Years 7-8 Syllabus
Years 7-8 Band Level Description
In Years 7 and 8, students are beginning their learning of Turkish language. This will be influenced by the extent of students’ backgrounds and prior experiences of language learning. Students use Turkish to describe their personal worlds and interact and collaborate with teachers and peers within and beyond the classroom. Background-language learners may also interact in Turkish within their family and in their local community. Listening, speaking, reading and viewing, and writing activities are supported by modelling, scaffolding and feedback as required. Background-language learners and second-language learners may work collaboratively to facilitate learning.
Students access authentic and purpose-developed spoken, written and multimodal resources which may include traditional and contemporary stories, conversations, audio and video clips, textbooks, advertisements, blogs and magazines. 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 to reflect on similarities and differences between Turkish and English language pronunciation, structures and features. They recognise differences between using the Roman alphabet in Turkish and English, including the use of diacritic marks. They recognise that language choices reflect cultural identity, beliefs and values.
Years 7-8 Achievement Standard
By the end of Year 8, students use Turkish language to interact and collaborate with others, and to share information and plan activities in familiar contexts. They respond to others’ contributions, and recognise familiar gestures, questions and instructions in exchanges. They recognise relationships between spoken and written forms. They locate and respond to information in texts and use non-verbal, visual and contextual cues to help make meaning. They respond in Turkish or English, and demonstrate understanding of context, purpose and audience in texts. They use familiar language and modelled sentence and grammatical structures to create texts.
Students approximate pronunciation and intonation in spoken Turkish. They demonstrate understanding that Turkish has conventions and rules for non-verbal, spoken and written communication. They comment on aspects of Turkish and English language structures and features, using metalanguage. They demonstrate awareness that the Turkish language is connected with culture and identity, and that this connection is reflected in their own language(s), culture(s) and identity.
Content Descriptions
Interacting in Turkish
interact with others using modelled language to exchange information in familiar contexts about self and personal worlds
- exchanging greetings relevant to the time of day, context or relationship, for example, Merhaba! Günaydın! Tünaydın! İyi günler! İyi akşamlar! İyi geceler! Hoşça kal! Güle güle! Hoş geldiniz! Hoş bulduk!, noticing differences between how they greet teachers or family members, for example, Hoşça kalın öğretmenim! Siz nasılsınız Deniz teyzeciğim? İyi geceler Arda!
- sharing information about themselves, for example, Benim adım... Ben 12 yaşındayım. Sen kaç yaşındasın? Ben Türkiyeliyim. Hangi dilleri konuşuyorsun? Ben Avustralya’da doğdum ve Sidney’de yaşıyorum. Ben çalışkan bir insanım. Sen nasıl birisin?
- exchanging information about family and friends, for example, Ailende kaç kişi var? Benim büyük bir ailem var. Üç erkek kardeşim ve bir ablam var. Ablam sessiz ve sakin birisidir. En yakın arkadaşım alışveriş yapmasını çok sever. En yakın arkadaşından bahseder misin?
- discussing daily routine, for example, Okuldan sonra neler yaparsın? Okuldan sonra televizyon seyrederim. Haftasonunda sen ve arkadaşların neler yapmaktan hoşlanırsınız? Arkadaşlarımla haftasonu alışveriş merkezine gideriz. Ailenle Pazar günleri neler yaparsınız? Ailemle Pazar günleri pikniğe gideriz.
- expressing likes, dislikes and preferences, for example, Arkadaşlarımla sinemaya gitmeyi severim. Suyu gazoza tercih ederim. En sevdiğin Türk yemeği ne? Akşam yemeği için makarna yerine salata yiyeceğim. Ne tür kıyafetlerden hoşlanırsın?
- offering and responding to culturally appropriate good wishes and thanks associated with significant events in the Turkish community, for example, Afiyet olsun! Elinize sağlık! Teşekkür ederim. Bir şey deği! Çok yaşa! Sen de gör! Bayramınız kutlu olsun! Mutluluklar dilerim. Tebrikler!
