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By the end of Year 10, students interact in written and spoken Turkish to exchange and compare views and experiences on personal, local and global issues, for example, liseyi bitirince Türkiye’de üniversiteye gitmek istiyorum, okulu bitirdikten sonra seyahat etmek istiyorum. They use action-related and spontaneous language to engage in shared activities that involve brainstorming, transacting, negotiating, problem-solving and taking action, for example, Nasıl bir yöntem izleyelim? Bence bu yöntemi izlersek daha uygun, Sen nasıl uygun görürsen. They offer opinions, for example, bana göre, and justify them, for example, şöyle ki, Haklısın ama bence …. They engage in structured discussions by asking and responding to questions, for example, görüşünü destekleyecek kanıtın var mı? and expressing agreement or disagreement, for example, seninle aynı fikirde değilim. When speaking, they apply the vowel elision rule to suffixes of multisyllabic words, the principles of word stress to pronounce unfamiliar words and phrases and intonation patterns, stress and tone to contribute to the cohesion of longer spoken texts. Students organise and classify information and ideas obtained from different sources, re-presenting content in new formats for different audiences. They convey information and perspectives using different modes of presentation appropriate to a variety of contexts and to achieve different purposes. They share their responses to a range of traditional and contemporary imaginative texts by describing key elements, including settings, themes and values and discussing the representation of characters and events. They use expressive, descriptive and evocative language to produce imaginative texts in a range of modes and formats selected to suit particular audiences. When writing, they identify and use a variety of verb moods, such as potential, for example, yazabilmek, koşabilmek, reflexive, for example, Tayla giyindi ve süslendi, reciprocal, for example, Babası ile araba için tartıştı, causative, for example, Dün kuaförde saçını boyattı and passive, for example, Pirinç ayıklandı ve pilav pişirildi. They use grammatical forms such as auxiliary verbs, for example, yardım etmek, namaz kılmak, ayıp olmak; particles, for example, karşı, gibi, beri, dek, kadar, üzere; and honorific forms, for example, Bey/Hanım, Amca/Teyze, Efendi, Ağa/Hanımağa, Sayın, Ağabey(Abi)/Ablai, Hoca/Öğretmen, Bay/Bayan/. Students translate and interpret a range of texts from Turkish into English and vice versa, explaining how cultural elements affect meaning. They produce a range of multimodal resources in Turkish and English for the wider community which reflect the bilingual experience. They explain their language choices and communicative behaviours in different intercultural interactions and identify the adjustments they make according to context. They explain how language, culture and identity shape and reflect ways of communicating and thinking.
Students apply their understanding of the Turkish writing system, including spelling patterns, symbols, characters and punctuation, to express complex ideas and information and to engage in extended interactions. They use metalanguage to explain language forms, structures and conventions. They apply their understanding of texts to construct a range of written, spoken and multimodal texts, incorporating elements appropriate to culture and context. They explain how language use varies according to roles, relationships and contexts, and make comparisons with other languages, including English. They identify influences, such as technology and social media on Turkish and other languages, such as abbreviations in text messages, for example, nbr (ne haber), tmm (tamam), slm (selam), kib (kendine iyi bak), bye (güle güle) and aeo (allaha emanet ol). They explain variations in their own language use in different contexts, the reciprocal and evolving nature of the relationship between language and culture, and how cultural experiences, values and identities are reflected in language.
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http://rdf.australiancurriculum.edu.au/elements/2018/05/2629afc6-ad6e-4a1c-8846-43ae129cb244.rdf