Years 9-10 Turkish Syllabus
Years 9-10 Syllabus
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 to initiate and sustain interactions while sharing their own and others’ experiences of the world. They listen, speak, read, view and write to communicate with other speakers of Turkish in local and global settings 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 continue to receive guidance, modelling, feedback and support from peers and teachers.
Students use authentic and purpose-developed resources, increasingly of their own choice, to access and/or create a range of spoken, written and multimodal texts which may include traditional and contemporary literature, textbooks, audio and video clips, magazines, online and print articles, and social media. Background-language learners may source texts and other resources from their local and global communities to share with peers. Students acknowledge that language and culture shape identity and that these influences can shape their own behaviours, beliefs and values.
Years 9-10 Achievement Standard
By the end of Year 10, students initiate and sustain Turkish language to exchange and compare ideas and experiences about their own and others’ personal worlds. They communicate using non-verbal, spoken and written language to collaborate, plan and reflect on activities and events. They interpret and analyse information and ideas in texts and demonstrate understanding of different perspectives. They synthesise information and respond in Turkish or English, adjusting language to convey meaning and to suit context, purpose and audience. They use structures and features of spoken and written Turkish to create texts.
Students apply features and conventions of spoken Turkish to enhance fluency. They select and apply knowledge of language conventions, structures and features to interact, make meaning and create texts. They support discussion of structures and features of texts, using metalanguage. They reflect on their own language use and cultural identity, and draw on their experience of learning Turkish, to discuss how this learning influences their ideas and ways of communicating.
Content Descriptions
Interacting in Turkish
initiate and sustain interactions in familiar and some unfamiliar contexts to exchange ideas, opinions and experiences about their own and others’ personal worlds
- using strategies to sustain interactions, to excuse and apologise, clarify and make requests, for example, Affedersiniz. Özür dilerim. Lütfen tekrar eder misiniz? Bakar mısınız? Aa öyle mi? Onu hiç düşünmemiştim.
- asking and responding to questions, expressing opinions and clarifying statements in structured discussions or debates, for example, örnek verir misin? bana göre …, şöyle ki, seninle aynı fikirde değilim
- using evaluative language to acknowledge strengths in others’ arguments or challenge views in a courteous manner, for example, İnanıyorum ki …, Haklısın ama bence …, Seninle tamamen aynı fikirdeyim, hemfikiriz, katılıyorum
- sharing with peers aspects of own identity and personal worlds, for example, describing significant events, role models and pastimes, for example, doğum günün ne zaman? Tatilde ne yaptın? Basketbol oynamaktan hoşlanır mısın? Okuldan sonra yüzmeye giderim. En sevdiğin sanatçı/kahraman kimdir?
- communicating through secure digital spaces such as text messages, using informal abbreviations, for example, görüşürüz: grsrz. Selam: slm. Kendine iyi bak: kib.
- discussing issues that are relevant to this stage of their lives, such as school, peer pressure, the use and impact of social media or the nature of parental expectations, and identifying points of agreement or disagreement, for example, Okula alıştım çünkü arkadaşlar edindim. Türkçe’yi sevmeye başladım çünkü gerçek hayattan konuşuyoruz. Türkçe öğrenmeye seneye devam edebilirim. Gece dışarı çıkmak tehlikeli olabilir, Sosyal media yanlış yönlendirebilir. Ailelerin bizden beklentileri vardır.
- participating in discussions on local issues that they see impacting on their current or future lives such as environmental change, by focusing on questions such as Çevremizi korumak için neler yapmalıyız? Arkadaşlarınla sosyal medyayı nasıl kullanıyorsun?
- engaging in online discussions with Turkish-speaking students in different contexts and expressing preferences in shared-interest-topics, such as music, sports, fashion and travel, for example, Ben futbol oynamaktan hoşlanıyorum ama müzik dinlemekten hoşlanmıyorum. Antalya’ya gitmek isterim ama önce Istanbul’u gezmek isterim.
- comparing their aspirations in terms of personal and professional opportunities, for example, Liseyi bitirince Türkiye’de üniversiteye gitmek istiyorum. Sen nerede okumak istersin? Okulu bitirdikten sonra seyahat etmek istiyorum. Mühendis olmak istiyorum.
use Turkish language in exchanges to question, offer opinions and compare and discuss ideas
- participating in discussions and responding to questions about their opinions, for example, Sana katılıyorum. Evet, ama
- interacting with peers to share experiences and opinions about teenage life, such as responsibilities, relationships and aspirations, for example, Her sabah odamı toplarım. En iyi ablamla anlaşırım. Gelecekte başarılı bir insan olmak istiyorum.