- exchanging emails, cards, letters or text messages, to invite, congratulate or thank someone, for example, Lütfen buyurun! Davetlisiniz. Gözün aydın! Güle güle oturun! Hayırlı ve uğurlu olsun! Tebrikler! Teşekkür ederim.
- exchanging information about special events or special community celebrations, for example, Babalar gününde babana ne hediye alacaksın? Doğum günü partim gelecek hafta., Bayramda kimleri ziyaret ettiniz?
- sharing information about their social life and their involvement in different activities and hobbies, for example, Boş zamanlarımda kitap okurum. Hafta sonu ailemle pikniğe gideceğiz. Okuldan sonra folklör kursuna gidiyorum.
- exchanging information about aspects of their cultural background, for example, Evde hem Türkçe hem de İngilizce konuşuyoruz. Anneannemle sadece Türkçe konuşuyorum. Bayramlarda babaannem misafirlerine yaprak sarması ve baklava ikram eder. Siz bayramları nasıl kutluyorsunuz?
- participating in online exchanges with buddy schools in Türkiye or other Turkish-speaking communities, asking and answering questions about studies, interests and daily routines, for example, Kaçıncı sınıftasın? En sevdiğin ders hangisi? Okuldan sonra futbol oynuyorum. Akşamları saat onda yatıyorum. Cumartesi günleri bağlama kursuna gidiyorum.
develop language to interact in exchanges, routines, tasks and responsibilities related to classroom and interests
- 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?
- praising or encouraging each other, for example, Çok güzel! Aferin! Harika! Tebrikler! Başarılarının devamını dilerim. Seninle gurur duyuyorum.
- using appropriate language to seek clarification, to attract attention or to ask for something to be repeated, for example, Sence bu doğru mu? Tekrar eder misiniz? Arkadaşlar bakar mısınız? Bunu nasıl yapacağız?
- developing language appropriate to classroom routines, for example, pencereyi aç/kapat, tahtayı sil, otur, kalk, yaz, dinle, kitabını aç.
- stating a problem and asking for advice, for example, Bilgisayar şifremi unuttum, ne yapabilirim?
- commenting on activities and their learning, for example, … başardık, … bu konu biraz zordu, … bu parçayı anlamadım … öğrendik
- considering and commenting on the contributions and views of others, for example, Sana katılıyorum. Fikirlerine katılmıyorum çünkü... Haklısın ama …, and interacting with peers to share experiences of and opinions about teenage life, for example, Boş zamanlarımda dizi izlerim. Okulda arkadaşlarımla vakit geçirmeyi seviyorum.
- discussing daily life of young people in Türkiye and Australia, and expressing preferences, for example, Okuldan sonra futbol antrenmanım var. Boş zamanlarımda müzik dinlemeyi seviyorum. Sosyal medyaya en fazla bir saat zaman ayırıyorum.
engage in modelled non-verbal, spoken and written exchanges with peers to organise activities relating to daily life and school environment
- participating in imagined scenarios such as visiting a city in Türkiye being lost and taking turns to ask and give directions, for example, … nasıl gidebilirim, tarif eder misiniz? Bankadan sola dön. Düz git. Kütüphaneden sağa dön.
- exchanging details such as time, place, activity and participants when organising events, using texts such as phone conversations, emails and simulated text messages, for example, Saat 6’da tren istasyonunun önünde Emir ile buluşacağım. Selin ile sinemaya gideceğiz.
- participating in group activities such as surveys or interviews which involve asking and responding to questions and collecting data about individual preferences, attitudes and lifestyles, for example, Haftada kaç kez spor yapıyorsun? En sevdiğin yemek ne? Seyahat etmekten hoşlanır mısın? Bilgisayar oyunlarını sevmiyorum.
- engaging in shared planning, creating and negotiating to design displays or resources (timelines, schedules, posters, appeals for a fundraiser, etc.) for an upcoming event such as a visit of a Turkish-speaking guest to the classroom, for example, developing planned interview questions such as Lütfen kendinizi bize tanıtır mısınız? … hakkında ne düşünüyorsunuz? Ne zaman … yapmaya başladınız?
