Curriculum
Curriculum
The Turkish Language is one of the three major language subjects taught at the English School. The Turkish Department has a key role to play within the School providing the means for students to reach an advanced level of proficiency in Turkish, as a support subject for other departments, as well as a to promote greater sensitivity to the literary and cultural traditions of the language in a global context.
The programme covers all classes from Year 1 to 6 and aims to provide students with the language skills necessary for them to live and work in Cyprus and abroad. Furthermore, the curriculum is designed to enable students to gain a broader education in the Turkish language and culture through their participation in various activities. The syllabi cover the programme taught at government schools, but also cater to the specific needs and aims of the English School.
Years 1
In the first form, students are expected to reach a competent level in the four key areas of the curriculum. These include reading, writing, speaking and listening. The curriculum is divided into Year 1 natives and Year 1 non-native. Both the natives and non- natives are allocated 9 periods over the 10-day timetable.
Non-natives
It is essential for the non-native students to have as much contact with the language as possible. Reading skills are promoted through the development of skills in simple comprehension, scanning, skimming, vocabulary development and work building, and readers. Class readers are also employed in lessons.
A variety of types of writing skills are acquired: Describing people, daily routines, giving instructions, simple descriptions (places, objects, and people), letter writing, giving opinions, and project work.
As a pair or group work, the drama is also encouraged together with group presentations and debate. The intention is to provide as many opportunities as possible for students to be using language in creative, positive and challenging ways.
Natives
Literature and language skills are also promoted in the native group. Through the literature we study, we explore the technicalities of the language, as well as the literary methods employed by the writers. We also focus our attention on the impact these techniques have on the readers. The contexts of the texts we study are considered important in our understanding of them, so students will often beset with research tasks focused on the times they were written. A wide variety of writing styles are used so that students can then adapt their own writing to suit purpose and audience. All these skills and competencies are developed through a number of methods including drama, group presentations, as well as a variety of writing tasks, in order for students to be able to apply the skills explored during lessons.
In Year 1, reading skills are promoted through a variety of tasks. Skills include prediction, skimming, scanning, inference, text organization and general comprehension, based on a specific Turkish fiction book “Masal Masal İçinde’’ written by Ahmet Ümit and ‘’LataŞiba-İki Kentşn Arasında’’ by İrem Uşar.
Overall students are encouraged to use language in a variety of ways including writing Turkish Theatrical ‘‘Social Convention’’ Coursework and acting their plays.
Year 2
By the end of Year 2 students will be expected to have reached a good level of fluency in official Turkish. There are 12 periods allocated to this year. Students acquire new structures and revise the bulk of what they have studied in Year 1 in terms of grammar and usage. They are encouraged to develop further skills through practice. As in Year 1 reading skills are promoted through a variety of tasks. Skills include prediction, skimming, scanning, inference, text organization and general comprehension, based on a range of source material including literary passages, readers, non –fiction and a Turkish Novel “Düşman Okullar’’ written by Dilara Keskin. Literature appreciation and relevant skills are promoted through the study of poetry and of a prose text. Students also begin to learn how to analyse literature through the structure of point, evidence and explanation and continue learning literary techniques. Students are encouraged to use ICT skills through research, PowerPoint presentations and projects. Overall students are encouraged to use language in a variety of ways including writing Turkish Horror Stories Coursework, shooting trailer, creating posters, oral presentations, debate and drama.
Years 3
The 3rd Form is essentially the preparation year for Cambridge IGCSE First Language Turkish examination which will be seated in Year 4. The focus at this stage is for students to be expanding their range of understanding, building their knowledge on Reading & Comprehension skills as well as extended writing skills, use of Turkish in numerous ways. The intention is to centre much of the work on advanced language skills and literary appreciation. 12 periods are allocated. Structures and communicative competence are developed and form the basis for a broader spectrum of language use.
Similar reading and writing skills to those in the 2nd Form are promoted but to a more advanced degree alongside bi-lingual translation skills are promoted. As a whole class reading, selective Turkish novels are read “The Boy in the Stripped pyjamas’’ written by John Boyne and ‘‘Under the willow tree in Lesbos’’ written by Şükrü Levent Deniz.
Overall students are encouraged to use language in a variety of ways including presenting Film analysing PPT Coursework where students practice their oral presentation skills in front of the audience.
IGCSE- Years 4
Cambridge IGCSE First Language in Turkish is designed to develop students' ability to communicate effectively in the written language. The qualification provides an appropriate foundation for further study or employment.