- expressing opinions and comparisons about school rules and offering suggestions for changes, for example, Okul kuralları değişmeli, Bence ders programı değişmeli. Salı günü Matematik değil Türkçe olmalı. Beyaz çorap yerine siyah çorap olmalı. Neden peki? Çünkü …
- discussing their responsibilities at home and at school, comparing with those of young people living in Türkiye or other Turkish-speaking communities around the world, noting the relative importance of concepts such as küçük kardeşlere bakmak, derslerde başarılı olmak, Türkçe öğrenmek büyük sorumluluk, iki kültür arasında yaşamak, aile şirketinde çalışmak
- comparing their reflections on the experience of learning Turkish in school, identifying personal learning strategies and preferred learning modes, and using statements such as Ben çok sık tekrar yapıyorum, Yeni kelimeleri defterime yazarım. Şimdi daha rahat Türkçe konuşabiliyorum. Türkçe televizyon programlarını daha rahat anlayabiliyorum. Yazmaktansa dinlemeyi tercih ederim.
- exchanging opinions about significant Turkish events such as Kurtulus Savaşı’nın Türkiye için önemi, 18 Mart Çanakkale Zaferinin Avustralya ve Türkiye için ortak önemi, TBMM’nin Açılışı’nın demokrasiye etkisi.
- developing skills to debate views on local and global issues such as pollution, mental health, drug and alcohol use in the media, and social media, using descriptive and expressive language to persuade the audience, for example, bana göre …, buradan bakarsak …, bir açıdan böyle öteki açıdan şöyle, bence doğru, çevre kirliliği ve etkisi, akıl sağlığı için günlük rutinin önemi, uyuşturucu ve alkol içeren yayınların yararları/zararları
- preparing and presenting an oral or multimodal presentation on different viewpoints about topics such as leisure, shopping, celebrations
use non-verbal, spoken and written exchanges to discuss, plan and reflect on activities, events and experiences with peers
- reaching negotiated decisions by making suggestions, discussing ideas, justifying opinions and reaching agreement, for example, Nasıl bir yöntem/yol izleyelim? Bence bu yöntemi/yolu izlersek daha uygun. Sen nasıl uygun görürsen. Daha iyi olur. Beraber karar verdik.
- participating in role-play scenarios related to life in Türkiye or Turkish-speaking communities, such as living with a host family, seeking medical treatment, planning a day out with Turkish friends, and using appropriate facial and hand gestures, for example, raising thumb to say, “Okay, successful, very good”, shaking head up and down to show approval and acknowledgment, kissing fingertips to indicate that the meal is delicious.
- discussing how to promote community action on a social or environmental issue by contributing to simple web posts, information leaflets or segments for a local radio station, creating a spoken or written text for a short documentary that presents aspects of shared cultural experiences, for example, family migration stories, shopping at Turkish markets, or participating in a henna ceremony with language structures such as Bugün size … ile ilgili bir belgesel gösterecegim. Burada … görüyorsunuz, sonra … oluyor, daha sonra … olur. Belgeselimiz burada sona erdi. Bana bir sorunuz var mı? Dinlediğiniz/katıldığınız için teşekkürler.
- contributing to a school-created secure blog to exchange information about themselves with other Turkish learners in different contexts for example, En sevdiğim yemek karnıyarık ve pilav. Senin en sevdiğin yemek ne? Ben baklava sevmiyorum.
- participating in transactions that involve negotiation, for example, bidding in a class auction or deciding on learning resources using language associated with exchange and evaluation, such as Var mı arttıran? Satıyorum, satıyorum sattım! Biraz indirim yapar mısınız? Bence bu kadar etmez.
- sharing responsibility for a multimodal report or presentation about excursions to local displays, festivals or shows in Turkish-speaking communities or virtual excursions to famous cultural places such as Gelibolu, Anıtkabir, Topkapı Sarayı in Türkiye
Mediating meaning in and between languages
interpret information, ideas and perspectives in a wide range of spoken, written and multimodal texts and respond appropriately to cultural context, purpose and audience
- listening to and viewing texts such as travel brochures or documentaries which depict aspects of Turkish culture, art, history or geography, and selecting information to share with others, for example, preparing a digital display or photo montage with recorded commentary
- listening to, and viewing short informative texts such as documentaries or news reports, listing key words and expressions to be reused in their own newsflash, and considering how emphasis or perspective can reflect culture and context
- researching aspects of young people’s lifestyles across Turkish-speaking cultures and contexts, and identifying the influence of factors such as geography, belief systems, climate, and social and community environments on lifestyles and practices, and presenting a comparison in their chosen presentation mode, for example, Coğrafya ve sosyal çevre insanların davranış ve inançlarını etkiler. Karadeniz bölgesindeki insanlar yazın yaylaya çıkarlar. Türkiye’de kışın kaymamak icin bot giyilir.