- engaging in a real or simulated interaction at a market such as commenting on the quality and negotiating the price, for example, Domates ne kadar? 36 numara ayakkabı var mı? Kaç beden giyiyorsunuz? Ceketin kalitesi iyiymiş. Dün aynısını daha ucuza almıştım.
- participating in a real or simulated excursion to a Turkish restaurant, such as discussing the menu, food and drink preferences and ordering in a culturally appropriate way, for example, Menüyü alabilir miyim? İlk önce çorbalara sonra da ana yemeklere bakalım. Yemeğin yanında salata ister misin? Fiyatlar biraz pahalı ama yemekler lezzetli.
- planning and participating in activities that combine language and cultural elements, such as an excursion to a Turkish exhibition, film festival, performance, restaurant or community event, for example, Ne zaman gideceğiz? Saat onda, … da buluşalım, Neler getirelim?, Üniforma giymeyelim, Önce biletimizi alalım. Sonra sinemaya gidelim
- contributing to school-created secure blog site with other students learning Turkish, and sharing ideas about organising a Turkish cultural day at school
- organising a real or imagined visit to a Turkish home and using culturally appropriate expressions to communicate with the host, for example, hoş geldiniz/hoş bulduk. Elinize sağlık. Her şey için teşekkürler. Yine bekleriz.
Mediating meaning in and between languages
locate and process information and ideas in familiar spoken, written and multimodal texts, responding in ways appropriate to cultural context, purpose and audience
- listening to video or audio texts and responding to true or false questions
- listening for key facts in short live or recorded spoken texts, such as announcements, phone messages or television advertisements, and transposing them to note form in order to communicate to others
- identifying the speakers and the setting of a conversation
- listening to, reading or viewing First Nations Australian authors’ stories in English and responding to them in spoken or written Turkish
- compiling details of their family biographies through interviewing and recording family members, presenting key elements in oral, visual or digital presentation modes
- sequencing instructions and actions in texts, for example, ilk önce, sonra, daha sonra
- identifying factual or personal information in an email and responding in spoken or written Turkish
- identifying specific information in texts, for example, identifying items and costs in menus and shopping catalogues from Türkiye, and making comparisons with menus and catalogues from Australia
- classifying data collected via class surveys on issues such as school subjects, music preferences or favourite foods, and presenting findings in table or graph form
- locating facts and statistics on famous sites, from sources such as websites, documentaries, travel brochures and magazine articles, for example Kapadokya, Pamukkale, Kapalıçarşı, Ayasofya, Galata Kulesi
- navigating secure online applications to find out about transport and services in Türkiye, and using this information to create a simulated conversation with a taxi driver or person in a hotel
- listening to, reading and viewing a range of simple imaginative texts such as folktales, shadow puppetry or short stories and noticing ideas and comparing aspects of cultures represented in the class
- reading and viewing cartoons, comics and stories in Turkish, and manipulating the images or captions for an Australian context accessing fictional and imaginative texts and representing physical or character traits in digital profiles of characters
- recognising the many different ways a story can be told, for example, through Türk halıları ve kilimleri, discussing the uniqueness of symbols, colours, stories and feelings represented in carpets and rugs from different regions and designing a story sequence for their own rug or carpet
develop and begin to apply strategies to interpret, translate and convey meaning in Turkish in familiar contexts
- developing strategies to interpret gestures, body language and non-verbal cues, for example, clicking tongue to express, “No”, raising chin and moving eyebrows up to express, “No”, waving hand up and down, palm towards the ground to signal to listener to sit or stand beside them
- using dictation to develop listening skills for understanding
- translating public signs and notices, comparing versions with other class members, and considering reasons for differences in how they transferred meaning from one language to the other
