Students continue to expand their range of vocabulary to domains beyond their personal experience and interests. They use a range of grammatical forms and language structures to convey more complex ideas and experiences, for example, by using reflexive, reciprocal, causative and passive verbal mood suffixes, Ozan yıkandı ve sonra giyindi. (reflexive), Maçtan sonra arkadaşı ile buluştu. (rec...
Students continue to expand their range of vocabulary to domains beyond their personal experience and interests. They use a range of grammatical forms and language structures to convey more complex ideas and experiences, for example, by using reflexive, reciprocal, causative and passive verbal mood suffixes, Ozan yıkandı ve sonra giyindi. (reflexive), Maçtan sonra arkadaşı ile buluştu. (reciprocal), Dün kuaförde saçını kestirdi. (causative), Bugün işten kovuldu. (passive). They recognise and use formal and informal honorific forms, such as Bey/Hanım, Amca/Teyze, Efendi, Ağa/Hanımağa, Sayın, abi/ağabey/abla, hoca/öğretmen, bay/bayan, different types of reduplication for emphasis and more complex conjunctions, such as hem...hem de, ne...ne, - ki,), ancak, yoksa, oysa, hatta, rağmen, yani, --e göre.They use interrogative word endings and interrogative pronouns, such as kim, hangi, ne, kaç, for example,Bu akşam bize kim geliyor? Babam kahveyi yapacak mı? They use different auxiliary verb forms by adding verbs such as etmek, kılmak and olmak to nouns and attaching them onto single-syllable words, for example, reddetmek, affetmek, kaybolmak but yardım etmek, namaz kılmak geç kalmak. Students develop awareness of how language structures shape textual features. They use descriptive and expressive language, including onomatopoeic and mimetic words to create particular effects and engage interest. They adopt a wider range of processing strategies and broader language knowledge when encountering unfamiliar texts, drawing increasingly on their understanding of text conventions and patterns.
Students make connections between texts and cultural contexts, identifying how cultural values and perspectives are embedded in language and how language choices determine how people, issues and circumstances are represented. They are increasingly aware of the nature of the relationship between languages and cultures, noticing, for example, values such as family commitment and respect expressed in cultural practices as well as embedded in Turkish grammatical and vocabulary systems. They reflect on the nature of bicultural and intercultural experience, on how languages change in response to social and cultural change, and on their individual identities as users of two or more languages in a multicultural social context.
Turkish is used for classroom interactions and transactions, for creating and maintaining classroom relationships, for explaining and practising language forms, and for developing cultural understanding. Additional opportunities for interaction in the target language are provided by purposeful and integrated use of ICT. Students work collaboratively and independently, exploring different modes and genres of communication with particular reference to their current social, cultural and communicative interests. They pool language knowledge and resources to plan, problem-solve, monitor and reflect. They use modelled and rehearsed language in familiar and unfamiliar contexts, and increasingly generate original and personal language. They compose and present more complex and varied texts, for example, media and hypermedia texts, shared stories, poetry, songs/raps, blogs, advertisements, reports and journal entries, and plan, draft and present imaginative and informative texts. They design interactive events and collaborative tasks and participate in discussions and activities. They use vocabulary and grammar with increasing accuracy, drafting and editing written work to improve structure and clarify meaning. They make cross-curricular connections and explore intercultural perspectives and experience.
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 katılmıyorum çünkü..., Seninle tamamen aynı fikirdeyim. Students use action-related and spontaneous language to engage in shared activities that involve planning, transacting, negotiating and taking action, for example, Bana göre... Diğeri bence daha uygun, Nasıl bir yol izleyelim? Sen karar ver. They use reflective and evaluative language to support their own and others’ learning, for example, Türkçe öğrenmek İngilizce öğrenmekten daha kolay, Bu sorularda çok zorlandım, Hem tekrar ederek hem yazarak öğreniyorum, and to manage discussion and debate, for example, inanıyorum ki, bana kalsa, anlıyorum ama katılmıyorum, bence, aynı fikirde değilim. When interacting, they apply pronunciation, rhythm and intonation in spoken Turkish to a range of sentence types. Students locate, collate and analyse information from a variety of texts to develop a deep understanding of events, personalities or circumstances....
