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- Turkish - Australian Curriculum
- Turkish - Australia Curriculum
- Turkish - Foundation to Year 10
- Years 1-2 Turkish Syllabus
- 1-2 Content Descriptions - Communicating meaning in Turkish
- 1-2 Strand Communicating meaning in Turkish
1-2 Strand Communicating meaning in Turkish
Interacting in Turkish
recognise and respond to modelled classroom-related greetings, instructions and routines; and personal introductions
- using simple greetings relevant to the time of day, context or relationship to the person, for example, Merhaba! Günaydın! Tünaydın! İyi günler! İyi akşamlar! İyi geceler! Hoşça kal! Güle güle! Hoş geldiniz! Hoş bulduk!
- imitating appropriate gestures and actions when greeting different people, for example, shaking hands, kissing hands of elders and kissing people on both cheeks
- recognising differences between how they greet their teachers, family members and friends, for example, Günaydın öğretmenim! Nasılsınız? Merhaba Ayşe! Nasılsın?
- using everyday social exchanges, such as thanking someone, Teşekkür ederim; apologising, Özür dilerim; or offering good wishes such as Bayramınız kutlu olsun! Afiyet olsun! Geçmiş olsun! Tebrik ederim! for particular occasions
- exchanging greeting cards or notes with peers using modelled language, for example, Doğum günün kutlu olsun. Nice yıllara! Tebrikler! Dersten sonra top oynayalım mı?
- recognising and responding to classroom instructions such as Otur. Oku. Çiz. Boya. Kes. Yapıştır, Ayağa kalk. Kapıyı kapat. Akıllı tahtayı aç
- locating or moving objects in the classroom according to directions given, for example, Kurşun kalemi masaya koy. Yerine otur. Resmi panoya as.
- introducing and describing themselves and others, for example, Adın ne? Benim adım …, Senin adın ne? Bu benim babam. Babamın adı Aydın.
- sharing information about their family background, such as their country or region of origin, and languages spoken at home, for example, Türkiye’den geldik. Ben Türküm. Türkçe konuşurum.
- showing and describing favourite items, for example, Benim bir köpeğim var. Onun adı Minnoş. Benim en sevdiğim oyuncak toptur. Bu benim Türkçe masal kitabım. Bu benim tabletim.
- expressing their likes and dislikes, for example, Ben çileği çok severim. Ben elmayı hiç sevmem.
- sharing information about favourite experiences with peers, for example, Bugün benim doğum günüm. Yarın bayram! Pazartesi günü sinemaya gidiyoruz.
participate in a range of guided, play-based language activities using formulaic expressions, visual and spoken cues
- reinforcing vocabulary by playing a range of games such as matching pairs, filling in gaps, drag and drop, memory games and bingo, using secure digital tools and applications
- classifying objects according to their attributes such as shape and colour, or sorting by number, using simple question forms and affirmative/negative responses, for example, Sende pembe dikdörtgen var mı? Hayır, yok. Mavi var. Üç tane mavi dikdörtgen alayım. Ben bir kırmızı kareyle çatı yapacağım. Yeşil dairelerle ağaç yapmayacağım
- participating in activities that involve taking turns, making choices or swapping items, such as games used to reinforce numbers and memory skills, for example, Jale sıra sende. Ben bu topu istiyorum. Kaç top var? Bu benim defterim. Bu seninki. Bu kimin tableti? Bu Deniz’in.
- singing and performing actions in songs, poems, chants, counting or rhyming games, for example, Mini mini bir kuş donmuştu, Çan çan çikolata, Sağ elimde beş parmak, Kutu kutu pense, El ele verin çocuklar.
- performing songs with a strong, regular beat, for example, Türk Çocukları, Sol sağ sol sağ yarın bayram olsa, Hoş gelişler ola, Dağ başını duman almış
- performing rhymes such as Portakalı Soydum, tongue twisters such as Bu köşe kış köşesi, Şu köşe yaz köşesi …, poems such as Ben bir küçük insanım, Hem aklım var hem canım … , and songs such as Sağ elimde beş parmak …
- using repetition, gestures, mime and finger puppets to support language development through actions, drawings and simple statements and expressions
- participating in a craft activity and collaboratively choosing items needed to complete the task, for example, Pamuktan kardan adam yapalım. Düğmelerden göz yapalım. Burnuna turuncu çubuk koyalım.
- designing a ‘class tree’ with photos or drawings of students and contributing to simple descriptions, for example, Bu kelimeyi ben yazmak istiyorum. Büyük bir ağaç çizelim.
