Turkish - Foundation to Year 10

Foundation Year Level Description

In Foundation, Turkish language learning builds on the Early Years Learning Framework and each student’s prior learning and experiences with language. Students communicate with peers, teachers, known adults and students from their own and other classes. Background-language learners may also interact in Turkish within their family. Students strengthen and extend their communication and interpersonal skills by interacting with peers in Turkish through play-based and action-related learning. They receive extensive support through modelling, scaffolding and revisiting.

Students experience and imitate the sounds and gestures of Turkish language. They participate in shared listening and viewing of texts that represent Turkish and Turkish-speaking contexts. Spoken, written and multimodal texts may include conversations, picture books, traditional and contemporary rhyming verse, songs and stories, films, animated cartoons and performances. Background-language learners may bring examples of known Turkish contexts or texts to the classroom. Students learn that language can be represented in different ways, including using the Roman alphabet in English and using the Roman alphabet with diacritic marks on some letters in Turkish. They learn that languages and cultures are connected, and that what is familiar to one person can be new to somebody else.

Years 1-2 Band Level Description

In Years 1 and 2, Turkish language learning builds on each student’s prior learning and experiences with language. Students continue to communicate and work in collaboration with peers and teachers through purposeful and structured activities involving listening, speaking, viewing and early writing skills. They interact in Turkish language to share information about themselves and their immediate environments, using play-based and action-related learning. Background-language learners may also interact in Turkish in their local community. In informal settings, students use local and digital resources to explore Turkish-speaking communities in Australia, Türkiye, Cyprus and diverse locations around the world. They continue to receive extensive support through modelling, scaffolding, repetition and reinforcement.

Students recognise key words and phrases, imitate gestures and pronunciation, and use modelled language to communicate with others. Background-language learners may bring prior knowledge of spoken language and gestures to the classroom. Students transition from spoken to written language and recognise that some letters take diacritic marks. They create simple imaginative and informative texts that may include pictorial representations, words and short statements. They collaborate and respond to spoken, written and multimodal texts that may include conversations, traditional and contemporary songs and rhymes, picture and story books, animated cartoons, films and performances. They notice that languages contain words which have been borrowed from another language, and that there are similarities and differences between languages and cultures.

Years 3-4 Band Level Description

In Years 3 and 4, Turkish language learning builds on each student’s prior learning and experiences with language. Students continue to communicate and work in collaboration with peers and teachers through purposeful and creative play in structured activities involving listening, speaking, viewing and some writing. They use Turkish to interact with peers and teachers and plan activities in familiar settings that reflect their interests and capabilities. Background-language learners may also bring their experience of interacting in Turkish in their local community to the classroom. In informal settings, students use local and digital resources to explore Turkish-speaking communities in Australia and diverse locations across the world. They may continue to need support through modelling, scaffolding, repetition and the use of targeted resources.

Students develop active listening skills and use gestures, words and modelled expressions, imitating Turkish language sounds, pronunciation and intonation. Background-language learners may bring knowledge of words and expressions to the classroom. Students use their literacy capabilities in English and/or Turkish to recognise similarities and differences between Turkish and English, such as the use of the Roman alphabet in both languages and diacritic marks in Turkish. They locate information, respond to, and create informative and imaginative texts. They access authentic and purpose-developed Turkish language texts such as picture books, traditional and contemporary stories and songs, digital and animated games, timetables, recipes and advertisements. They recognise that languages influence each other and that language and culture reflect practices and behaviours.

Years 5-6 Band Level Description

In Years 5 and 6, Turkish language learning builds on each student’s prior learning and experiences with language. Students communicate and work in collaboration with peers and teachers in purposeful, creative and structured activities involving listening, speaking, reading, viewing, and writing. They interact in Turkish to exchange information and ideas relating to their interests, school and local environment, and engage with Turkish-speaking communities in person or via digital access. Background-language learners and second-language learners may work independently and/or in groups to collaborate and share learning, with support. Students use print and digital resources to extend their learning.

Students engage with a range of spoken, written and multimodal texts that may include authentic stories, posters, notes, invitations and procedures. Background-language learners may share authentic resources from their local community with their peers. Students recognise how diacritic marks affect pronunciation and meaning. They understand that some words and expressions are not easily translated, and that communication and identity reflect diverse cultural practices, behaviours and values.

Years 7-8 Band Level Description

In Years 7 and 8, Turkish language learning builds on each student’s prior learning and experiences. Students use Turkish language, in person or via digital access within and beyond the classroom. Background-language learners and second-language learners may interact and collaborate within and beyond the classroom to facilitate learning. Students listen, speak, read, view and write to exchange information, ideas and opinions about their worlds. They work increasingly independently, individually and in groups, and continue to receive feedback and support from peers and teachers as required. Students access a range of spoken, written and multimodal texts from an increasing range of authentic traditional and contemporary sources which may include audio and video clips, online magazines, advertisements, stories and articles. Background-language learners may source texts and other resources from their local community to share with peers. Students use their English and/or Turkish literacy knowledge of metalanguage in an increasing range of contexts to reflect on similarities and differences between Turkish and English language structures and features. They recognise that language choices reflect cultural identity, beliefs and values.

Years 9-10 Band Level Description

In Years 9 and 10, Turkish language learning builds on each student’s prior learning and experiences. Students use Turkish language to initiate and sustain interactions that communicate their own and others’ experiences of the world. They listen, speak, read, view and write to communicate with speakers of Turkish locally and globally through authentic community and online events. Background-language learners and second-language learners may support each other in their literacy development. Background-language learners may raise awareness of, and facilitate class involvement in, local-community events. Students access and create spoken, written and multimodal texts, increasingly of their own choosing. They continue to receive guidance, feedback and support from peers and teachers.

Students access an increasing range of authentic and purpose-developed resources which may include traditional and contemporary literature, textbooks, audio and video clips, feature articles, television programs and social media. Background-language learners may source resources from their local and global communities to share with peers. Students expand their knowledge and control of Turkish pronunciation, intonation, structures and features. They acknowledge that language and culture shape identity and that these influences can shape their own behaviours, beliefs and values.