VC2M7M05
demonstrate that the interior angle sum of a triangle in the plane is 180° and apply this to determine the interior angle sum of other shapes and the size of unknown angles
Elaborations
- using concrete materials to demonstrate that the sum of the interior angles of a triangle is 180°; for example, using paper triangles and tearing to demonstrate that the interior angles when combined form 180°
- using decomposition and the angle sum of a triangle to generalise the interior angle sum of an -sided polygon, as
VC2M7M05 | Mathematics | Mathematics Version 2.0 | Level 7 | Measurement
VCMMG264
Identify corresponding, alternate and co-interior angles when two straight lines are crossed by a transversal
Elaborations
- defining and classifying pairs of angles as complementary, supplementary, adjacent and vertically opposite
VCMMG264 | Mathematics | Level 7 | Measurement and Geometry | Geometric reasoning
VC2M7M04
identify corresponding, alternate and co-interior relationships between angles formed when parallel lines are crossed by a transversal; use them to solve problems and explain reasons
Elaborations
- constructing a pair of parallel lines and a pair of perpendicular lines using their properties, a pair of compasses and a ruler and set squares, or using dynamic geometry software
- using dynamic geometry software to identify relationships between alternate, corresponding and co-interior angles for a pair of parallel lines cut by a transversal
- using dynamic geometry software to demonstrate how angles and their properties are involved in the design and construction of scissor lifts, folding umbrellas, toolboxes and cherry pickers
- using geometric reasoning of angle properties to generalise the angle relationships of parallel lines and transversals, and related properties, such as the size of an exterior angle of a triangle is equal to the sum of the sizes of opposite and non-adjacent interior angles, and the sum of the sizes of interior angles in a triangle in the plane is equal to the size of 2 right angles or 180°
VC2M7M04 | Mathematics | Mathematics Version 2.0 | Level 7 | Measurement
VCMMG265
Investigate conditions for two lines to be parallel and solve simple numerical problems using reasoning
Elaborations
- constructing parallel and perpendicular lines using their properties, a pair of compasses and a ruler, and dynamic geometry software
- defining and identifying the relationships between alternate, corresponding and co-interior angles for a pair of parallel lines cut by a transversal
VCMMG265 | Mathematics | Level 7 | Measurement and Geometry | Geometric reasoning
VC2M4M04
estimate and compare angles using angle names including acute, obtuse, straight angle, reflex and revolution, and recognise their relationship to a right angle
Elaborations
- classifying the interior angles of a range of shapes, using examples of angles to identify acute, obtuse, right and reflex angles
- identifying angles within the environment and estimating whether they are acute, obtuse, right or reflex
- creating a right-angle template using cardboard or a double-folded piece of paper and using it to compare angles in the environment, commenting on whether they are smaller than or greater than a right angle
- using different measuring tools such as a spirit level or set squares to determine whether lines or objects are straight, square or perpendicular (at right angles)
VC2M4M04 | Mathematics | Mathematics Version 2.0 | Level 4 | Measurement
Turkish - F–10 Sequence: Levels 7 and 8 achievement standards
By the end of Level 8, students use spoken and written Turkish to initiate and sustain social interactions and to reflect on their experiences. They exchange ideas on topics such as Türkiye’ye ilk ziyaret, Avustralya’ya ilk geliş and offer and justify opinions, for example, Sana kat...
Level description | Languages | Turkish | F–10 Sequence | Levels 7 and 8
Turkish - F–10 Sequence: Levels 7 and 8 description
Students continue to expand their range of vocabulary to domains beyond their personal experience and interests. They use a range of grammatical forms and language structures to convey more complex ideas and experiences, for example, by using reflexive, reciprocal, causative and passive verbal...
Level description | Languages | Turkish | F–10 Sequence
Turkish - 7–10 Sequence: Levels 9 and 10 description
Students understand and use more elaborated grammatical structures, such as verb moods, auxiliary verbs and particles. They recognise and use different types of formal and informal honorific forms, such as Bey/Hanım, Amca/Teyze, Efendi, Ağa/Hanımağa, Sayın, Ağabey (Abi)/Abla, Hoca/Öğretmen...
Level description | Languages | Turkish | 7–10 Sequence
Turkish - 7–10 Sequence: Levels 9 and 10 achievement standards
By the end of Level 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 us...
