Foundation Turkish Syllabus
Foundation
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.
Foundation Achievement Standard
By the end of the Foundation year, students use play and imagination to interact and create Turkish texts, with support. They identify that Turkish and English look and sound different. They recognise that there are languages and cultures as well as their own, and that aspects of language and culture contribute to their own and others’ cultural identity.
Content Descriptions
with support, recognise and communicate meaning in Turkish
- using simple greetings relevant to the time of day, the celebration or event, and their relationship to the person, for example, Merhaba. Günaydın! Hoşgeldiniz-Hoşbulduk. Bayramınız kutlu olsun!
- responding to teacher’s greetings and sharing class routine responses such as the date and weather
- asking and responding to “How they are?”, for example, Nasılsın? İyiyim. Çok iyiyim. Heyecanlıyım. Sen/siz nasılsın/nasılsınız?
- introducing themselves, and their friends and family members, for example, Benim adım … Ben beş yaşındayım. Bu benim arkadaşım, … Bu benim annem. Bu benim babam.
- introducing themselves, their friends and family members, for example, Benim adım … Ben beş yaşındayım. Bu benim arkadaşım, … Bu benim annem. Bu benim babam.
- naming and labelling rooms of their house, for example, salon, oda, mutfak, banyo
- expressing likes and dislikes, for example, Kirazı sevmem. Karpuzu severim.
- following instructions such as listen, look, draw, colour, cut, paste, for example, Dinle. Bak. Çiz. Boya. Kes. Yapıştır.
- participating in class activities such as singing, nursery rhymes and songs that may include actions, movement or dance, for example, Mini mini bir kuş donmuştu. Arı vız vız.
- identifying familiar objects in the classroom by labelling, naming, pointing, matching, clicking and dragging, drawing and tracing letters
- playing games such as counting, sorting, ordering, matching as a whole class or individually, using classroom hardware, for example, interactive whiteboard, tablet
- using simple gestures to add emphasis to expressions, for example, lifting heads up when saying “No” and lowering heads down when saying “Yes”
- role playing daily routines using formulaic expressions, for example, Sabahleyin kalkarım. Kahvaltı yaparım. Okula giderim. Teşekkür ederim. Rica ederim. Lütfen. Affedersiniz.
- imitating Turkish speech, pronunciation and stress, and incorporating appropriate gestures, facial expressions and body language
- participating in group reading of familiar stories or sensory books in Turkish, repeating key words and simple descriptions
explore, with support, language features of Turkish noticing similarities and differences between Turkish and English
- observing that written Turkish uses the same letters as written English, although Turkish has 29 letters and English has 26
- noticing that some letters in Turkish have diacritic marks to assist with pronunciation
- tracing the letters of the alphabet and imitating the sound, for example, a, b, c, ç …
- participating in alphabet songs, chants, rhymes to imitate Turkish pronunciation, intonation and stress
- making connections with Turkish words and phrases used in everyday life, for example, identifying food names such as kebab, pide, yoghurt
- experimenting with sounds (animal sounds, etc.) used in Turkish, for example, using the sounds hav hav (woof woof), miyav miyav (miaow miaow), gıt gıt gıdak (cluck cluck), möö (moo), vak vak (quack quack) and comparing these sounds with animal sounds in English and other languages represented in the class
- identifying cognates in Turkish and English, for example, princess – prenses, photograph – fotoğraf, television – televizyon
- noticing when Turkish or English is being used in the classroom
explore connections between language and culture
- locating Türkiye on a world map, understanding that Turkish is the national language of Türkiye, and spoken in Turkish-speaking communities in Australia and around the world
- using the Australian Institute of Aboriginal and Torres Strait Islander Studies (AIATSIS) map of the languages of Australia to notice the language(s) of First Nations Australians in their local area and/or across Australia
- noticing how local names of streets, places and landmarks can have their origins in language(s) of First Nations Australians
- exploring the different languages spoken by class members and listening to the different sounds and ways of saying common expressions such as, “Good morning”, “My name is …”
- observing, through visual and audiovisual resources, including photos and video clips, that members of Turkish-speaking communities may do everyday things differently from themselves, such as shaking hands, kissing on cheek, and starting a meal with Afiyet olsun!
- noticing their own use of words, expressions or behaviours that make them who they are, including words from different languages, and ways of celebrating or speaking that may not be familiar to other people
- exchanging ideas, feelings and understandings of language and culture through play-based experiences, for example, playing dress-ups, pretend café/restaurant and market stands, and using puppets
- recognising Turkish folk dances/songs and lullabies such as halay, Tren gelir hoş gelir, Dandini dandini dastana
- playing traditional Turkish games such as Yağ satarım bal satarım, saklambaç, körebe, elim sende, and games of cultures represented in the class