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 katılmıyorum çünkü..., Seninle tamamen aynı fikirdeyim. Students use action-related and spontaneous language to engage in shared activities that involve planning, transacting, negotiating and taking action, for example, Bana göre... Diğeri bence daha uygun, Nasıl bir yol izleyelim? Sen karar ver. They use reflective and evaluative language to support their own and others’ learning, for example, Türkçe öğrenmek İngilizce öğrenmekten daha kolay, Bu sorularda çok zorlandım, Hem tekrar ederek hem yazarak öğreniyorum, and to manage discussion and debate, for example, inanıyorum ki, bana kalsa, anlıyorum ama katılmıyorum, bence, aynı fikirde değilim. When interacting, they apply pronunciation, rhythm and intonation in spoken Turkish to a range of sentence types. Students locate, collate and analyse information from a variety of texts to develop a deep understanding of events, personalities or circumstances. They convey information, ideas and perspectives on issues of interest in different modes of presentation using specialised and less familiar language. They respond to traditional and contemporary imaginative texts by interpreting and comparing how values, characters and events are represented and present, reinterpret or create alternative versions of imaginary texts in different modes. When creating texts, they use a variety of verb tenses and moods, for example, Ozan yıkandı ve sonra giyindi, Maçtan sonra arkadaşı ile buluştu. Dün kuaförde saçını kestirdi, Bugün işten kovuldu; reduplication, for example, kapkara, upuzun, çirkin mirkin, Selma’yı Melma’yı görmedim; doubling, for example, yavaş yavaş, ikişer ikişer, koşa koşa, ağlaya ağlaya; auxiliary verbs, for example, reddetmek, affetmek, kaybolmak; particles and honorific forms, for example, Bey/Hanım, Amca/Teyze, Efendi, Ağa/Hanımağa, Sayın, abi/ağabey/abla, hoca/öğretmen, bay/bayan. They translate and interpret texts from Turkish into English and vice versa, compare their versions and explain cultural elements. They produce short multimodal resources in Turkish and English that reflect the bilingual experience. They reflect on their own bilingualism, on the importance of language in intercultural communication and how their own biography contributes to their sense of identity and influences their ways of communicating.
Students identify and apply features of the Turkish sound and writing system to convey meaning in a range of texts, including identifying when sound assimilation in spoken Turkish does not exist in the written form, for example, onbaşı/ombaşı, herkes/herkez and eczane/ezzane. They use metalanguage to identify and explain different types of adverbs, adjectives and sentence structures relating to grammatical functions, such as predicates, subjects and objects. They explain how structure and organisation of texts depend on the context, audience and purpose of the exchange, for example, beğenmiyorum, hiç beğenmedim, bana yaramaz or iğrenç bir şey! They identify and explain regional and national variations in language use and how language use also varies according to context, mode of delivery and relationship between participants. They explain how and why their own use of Turkish has changed over time and depends on context. They explain how cultural values, ideas and perspectives are embedded in language use and communication styles.
Students recognise and use key elements of Turkish grammar, such as word order, positions of adjectives, adverbs and postpositions, and recognise how grammatical forms and functions are represented through agglutination. They apply the principles of vowel harmony, for example, when adding nominal case endings, -(e), -(i), -d(e), -d(e)n to nouns, such asev-e, ev-i, ev-de, ev-den, ev-in. They...
Students recognise and use key elements of Turkish grammar, such as word order, positions of adjectives, adverbs and postpositions, and recognise how grammatical forms and functions are represented through agglutination. They apply the principles of vowel harmony, for example, when adding nominal case endings, -(e), -(i), -d(e), -d(e)n to nouns, such asev-e, ev-i, ev-de, ev-den, ev-in. They understand and use simple verb tenses, using negation and affirmation and suffixes to form sentences, such asbiliyorum/bilmiyorum, okur/okumaz, uyudu/uyumadı, geleceğim/gelmeyeceğim, gitmiş/gitmemiş. They use a range of adjectives, adverbs and postpositions to describe actions, places and people in their own texts, for example, mavi köşkte, Kısa saçlı biriydi, Çok dikkatli yürü, Dün sabah geldi ; and understand and use the conditional marker -s(e) and/or the word eğerin compound sentences, for example, Eğer kitap okursan hayal gücün gelişir. They develop their range of vocabulary to domains beyond their personal experience and interests, use and analyse grammatical forms and structures and develop awareness of how these shape textual features. They use descriptive and expressive language to create particular effects and engage interest. They develop language knowledge, processing strategies and understanding of text conventions and patterns to assist in comprehending unfamiliar texts. They make connections between texts and cultural contexts, identifying how values and perspectives are embedded in language and how language choices determine how people, issues and experiences are represented. They are aware of the nature of the relationship between languages and cultures, noticing, for example, how particular Turkish words or expressions ‘carry’ cultural values or experiences. They reflect on the nature of bicultural and multicultural experience, on how languages change in response to broader social and cultural shifts, and how they perceive their own identities as users of two or more languages in a multicultural society.