Level description | Languages | Turkish | 7–10 Sequence | Levels 9 and 10
VCTRU049
Understand that spoken and written forms of Turkish both vary in terms of formality according to context, purpose and audience
Elaborations
- understanding how language is adapted to control levels of politeness and formality and to reflect relationship, age and intention, for example, the use of the pronoun siz and the second plural indicator -iz indicates more politeness in requests such as gelir misiniz lütfen? compared with gelin lütfen
- recognising that written forms of Turkish vary depending on levels of formality and informality, for example, formal letters adopt the use of -iz and of titles such as Hanım/Bey sayın instead of sevgili, canım, compared to the use of first names to address family and friends in informal letters
- understanding that the use of honorifics such as Ali Ağabey (Abi) , Fatma Abla, Mehmet Amca, Mustafa Dayı, Ahmet Bey, Nazmiye Hanım can be varied when speaking to older people who are less familiar, depending on their age and degree of closeness
- recognising characteristic differences between spoken and written forms of Turkish, for example, by identifying colloquialisms and expressions used mainly in spoken conversation, for example, the non-standard abi in place of the more formal ağabey or the use of ya at the beginning of spoken utterances
- knowing that meaning is shaped not only by words but also by expression, gestures and use of voice, and that these elements also vary in formal and informal language
- recognising how variations in language use reflect different feelings, moods or attitudes, for example, the respectful tone of devotional texts compared to the liveliness, humour and colour of Nasrettin Hoca fıkraları, Temel fıkraları, Çizgi filmler, fabllar
VCTRU049 | Languages | Turkish | F–10 Sequence | Levels 5 and 6 | Understanding | Language variation and change
VCDSCD049
Critique needs or opportunities for designing and investigate, analyse and select from a range of materials, components, tools, equipment and processes to develop design ideas
Elaborations
- considering community needs when identifying opportunities for designing, for example gardens for a community centre, cost effective food service for a sport club
- experimenting with traditional and contemporary technologies when developing designs, and discovering the advantages and disadvantages of each approach
- investigating emerging technologies and their potential impact on design decisions, for example flame retardant fabrics or smart materials such as self-healing materials, digital technologies and agriculture
- examining, testing and evaluating a variety of suitable materials, components, tools and equipment for each design project, for example the differences between natural hardwood and plantation softwood timbers, which determine their suitability for particular uses related to durability, for example interior or exterior use
- evaluating the viability of using different techniques and materials in remote, isolated areas, or less developed countries
- selecting appropriate materials to acknowledge sustainability requirements by using life cycle thinking
VCDSCD049 | Technologies | Design and Technologies | Levels 7 and 8 | Creating Designed Solutions | Investigating
VC2M10SP02
interpret networks and network diagrams used to represent relationships in practical situations and describe connectedness
Elaborations
- investigating how networks and network diagrams can be used to model authentic situations, recognising what real-world quantity is represented by the nodes (vertices), and what real-world quantity is represented by the links between them (edges)
- investigating the use of graphs to represent a network, for example, investigating the Seven Bridges of Königsberg problem
- investigating how polyhedrons may be represented as a network using edges, vertices, and interior and exterior faces; and representing the number of edges, vertices and faces in a table, exploring and demonstrating how Euler’s formula F + V = E + 2 applies
- investigating how a social network, intranet, local area network (LAN), electrical wiring or wireless network of a home can be represented as a network diagram to specify relationships; for example, using network diagrams to investigate practical problems involving connections, power overload or the need for routers
- investigating the use of networks to represent authentic situations, for example, rail or air travelbetween or within London, Paris and Hong Kong; a food web representing a simple ecosystem; metabolic networks and other chemical or biological structures
- representingAboriginal and Torres Strait Islander Peoples’ kinship systems using network diagrams and exploringthe significance of relationships to Country/Place
VC2M10SP02 | Mathematics | Mathematics Version 2.0 | Level 10 | Space
VCTRU117
Understand that variations in the use of spoken and written Turkish relate to roles, relationships and contexts, and consider how and why these differ from similar interactions in English
Elaborations
- demonstrating the use of different language styles, features and levels of formality that characterise different types of spoken and written texts, for example, futbol maçındaki tezahürat: En büyük Fener, başka büyük yok! compared to Okul karnesi: Murat ödevlerini hep zamanında tamamladı
- identifying variations in the use of both Turkish and English according to context, purpose and intended audience, for example, considering differences in exchanges such as ‘apologies for any convenience caused’, ‘I am so sorry’; ‘sorry mate –no worries!’ and kusurumuza bakmayın lütfen, çok özür dilerim anneciğim, rica ederim, lafı mı olur!, ne olur affedin beni
- identifying features of spoken and written language that reflect the purpose of the interaction and the nature of the relationship between the people involved, for example, tercih etmiyorum-hiç beğenmedim, bana göre değil- bana yaramaz, Daha iyi olabilirdi-Ay, çok iğrenç! Bunları niye yıkamadın oğlum? Şunu da alır mısın yavrucuğum?