- identifying and translating words and expressions that reference cultural values or histories and are difficult to translate into English, for example, başınız sağ olsun, sıhhatler olsun, geçmiş olsun, hayırlı olsun, nazar değmesin
- using dictionaries or electronic translation tools to find meaning of words or expressions and applying familiar Turkish structures to suit context
- evaluating the effectiveness of bilingual dictionaries and electronic translation tools, identifying issues such as alternative or multiple meanings of words and the importance of context to meaning
- translating and interpreting familiar social interactions, such as emails, phone conversations or greetings on special occasions, noticing similarities and differences between Turkish and English language versions
- using prior knowledge to access culture-specific vocabulary and images to interpret meaning
- examining literal translations of everyday interactions in different domains of language use, such as school, home or special interest activities, identifying culturally significant concepts reflected in expressions such as Ellerinize sağlık! Afiyet olsun! Used after meals; yine bekleriz, in a restaurant; or Kusura bakma. Affedersiniz used for apologising or excusing
- exploring, expanding and consolidating word usage, using electronic translation tools to translate and interpret idioms, proverbs, sayings and set phrases
Creating text in Turkish
create spoken, written and multimodal, informative and imaginative texts using appropriate vocabulary, expressions, grammatical structures, and some textual conventions
- creating greeting cards for different occasions, for example, to a relative to say ‘‘… bayramınız kutlu olsun” or wish them, “Doğum günün kutlu olsun”
- creating a video, digital presentation, web post or print profile of a significant Turkish cultural or historic event
- writing an email to introduce themselves to a real or imagined Turkish host family, providing personal information, likes and interests
- creating a print or digital poster in Turkish to promote travel to a significant cultural location on a First Nations Country/Place, including what to see and do
- creating multimedia presentations to share with their peers on aspects of their personal and social worlds, for example, hobbies and leisure activities such as spor, okul
- using modes of presentation such as photo montages, journals or recorded interviews to inform members of their extended family or friends overseas about their social and educational experience in Australia
- creating a video to introduce and present information about school and school subjects or home and household furniture to peers and teachers at a buddy school in Türkiye.
- creating a poster to present classroom instructions and responsibilities
- designing a flyer for a class event or performance which uses Turkish and English, considering how to convey information and ideas in each language
- using different modes of presentation such as displays or recorded commentaries with visual texts to profile events, characters or places related to Turkish culture, history or experience, such as Gelibolu ve Anzaklar, Atatürk, Göç
- composing songs, jingles, posters or video clips to promote real or imagined Australian products for a Turkish market writing and participating in dialogues between characters in a short drama or skit, rap or poem
- using secure digital tools to create a video clip or photo story based on imagined characters, places and events
- creating texts such as photo stories, plays, cartoons, comic strips, animations or video clips with voice-overs or subtitles
- creating a narrative in spoken or written text with each class member contributing to the text when it is their turn, for example, a story starting with ‘On that day I was happy because …’
Understanding systems of language
recognise and use features of the Turkish sound system, including pitch, rhythm, stress, pronunciation and intonation, and demonstrate understanding of how these are represented in familiar contexts
- identifying and using the sounds and spelling of letters ı-I, o-ö, u-ü, ş, ç, ğ in spoken and written Turkish
- learning about strong/back (a,ı,o,u) and weak/front (e,i,ö,ü) vowels in Turkish and applying the vowel harmony rule to high-frequency words
- recognising the use of yumuşak g (soft g) ğ only in the middle and end of words
- recognising different stress, intonation patterns and rhythms, as in statements, questions or exclamations, and understanding how these affect meaning, for example, İnanmıyorum!, Gerçekten mi? Bana hediye esuti. Hediyeyi bana esuti.
