change

• VCTRC076

  Compare translations of familiar Turkish texts, such as community notices or literary texts, considering factors that may have influenced the translation from one language to the other

  Elaborations

  • discussing the nature of translation with reference to strategies such as decoding literal meaning (word-for-word), reading for meaning (sense-for-sense) and cultural reading (reading between the lines)
  • comparing Turkish versions of English language community notices relating to health or education, such as notices in doctors’ waiting rooms or school notices, comparing with equivalent texts produced in Turkish-speaking communities, identifying similarities and differences that reflect cultural context and communicative styles
  • evaluating the effectiveness and accuracy of subtitles used in English or Turkish films, video clips or documentaries, finding examples of meaning ‘lost in translation’ such as The Water Diviner – Son Umut (Su Cengaveri)
  • providing annotated translations of excerpts from literary and media texts such as poems, newspaper or radio reports, identifying challenges involved in transferring meaning, expression and mood from one language and cultural tradition to another
  • comparing their translations of short literary texts, such as folktales Keloğlan, Karagöz ve Hacıvat and Nasrettin Hoca, riddles or folk songs such as türkü and mani, discussing how the process of translation clarifies understanding of the relationship between language, culture and experience, as in kına yakmak, kız isteme ve sünnet töreni
  • translating Turkish idioms and proverbs that contain cultural elements and references, such as Ateş olmayan yerden duman çıkmaz, Bir fincan kahvenin kırk yıl hatırı vardır, Üzüm üzüme baka baka kararır, ayağına kına yakmak, saman altından su yürütmek, researching stories behind the references and discussing how their meaning can be conveyed in English
  • critically evaluating the effectiveness of resources used to assist translation, such as bilingual and monolingual dictionaries, electronic translators and style guides such as İmlâ Kılavuzu

  VCTRC076 | Languages | Turkish | F–10 Sequence | Levels 9 and 10 | Communicating | Translating

• VCTRU117

  Understand that variations in the use of spoken and written Turkish relate to roles, relationships and contexts, and consider how and why these differ from similar interactions in English

  Elaborations

  • demonstrating the use of different language styles, features and levels of formality that characterise different types of spoken and written texts, for example, futbol maçındaki tezahürat: En büyük Fener, başka büyük yok! compared to Okul karnesi: Murat ödevlerini hep zamanında tamamladı
  • identifying variations in the use of both Turkish and English according to context, purpose and intended audience, for example, considering differences in exchanges such as ‘apologies for any convenience caused’, ‘I am so sorry’; ‘sorry mate –no worries!’ and kusurumuza bakmayın lütfen, çok özür dilerim anneciğim, rica ederim, lafı mı olur!, ne olur affedin beni
  • identifying features of spoken and written language that reflect the purpose of the interaction and the nature of the relationship between the people involved, for example, tercih etmiyorum-hiç beğenmedim, bana göre değil- bana yaramaz, Daha iyi olabilirdi-Ay, çok iğrenç! Bunları niye yıkamadın oğlum? Şunu da alır mısın yavrucuğum?
  • recognising differences in the use of quotations, proverbs and idioms in different text genres or modes of delivery, for example, fıkralar, masallar, öyküler, resmi veya okul konuşmaları, mektuplar
  • analysing the use of appropriate language in different contexts and situations, for example, using rica ederim, başka bir arzunuz var mı at a shop or restaurant as opposed to başımızın üstünde yeriniz var, ne zahmeti canım!
  • recognising characteristic differences between spoken and written forms of Turkish, for example, by identifying colloquialisms and expressions used mainly in spoken conversation, for example, the non-standard abi in place of the more formal ağabey, or the use of ya at the beginning of spoken utterances

  VCTRU117 | Languages | Turkish | 7–10 Sequence | Levels 9 and 10 | Understanding | Language variation and change

• Turkish - 7–10 Sequence: Levels 7 and 8 achievement standards

  By the end of Level 8, students interact with the teacher and peers to exchange information and express opinions, for example, Arkadaşlarımla sinemaya gitmeyi severim. They use descriptive and expressive language to share feelings and to express preferences such as Suyu gazoza tercih ederim. Student...

  Level description | Languages | Turkish | 7–10 Sequence | Levels 7 and 8

• Languages | Turkish: Structure

  Sequences of learning

  The Turkish curriculum recognises that there are different entry points into language learning across F–10, which reflects current language teaching practice.

  There are two possible learning sequences:

  • F–10 sequence for students who begin to learn the language...

  Overview material | Turkish

• Turkish - F–10 Sequence: Levels 7 and 8 achievement standards

  By the end of Level 8, students use spoken and written Turkish to initiate and sustain social interactions and to reflect on their experiences. They exchange ideas on topics such as Türkiye’ye ilk ziyaret, Avustralya’ya ilk geliş and offer and justify opinions, for example, Sana kat...

  Level description | Languages | Turkish | F–10 Sequence | Levels 7 and 8

• VCTRC043

  Create bilingual texts such as websites, posters, class journals and menus to support their own learning and to assist interactions with non-Turkish speakers

  Elaborations

  • creating bilingual texts such as invitations to performances, newsletters, cartoons or menus, reflecting on how different meanings are communicated in different languages
  • 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
  • creating bilingual brochures, digital presentations or posters to promote community events, providing English translations for key words, expressions and items of information
  • designing and co-maintaining a bilingual website with a sister school or contact group of young English learners in a Turkish-speaking community elsewhere
  • contributing to a shared class journal that records significant learning experiences and events in both Turkish and English

  VCTRC043 | Languages | Turkish | F–10 Sequence | Levels 5 and 6 | Communicating | Translating