- completing a shared wall chart by matching labels to pictures or drawings such as food and drink items or classroom furniture, for example, meyveler, sebzeler, içecekler, sağlıklı/sağlıksız beslenme, masa, sandalye, kitaplık
Mediating meaning in and between languages
locate, with support, key information in familiar texts, and respond using gestures, images, words and formulaic phrases
- demonstrating comprehension of individual words, phrases and sentences in simple spoken, written and digital texts, for example, by labelling, drawing, miming or onscreen pointing, clicking and dragging
- locating specific details about places, events, objects or characters featured in picture books, charts or posters, for example, responding to questions such as, Masaldakiler nerede yaşıyorlar? Neyi kutluyorlar? Masaldaki kişiler kimler? Bu masal bize ne anlatmak istiyor?
- matching items from print/digital pictures or word lists to vocabulary sets associated with particular categories, such as people, animals or food groups, for example, insanlar, hayvanlar, yiyecekler
- recognising that gestures and body language are integral to communicating in language for First Nations Australians, and showing examples of how they are also integral to communicating in Turkish and the language(s) they may speak at home
- collecting information from visual, written or multimodal texts and categorising the findings, for example, to create lists of favourite colours, animals or toys
- listening to spoken texts such as class and school announcements or conversations, identifying key words and facts, such as names, places, numbers or times
- listening to a story and sequencing images or assigning captions to match pictures, for example, Resimleri sıralayalım. Bundan sonra ne geliyor?
- participating in shared readings of Turkish versions of familiar stories, such as Aç Tırtıl ‘The Very Hungry Caterpillar’, Goldilocks ve Üç Ayı ‘Goldilocks and Three Bears’, Zencefilli Kurabiye Adam ‘Ginger Man’ and responding through play-acting, role-playing or movement to favourite elements, using puppets, props or actions
- using contextual cues while reading or viewing, for example, using video and other visual prompts to reinforce words and phrases, and responding with key words, phrases or gestures
- viewing scenes of the shadow puppet play Karagöz ve Hacıvat, repeating key words and expressions and drawing and describing the characters, for example, Hacıvat akıllı, bilgili ve kurnaz birisidir. Hacıvat’ın sivri sakalı vardır. Karagöz bilgisiz ve komik birisidir. Karagöz top sakallıdır
- viewing children’s television programs, such as Sevimli Dostlar, Pepe, Niloya, and responding by singing, chanting, mimicking and acting out favourite moments
notice that language carries cultural meaning in classroom-related greetings, introductions, instructions and routines
- recognisng 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
- identifying gestures or body language that are used more often in Turkish than in English, for example, raising the head to indicate ‘no’, tutting to indicate shock or upset, raising the index finger to ask permission to speak in class
- identifying 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 Alfabe Şarkısı ‘ABC Song’, Yağ satarım bal satarım ‘Duck duck goose’, Ali Baba’nın Çiftliği ‘Old MacDonald’ and Tembel Çocuk Kalksana ‘Are you sleeping?’
- noticing words or expressions in Turkish that are not easy to translate into English for example, Ellerine sağlık. Çok yaşa! Sen de gör! Geçmiş olsun!
- understanding that some Australian terms and expressions only have meaning in the Australian context and have no equivalent in Turkish, for example,’ the outback’, ‘bush tucker’, ‘Good on ya!’
- making own bilingual/picture dictionaries, captions, signs, labels and descriptions to convey cultural ideas, for example, sınıf etiketleri, selamlaşma, geleneksel çocuk oyunları
Creating text in Turkish
with support, use words, familiar phrases and modelled language to create spoken, written and multimodal texts, copying letters with diacritic marks as appropriate
- using a family album to talk about their extended family and community, for example, Bu benim dedem. O bizimle yaşıyor. Dedem bana her gece kitap okur. Bu bizim Türk bakkalı. Oradan simit alırız.
- presenting information about their backgrounds and interests in ‘Show and Tell’, for example, Bubenim en sevdiğim oyuncağım. Bu benim ailemin fotoğrafı. Bu benim odam.taint
- contributing to shared recounts of events, such as excursions, sports days or community celebrations, for example, hayvanat bahçesine gezi, futbol maçı, 23 Nisan Ulusal Egemenlik ve Çocuk Bayramı,
- matching bilingual captions/labels to images of First Nations Country/Place locations in their local area or elsewhere in Australia
- conveying basic information about a particular experience, for example, Kuzenlerimle mangal yapıyoruz, using drawings with captions containing key words and simple phrases
- working in pairs to gather information about personal interests of each other and presenting their findings to the whole class, for example, Defne yüzmeyi çok sever. Her pazar havuza gider.
- creating illustrated lists of words and phrases in Turkish and English which are similar in sound and meaning, for example, polis, ambulans, doktor, spor, müzik, hobi
- creating individual bilingual picture dictionaries or labels for objects used in the classroom and at home
- creating new situations or settings for popular characters from texts such as the Cin Ali stories by drawing and captioning in print or digital forms
- performing simple rhymes and action songs that build on familiar language and content and use non-verbal forms of support, such as clapping, gestures and facial expressions
- creating a story board with labels, using modelled language
- sequencing short sentences and pictures in print or digital versions of short conversations or picture stories in Turkish to complete speech bubbles in Turkish or English