- listening to or reading First Nations Australian authors’ stories in English, and creating an author profile in Turkish
- accessing information in media such as advertisements, promotional websites or documentaries, which involve different representations of Turkish culture and experience, and presenting findings in spoken or written modes
- collecting examples of good news/success stories related to their school, homes or local communities, for example, sporting achievements or successful fundraising, and sharing their findings in formats such as digital displays or newsletter contributions
- identifying how cultural traditions and beliefs are communicated through visual and creative arts, including traditions of oral storytelling, and discussing how these are manifested in cultures represented in the class
- conducting surveys or structured interviews with classmates or online Turkish-speaking contacts, comparing opinions and perspectives on community or personal issues, and identifying social or cultural variations and reporting findings back to class
- listening to, reading or viewing excerpts from interviews with public figures such as activists, politicians, sports stars, musicians or actors, noting how vocabulary, phrases or gestures are used to emphasise or clarify key points of information, and collating new phrases and expressions
- listening to popular Turkish songs or viewing music videos and summarising key ideas or messages and comparing these with songs and music videos that appeal to young people in Australia
- listening to and reading weather reports and selecting appropriate clothing, for example, Bugün yağmur yağıyor; Rüzgarlı; Sıcak / soğuk; Yağmur yağdığında yağmurluk giyerim. Soğuk olduğunda ceket giyerim. Kampagitmek için bavulunuza ne koyarsınız?
- listening to, reading or viewing to identify key ideas across a range of familiar subject matter presented in different formats, such as listening to interviews about what teenagers do at school and after school, for example, sınıfta sınav, sorular, olgunluk, lise, okula giderken ne giyerim? evim, mahallem, şehrim, seyahatlerim, ev işleri, spor ve eğlenceler
- examining a variety of resources to prepare multimodal presentations on aspects of Turkish lifestyles and cultural practices, and comparing with their own experiences, such as fashion, regional food and music
- viewing documentaries that reflect lifestyles of Turkish-speaking communities in different regions of the world such as Kuzey Kıbrıs Türk Cumhuriyeti, Türkmenistan, and recording key facts and unfamiliar vocabulary or expressions
apply strategies to interpret and translate non-verbal, spoken and written interactions and texts to convey meaning and intercultural understanding in familiar and unfamiliar contexts
- recording, transcribing and translating short conversations between friends or family members from English into Turkish, and vice versa
- translating or glossing words, symbols or expressions commonly used in emails and text messages, such as slm (Selam), mrb (merhaba), kib (kendine iyi bak), inş (inşallah)
- comparing their translated versions of news headlines or popular advertisements, discussing perceived differences in focus or emphasis between Turkish and English
- interpreting the significance of Turkish terms or phrases used on formal occasions, such as weddings, school speech days or religious occasions, for example, Saygıdeğer misafirler ve sevgili çocuklar, Allah bir yastıkta kocatsın, darısı başına, Allah kabul etsin, and explaining cultural connotations that are unfamiliar when translated directly into English
- considering why one language may use more words than another to communicate a particular meaning
- comparing wordings of texts such as public signs or community announcements which reflect cultural expectations or priorities, for example, Çimlere basmayınız! Veresiyemiz yoktur! Tuvalet ücreti .... TL. Buraya çöp atmak yasaktır. Bu fırsat kaçmaz!
- explaining the significance of single Turkish words that reflect complex cultural concepts that are difficult to translate, such as örf ve adetler, mecburiyet, sorumluluk, görev, comparing with expressions in Australian English that are similarly difficult to translate, such as mateship or the bush
- analysing the use of appropriate language in different contexts and situations, for example, using rica ederim. Başka bir arzunuz var mı? at a shop or restaurant as opposed to başımızın üstünde yeriniz var, ne zahmeti canım!
- using prior knowledge to mediate meaning of unfamiliar content, for example, recognising terms associated with time or place in airport announcements, or ‘reading’ images as well as written text in advertisements
- providing examples of interactions that ‘work’ better in Turkish than in English, and discussing why this might be the case, for example, talking to their grandparents, participating in cultural events, joking between themselves
Creating text in Turkish
create spoken, written and multimodal, informative and imaginative texts, selecting vocabulary, expressions, grammatical structures and textual conventions for familiar and some unfamiliar contexts and purposes, to engage different audiences
- designing a travel guide for young Turkish visitors planning a trip to Australia including information about which cities to visit, where to stay, ideal time of the year to travel, etc.