- understanding the pronunciation of long and short vowels with and without the accent and how the length of the vowel and the accent can change the meaning of words, as in adet-âdet x and hala-hâlâ, and palatalises the previous consonant as in kar-kâr
- applying principles of vowel harmony, sound assimilation of consonants and grammatical knowledge to spelling and writing unfamiliar words, for example, suffixes such as -cı, kapkaç çı, banka cı, yol cu, odun cu, sound assimilation such as sokak+- d a = sokak t a, süt+- d e = süt t e, kebap+- c ı = kebap ç ı, simit+- c i = simit ç i, ağaç+-ı = ağac ıx
- understanding and applying language used in social interactions such as greetings, apologies, farewells and good wishes in relation to social relationships, age or backgrounds of speakers, for example, Merhaba Leman Teyze, nasılsın? Selam Zeynep, Ne haber Suzan? Hoşça kal, Allahaısmarladık, Yine görüşmek dileğiyle
develop knowledge of, and use structures and features of, the Turkish grammatical and writing systems to understand and create spoken, written and multimodal texts
- understanding that Turkish uses the Roman alphabet with diacritic marks on some of the letters
- recognising spelling patterns such as softening p, ç, t, k before suffixes starting with a vowel, and understanding how these affect meaning, for example, kitap-kitabı, ağaç-ağacı, kağıt-kağıdı, kapak-kapağı
- understanding and responding to instructions by learning the subject+object+verb word order in simple statements, imperatives and questions, such as Ali topu attı, Ali topu al ve at! and Ali topu bana atar mısın?
- learning to apply the familiar and formal second-person singular forms -n and -n(ı)z, for example, kalemini verir misin? Kaleminizi verir misiniz? and second-person pronouns, sen and siz
- using subject pronouns and possessive pronouns, for example, ben, sen, o, bizim, sizin, onların
- using a range of common interrogative word endings and pronouns, for example, Haftada kaç kez … yapıyorsun? … seviyor musun? Lütfen kendinizi bize tanıtır mısınız? Pencereyi açar mısın? Kapıyı kapatır mısın? Bunu nasıl yapacağız? Tekrar eder misiniz?
- using interrogative pronouns ‘who’ and ‘what‘, for example, kim, ne Pencereyi kim açtı? Bu ne?
- recognising and using a range of common compounds such as özür dilerim, geç kalmak, ders çalışmak, iş adamı, inşaat mühendisi, lise öğrencisi, Türk halısı
- applying the rule of major vowel harmony when adding nominal case endings –I), -(i), -d(e), -d(e)n to different nouns, such as ev-e, ev-i, ev-de, ev-den
- applying simple verb tenses, using affirmation and negation and suffixes to form simple and compound sentences, for example, biliyorum/bilmiyorum, okur/okumaz, uyudu/uyumadı, geleceğim/gelmeyeceğim, gitmiş/gitmemiş
- recognising and using appropriate endings and sentence structures for subject+verb agreement in simple and compound sentences, for example, Taylan yemeğini yedi, Onlar eve gelecekler. Defne yemekten sonra ödevini yaptı ve uyudu.
- recognising and using verbal conjugations and nominal declensions through common noun and adjective forming suffixes, such –I-(c)a as in çocuk-ça, binler-ce, İngiliz-ce, güzel-ce, -(h)ane as in hast–-haIe -(ç)ı as in Iebap ç ı, simit ç i, eskici
- using a range of adjectives, adverbs and postpositions to describe actions, places and people, for example, hızlı yürü, güzel ev, çalışkan öğrenci, kısa saçlı bir çocuk
- learning the correct written form of suffixes, for example, using the written form geleceğim and alacaksın instead of the spoken and colloquial use of predicates gelcem, alcan; using the correct spelling geliyorum instead of geliyom
- using demonstratives such as bu, şu, o, bunlar, şunlar, onlar
- understanding and using pluralisation of nouns in Turkish, for example, suffixes -ler, -lar
- applying the use of apostrophe for separating proper nouns from their inflectional suffixes, for example, Arda’nın, İstanbul’un, İzmir’in
compare Turkish language structures and features with English, using familiar metalanguage
- comparing features of different types of texts encountered in and out of school, considering differences in structure, layout, language features and register, for example, the use of imperatives and instructional language in recipes or direction
- identifying characteristic elements of texts associated with national, religious or cultural events, such as festivals or weddings, for example, formulaic and respectful language such as bayramınız kutlu olsun, Allah analı babalı büyütsü esutlah mesut etsin, Allah kavuştursun, and comparing with typical elements or features of equivalent texts in English