Students use Turkish to interact with each other, the teacher and other speakers of the language, to access and exchange information, to express ideas and feelings, to compete and to cooperate in learning tasks and activities. They build vocabulary resources, grammatical knowledge and communicative capabilities such as active listening skills and interactional strategies through shared learning experiences that provide a context for purposeful language use and through focused learning episodes that develop understanding of language systems and an ability to use metalanguage. They use modelled and rehearsed language to compose and present different types of texts, for example, shared stories, media and hypermedia texts, songs, poems, reports or journal entries. They plan, draft and present imaginative and informative texts, design interactive events and participate in discussions. They make cross-curricular connections and explore intercultural perspectives and experiences. Students use ICT to support their learning in increasingly independent and intentional ways, exchanging resources with each other and with students in different contexts.
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. Students use action-related and rehearsed language to engage in shared activities that involve planning, collaborating, transacting and negotiating, for example, Haftada kaç kez … yapıyorsun? … hakkında ne düşünüyorsun? They interact in classroom routines and exchanges by asking and responding to questions, for example, Ben ne yapabilirim? Sen not alır mısın?, requesting help or permission, for example, Sence bu doğru mu? Tekrar eder misiniz? Arkadaşlar bakar mısınız? Bunu nasıl yapacağız? and giving praise or encouragement, such as çok güzel, aferin, harika, tebrikler, başarılarının devamını dilerim, seninle gurur duyuyorum. When interacting, they use the features of the sound system in their pronunciation of Turkish, including applying stress, rhythm and intonation patterns to statements, for example, kapı açık kaldı, inanmıyorum, and questions, for example, gerçekten mi? Students locate...
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. Students use action-related and rehearsed language to engage in shared activities that involve planning, collaborating, transacting and negotiating, for example, Haftada kaç kez … yapıyorsun? … hakkında ne düşünüyorsun? They interact in classroom routines and exchanges by asking and responding to questions, for example, Ben ne yapabilirim? Sen not alır mısın?, requesting help or permission, for example, Sence bu doğru mu? Tekrar eder misiniz? Arkadaşlar bakar mısınız? Bunu nasıl yapacağız? and giving praise or encouragement, such as çok güzel, aferin, harika, tebrikler, başarılarının devamını dilerim, seninle gurur duyuyorum. When interacting, they use the features of the sound system in their pronunciation of Turkish, including applying stress, rhythm and intonation patterns to statements, for example, kapı açık kaldı, inanmıyorum, and questions, for example, gerçekten mi? Students locate key points of information from a range of spoken, written and visual texts, and present information related to social, cultural and environmental contexts using different modes of presentation. They share their responses to different imaginative texts by identifying and comparing favourite elements and discussing events, characters and messages, for example, beni… çok etkiledi çünkü …, Çok komikti çok sürükleyiciydi, akıcıydı, dili anlaşılırdı, biraz uzundu. Sıkıcıydı, karmaşıktı… Çok üzücüydü, Anlaşılması zordu. Students use imaginative language to create original or adapt familiar imaginative texts in different genres. They use key elements of Turkish grammar in spoken and written texts, such as basic rules of word order, for example, Ali topu attı, Ali topu al ve at! and Ali topu Tarkan dan sonra bana atar mısın?, adjectives, for example, mavi köşkte adverbs, for example, çok dikkatli yürü, postpositions, for example, dün sabah geldi, verb tenses and subject–verb agreement, for example, Defne yemekten sonra ödevini yaptı ve uyudu. They apply rules of agglutination to verbs, for example, bilmiyorum/biliyorum, okur/okumaz, uyudu/uyumadı, geleceğim/gelmeyeceğim, gitmiş/gitmemiş, and nouns, for example, ev-e, ev-i, ev-de, ev-den, kebapçı, simitçi. They translate and interpret familiar texts from Turkish into English and vice versa, identifying words and phrases that are not easily translated, such as imece, hayırlı olsun, nazar değmesin, and create shared bilingual texts to support their own learning. They compare ways of communicating in Turkish and English and explain how being bilingual influences their cultural identity and ways of communicating.
Students apply elements of the Turkish writing system to write and spell unfamiliar words, including symbols and characters, for example, hala-hâlâ, kar-kâr, kitap-kitabı, ağaç-ağacı, vowel harmony and sound assimilation of consonants. They identify how grammatical forms and functions are represented through agglutination. They identify the characteristic features of different types of texts and compare these features with texts in English to identify similarities and differences. They describe how language use varies according to age, gender, social position or region. Students provide examples of how the Turkish language has changed over time due to different influences and interactions, identifying Turkish words that have emerged through contact with other languages, for example, e-posta, yazıcı, tarayıcı, genel ağ, fare, tıklamak, sanal âlemde gezmek, sanal gerçek. They identify the relationship between language and culture and describe how languages reflect personal and community experience and values.
The VCAA has recently published the Victorian Curriculum F–10 Version 2.0. To view the revised curriculum, familiarisation resources and support material, go to the Victorian Curriculum F–10 Version 2.0 website.