- recognising differences in the use of quotations, proverbs and idioms in different text genres or modes of delivery, for example, fıkralar, masallar, öyküler, resmi veya okul konuşmaları, mektuplar
- 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!
- recognising characteristic differences between spoken and written forms of Turkish, for example, by identifying colloquialisms and expressions used mainly in spoken conversation, for example, the non-standard abi in place of the more formal ağabey, or the use of ya at the beginning of spoken utterances
VCTRU117 | Languages | Turkish | 7–10 Sequence | Levels 9 and 10 | Understanding | Language variation and change
VCTRU064
Understand and use grammatical forms and structures such as reduplication, auxiliary verbs, particles and honorific forms, using metalanguage to identify or explain forms, structures and parts of speech
Elaborations
- recognising and using reflexive, reciprocal, causative and passive verbal mood suffixes in simple sentences, for example, Ozan yıkandı ve sonra giyindi (reflexive), Maçtan sonra arkadaşı ile buluştu (reciprocal), Dün kuaförde saçını kestirdi (causative), Bugün işten kovuldu (passive)
- using verb conjugation in different tenses to form new words and phrases, for example, açıkladım, açıklayacaklar, iyi açıklıyor
- learning the conditions that apply to using familiar and formal second person singular forms -n and -n(ı)z, for example, yemeğin hazır, yemeğiniz hazır and second person pronouns, sen and siz
- 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
- learning to use more complex conjunctions, such as hem... hem de, ne... ne, ki, ancak, yoksa, oysa, hatta, rağmen, yani, -e göre
- using different types of formal and informal honorific forms, such as Bey/Hanım, Amca/Teyze, Efendi, Ağa/Hanımağa, Sayın, abi/ağabey/abla, hoca/öğretmen, bay/bayan
- using a range of interrogative word endings and more complex interrogative pronouns, for example, Babam kahveyi yapacak mı? Sunumu beraber yapıyor muyuz? Ne kadar uzun olsun? Yaklaşık otuz santim
- using compound and complex sentences, for example, Ayşe telefonda konuşur ve bilgisayarda oyun oynar, Ama Zeynep ne telefonda konuşmaktan ne de bilgisayarda oyun oynamaktan hoşlanır
- recognising a wider range of idiomatic expressions and using a variety of phrases to discuss opinions
- developing metalanguage for identifying and explaining different types of adverbs, adjectives and sentence structures relating to grammatical functions, such as predicates, subjects and objects
- learning how to use different auxiliary verbs formed by adding verbs such as etmek, kılmak, kalmak and olmak to nouns and attaching them to single-syllable words, for example, reddetmek, affetmek, kaybolmak but yardım etmek, namaz kılmak, geç kalmak
VCTRU064 | Languages | Turkish | F–10 Sequence | Levels 7 and 8 | Understanding | Systems of language
VCTRU115
Understand and use grammatical forms such as verb moods, auxiliary verbs, particles and honorific forms, and use metalanguage to identify or explain language forms, structures and conventions
Elaborations
- 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
- learning how to use different auxiliary verbs formed by adding the verbs etmek, kılmak and olmak to nouns, for example, yardım etmek, namaz kılmak, ayıp olmak and attaching them to single-syllable words, for example, reddetmek, affetmek, kaybolmak, as well as suffixes for modality such as -malı/-meli as in Neler yapmalıyız? Türkçe öğrenmeliyim, Büyüklerimizi saymalıyız ve sevmeliyiz
- 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)
- 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
- understanding and using more complex verb tenses, compound and complex sentence structures and parts of speech to describe, recount, reflect, inform and express opinions, as in İnanıyorum ki, Seninle tamamen aynı fikirdeyim
- 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
- using quotations, idiomatic expressions and proverbs, for example, Onlar, bu toprakta canlarını verdikten sonra, artık bizim evlâtlarımız olmuşlardır, Allah bir yastıkta kocatsın, darısı başına, ağaç yaşken eğilir, ayağını yorganına göre uzat
- 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 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 developing metalanguage for talking about forms and functions of language, for example, by identifying and explaining different types of adverbs, adjectives and sentence structures relating to grammatical functions such as predicates, subjects and objects
VCTRU115 | Languages | Turkish | 7–10 Sequence | Levels 9 and 10 | Understanding | Systems of language