- identifying differences between spoken and written forms of familiar text types, such as invitations, apologies or greetings, noticing variations in grammar, structure and cohesion, for example, sizleri de aramızda görmekten mutluluk duyarız, mutlaka gelin, affınızı rica ederim, çok üzgünüm
- building knowledge about grammar in Turkish and English such as bağlaçlar, özne ve yüklem uyumu, -de/-da ekler, ilgi zamiri -ki, edatlar
- using metalanguage to talk about texts, for example, by referring to textual elements such as structure, mood, register, and by identifying features of text types, for example, mektuba hitap ile başlanır, elektronik mesajda kısaltmalar kullanılır
- identifying examples of Turkish word-borrowings from other languages, noticing groups of words or expressions in particular categories or areas of interest, such as food, music and sport, for example, hamburger, nota, gitar and Avustralya futbolu
- recognising the influence of Turkish on English, for example, by identifying words commonly used in Australian English, such as yoghurt – yoğurt, coffee – kahve, horde – ordu, kiosk – köşk, kebab – kebap, turquoise – turkuaz
- classifying loan words from English used in Turkish in terms of domains of language use, for example, technological words such as televizyon, radyo, internet, video, cd
Understanding the interrelationship of language and culture
recognise how identity is shaped by language(s), culture(s), attitudes, beliefs and values
- recognising that language is used differently to reflect levels of politeness and formality, for example, the use of the pronoun siz instead of sen and the second plural indicator -iz, and the use of professional titles or honorifics with elders and strangers, instead of their names, Seren Teyze/Seren Hanım gelir misiniz lütfen? compared with Mustafa gelir misin lütfen? Melek gelsene! Hale buraya gel! Doktor Hanım, Müdür Bey
- discussing how values, such as politeness, affection or respect, are conveyed in Turkish, for example, by comparing interactions in their family with interactions they observe in non-Turkish-speaking families, for example, the use of terms of affection, such as güzelim, hayatım, kuzum, canım, or terms of politeness such as lütfen, rica ederim
- explaining protocols associated with the use of body language and gestures that reflect cultural values or traditions in Turkish-speaking interactions, such as kissing hands, standing up to greet or farewell, avoiding crossing of the legs or placing hands in pockets, to show respect
- examining, in Turkish or English, how First Nations Australians’ languages have strong connections to Country/Place and how these can be compared with language variation across Turkish-speaking communities
- investigating the influence of different languages on Turkish through different periods, such as the influence of Persian and Arabic after the adoption of the religion of Islam, and of French during the 19th century following reforms in the Ottoman Empire
- understanding reasons for historical developments and reforms in relation to the Turkish language such as changes implemented under the leadership of Atatürk, for example, changing the script from the Arabic to the Latin alphabet in 1928
- understanding that Turkish culture and language constantly change due to contact with other cultures and languages and in response to developments in communications, popular culture and technology, for example, through the adoption and adaptation of new words and expressions, such as e-posta, yazıcı, tarayıcı, genel ağ, fare, tıklamak, sanal âlemde gezmek, sanal gerçek
- discussing how values, such as politeness, affection or respect are conveyed in Turkish, for example, terms of affection such as Ayşeciğim, tatlım, kuzum, canım, or terms of politeness, such as lütfen, rica ederim
- understanding the use of set phrases related to cultural and religious customs such as nazar değmesin, çok yaşa, afiyet olsun.
- discussing different ways of celebrating national or religious festivals by the cultures represented in the class and the values that underpin them, Ramazan Bayrami, 30 Ağustos Zafer Bayramı.
- listening to songs and acknowledging how aspects of language, culture, attitudes, beliefs and values are represented
- researching how cultural expectations for travellers vary between Türkiye and Australia