- creating texts to inform or promote events or community action, for example, a poster or web post to advertise a multicultural evening or a letter to a community newspaper to highlight a school fundraiser
- creating an interactive presentation for younger students, friends or members of extended families to reflect their personal language learning experience
- writing a journal entry, or contributing to a school newsletter in Turkish reflecting on the impact of a visit to a significant cultural location on a First Nations Country/Place, and, with permission, referring to cultural knowledge of the site
- explaining a procedure to a specified audience such as older or younger people, using supporting images, actions and gestures to highlight key elements and explain key terms, for example, cooking instructions, giving directions of places
- creating bilingual texts such as community information leaflets, menus, timetables or instructions which cater to the needs of members of both Turkish and English speakers of the community
- creating bilingual texts for specific audiences, for example, songs or games for younger learners of Turkish, a schedule for a multicultural event or recording bilingual directions for a virtual tour of the school campus, noticing how information and representation is differently shaped in Turkish and English
- composing and presenting a cultural exhibition or performance for members of the school community, providing English-language support in the form of captions or recorded or live commentaries
- writing accounts of significant people, events, influences or milestones in their lives, for example, Türkiye’ye ilk ziyaret, Avustralya’ya geliş, sünnet düğünü, ilk iş görüşmesi, Türk konserine gitmek
- creating stories about fantasy characters or contexts, using appropriate descriptive and expressive language to engage younger learners
- creating and performing skits that respond to stimulus themes and involve characterisation, context and dramatic tension, for example, kuşak çatışması aile problemleri, alışveriş, arkadaşlık
- using digital resources to create entertaining cartoon characters associated with school or home contexts
- composing spoken and written versions of a particular text type such as an instruction or a dialogue, to demonstrate how text mode determines selection of language features and text structure
- performing scenarios that involve challenging situations or intercultural encounters, using gestures, expression and props to build mood and explore relationships and emotions
- creating texts such as photo stories, plays, cartoons, comic strips, animations or video clips with voice-overs or subtitles, and experimenting with elements such as humour, pathos or suspense
Understanding systems of language
apply features of the Turkish sound system, including tone, rhythm, stress, pronunciation and intonation, and show how these are represented in familiar and some unfamiliar contexts
- understanding and applying the principles of word stress when pronouncing unfamiliar words and phrases, for example, stressing the first syllable of each word in the sentence Atatürk, cumhuriyeti kurdu
- applying the pronunciation of ğ (silent g) letter in words
- recognising and applying the vowel elision rule to suffixes of multisyllabic words, understanding how this is related to the spelling and pronunciation of words, for example, oğul-oğlu, burun-burnu, beyin-beyni, göğüs- göğsü and karın-karnı
- using homophones such as gül, yüz, dolu, yaz, kır, ekmek, Pazar, ben, aç and çay in spoken and written texts, and learning how these affect meaning in sentences and in familiar idioms, for example, Gülü seven dikenine katlanır, Güle güle gidin and Gülmekten kırılıyordum
- varying the use of tone for emphasis during extended interactions and to contribute to the cohesion of longer spoken texts
- building fluency and accuracy in relation to pitch, stress and intonation
select and use structures and features of the Turkish grammatical and writing systems to enhance meaning and create spoken, written and multimodal texts
- learning how to use suffixes for modality, for example, -malı/-meli as in Neler yapmalıyız? Türkçe öğrenmeliyim, Büyüklerimizi saymalıyız ve sevmeliyiz.
- learning to use particles such as karşı, gibi, beri, dek, kadar, üzere and complex conjunctions such as hem ...hem de, ne ...ne, -k(i), ancak, yoksa, oysa, hatta, rağmen, yani
- learning how to use different auxiliary verbs formed by adding the verbs etmek, kılmak and olmak to nouns, for example, yardım etmek, mecbur kılmak, ayıp olmak and attaching them to single-syllable words, for example, reddetmek, affetmek, kaybolmak
- understanding verb moods, such as imperative, potential -(e) bilmek, reciprocal, causative and passive, and relevant suffixes used to create each mood, yazabilmek, koşabilmek (potential), okuyabilirim, Tayla giyindi ve süslendi (reflexive), Babası ile araba için tartıştı (reciprocal), Dün kuaförde saçını boyattı (causative), Pirinç ayıklandı ve pilav pişirildi (passive)
- understanding and using more complex verb tenses, compound and complex sentence structures and parts of speech to describe, recount, reflect, inform and express opinions, for example, Annesinin upuzun sarı saçları vardı. Sabah 8’de kalkıp okula gittim. Amcam o gün bana harçlık vermişti. Seninle tamamen aynı fikirdeyim.
- developing understanding of how a range of noun, verb and adjective endings such as -lı-lı, -lik and -cı can be used to form new words, for example, Avustralyalı, gençlik, bilgisayarcı
- understanding how a range of noun, verb and adjective endings such as -daş, -lik and -cı can be used to form new words, for example, yazıcı, yoldaş, demlik
- understanding and using the conditional marker -s(e) and/or the word eğer in compound and complex sentences to make suggestions, for example, Bence bu yöntemi izlersek daha uygun, Sen nasıl uygun görürsen öyle yapalım, Çevremizi kirletmeye devam edersek eğer gelecekte dünyamız yok olacak
- understanding and using the three types of reduplication for emphasis, for example, emphatic reduplication, kapkara, upuzun; -m reduplication, çirkin mirkin, Selma’yı Melma’yı görmedim; and doubling, as in yavaş yavaş, ikişer ikişer, koşa koşa, ağlaya ağlaya
- understanding and using different types of formal and informal honorific forms, such as Bey/Hanım, Amca/Teyze, Efendi, Ağa/Hanımağa, Sayın, Ağabey(Abi)/Abla, Hoca/Öğretmen, Bay/Bayan, in a range of contexts
reflect on and evaluate Turkish texts, using metalanguage to discuss language structures and features
- using metalanguage, in Turkish or English, to identify grammatical differences between languages, for example, word orders, tenses, verb forms, pronouns
- understanding and developing metalanguage for talking about forms and functions of language, for example, identifying and explaining different types of sentence structures relating to grammatical functions such as predicates, subjects and objects
- identifying ways that Turkish and English texts achieve cohesion, for example, explaining the effects of paragraphing or cohesive devices used to sequence and link ideas, and maintain the flow of expression, for example, konu cümlesi, giriş, gelişme ve sonuç paragrafları, ‘İlk olarak, Bununla beraber, Bu nedenle’ gibi bağlaçlar
- identifying the intended purpose and audience of texts by analysing language features and text structures, such as colourful and persuasive language in advertisements compared with economical, factual language in product labelling or signage, and applying their understanding to the composition of their own texts
- analysing the use of rhetorical devices and emotive language to engage the intended audience in texts such as slogans or speeches
Understanding the interrelationship of language and culture
reflect on and explain how identity is shaped by language(s), culture(s), attitudes, beliefs and values, and how these affect ways of communicating
- keeping a journal of memorable experiences associated with learning and using Turkish in and out of school, noting personal reactions and reflections over time and insights gained into themselves as language users, for example, how they choose to use either Turkish or English in different contexts and situations
- identifying elements of their personal worlds that contribute to their sense of community and identity, including their use of different languages and involvement in different cultural practices, for example, aile yaşamı, düğünler, futbol maçları
- identifying how language change reflects social, political and historical influences and events, for example, the change of Turkish from Arabic during the Ottoman period under the leadership of the sultans, and then to modern Turkish script under the leadership of Atatürk
- reflecting on and explaining the protocols required to authentically co-create an Acknowledgement of Country/Place with a First Nations Australian, to present in Turkish to a group of Turkish-speaking visitors at a school assembly
- comparing superstitions in Turkish and English, considering possible origins, how they reflect cultural experience and whether they stay relevant across time and cultural change, for example, evil-eye bead used to protect against the evil-eye nazar, repeating something 40 times can make the thing happen, knocking on wood protects from all evil, and breaking a mirror brings 7 years of bad luck
- recognising how cultural values are reflected in Turkish song lyrics, poems, idioms and expressions, for example, tanrı misafiri, misafir odası, kırk fırın ekmek yemen lazım, gel kim olursan ol gel
- identifying and discussing Turkish idioms or proverbs that could be applied to their experience of learning languages in school, for example, Bir lisan, bir insan. Bir elin nesi var, iki elin sesi var.
- using quotations, idiomatic expressions and proverbs, for example, Allah bir yastıkta kocatsın, darısı başına, ağaç yaşken eğilir, ayağını yorganına göre uzat
- reflecting on the influence that language can have on national behaviours and identity, for example, language used in art, graffiti, online media and political protests in public spaces
- analysing how the influence of non-verbal, visual or written language of activists, artists or authors may affect attitudes and values regarding diverse social issues
- discussing intercultural experiences and challenges, and sharing personal reactions, comparing aspects of identity that may be important, such as misafirperverlik, vatanseverlik, inançlar