Aims
The aim of the Cambridge IGCSE First Language IGCSE syllabus in the suite of languages is to provide a framework for the development of written skills combined with the practical application of grammar of the target language.
This syllabus is designed to enable students to:
Scheme of Assessment
These Cambridge IGCSE First Language examinations comprise two papers. All candidates take Papers 1 and 2 and are eligible for the award of grades A* to G.
Syllabus Aims and Assessment Objectives
Syllabus Aims
The aims of the syllabus are the same for all learners. The aims are set out below and describe the educational purposes of a course in a First Language for the Cambridge IGCSE examination. They are not listed in order of priority.
The aims are to:
Assessment objectives
Reading
Candidates are assessed on their ability to:
Writing
Candidates are assessed on their ability to:
Description of papers
The question papers are set entirely in the target language.
Paper 1: Reading
2 hours
Dictionaries may not be used in the examination.
Questions relate to two passages of approximately 600–700 words each, linked by a common theme. These passages are printed on the question paper.
Question 1 (25 marks)
This question is divided into a series of sub-questions requiring answers of different lengths. The sub-questions are based on Passage 1 and test the following reading objectives (20 marks):
Candidates write a summary of 200–250 words based on Passage 1 and Passage 2. The question tests the following reading objectives (15 marks):
R1 understand and collate explicit meanings
R2 understand, explain and collate implicit meanings and attitudes R3 select, analyse and evaluate what is relevant to specific purposes.
In addition, 10 marks are available for Writing (5 marks for Style and Organisation and 5 marks for Accuracy of Language).
Paper 2: Writing
2 hours
Dictionaries may not be used in the examination.
This paper is divided into two sections, as detailed below. Candidates are required to write two
compositions, one from each section.
Section 1 – Discussion and Argument (25 marks)
Four argumentative/discursive titles are set, from which candidates choose one.
Section 2 – Description and Narration (25 marks)
Four titles are set (two descriptives and two narratives), from which candidates choose one.
Candidates are required to write between 350 and 500 words for each of their answers. The questions test the following writing objectives:
TURKISH LANGUAGE FOR NON-NATIVE SPEAKERS (AS AN OPTION SUBJECT)
Non-Native speakers follow a different program in Turkish and their syllabus is based on their level, which is systematically evaluated through an assessment. The evaluation of each student’s individual needs, and differentiation in class, are of high priority in teaching Turkish as second or as a foreign language. The aim is for the Non-Native Speakers to be able to sit the GCSE Turkish Exam conducted by the Edexcel Exam Board. The teaching of Turkish as a second or as a foreign language continues up to Year 6.
The School will regularly review each student’s progress and will decide whether it is appropriate for a student to join the mainstream class.
A-Level
4th and 5th Forms
Those who choose Turkish A level (held by Edexcel Exam Board) will follow a two-year course (Years 4 and 5), in order to complete the GCE A level Turkish examination.
In Year 4, students study the first half of the course. There is not an AS level sitting Turkish examination. 9 periods are allocated per 10 days timetable, in order to prepare the students for these exams. In addition to these teaching periods, students will be educated in Modern Turkish Literature. They will study selected pieces of Turkish literature in order to develop their reading and understanding skills as well as their extended writing skills.
In Year 5, all 9 teaching periods are also allocated for the A2 level Turkish exam. The teaching of Modern Turkish will continue up to Year 6.
In Year 6, there are 4 periods allocated per 10 days timetable in order to prepare the students for the Edexcel Examination of “ 9TU0 AL Turkish Examination”. Students will sit AL Turkish Examination end of Year 6 during June examination period.
The Turkish Department wishes to assure all parents and students that maintaining a high standard of Turkish is our primary target. The highly demanding Turkish curriculum in Years 1 to 6 aims to maintain this standard and the excellent IGCSE and A-Level results.
New Edexcel Level 3 Advanced GCE in Turkish (listening, reading and writing) has been developed to inspire all students to appreciate the language, literature, film and culture of Turkey and Cyprus. This course of study that will enable students to develop advanced level knowledge and understanding of the Turkish language, the culture of Turkey and Cyprus, as well as practical and valuable language and transferable study skills. This specification will
help to prepare students for higher education and enhance their employability profile.
Inspiring and engaging themes – This qualification features familiar and popular themes, as well as some new content that provides clear links to some of the most fundamental and interesting aspects of the culture of Turkey and Cyprus.
Popular literary texts and films – A choice of literary texts and films that includes contemporary and more classic titles.
Rewards creativity – This assessment place an emphasis on communication and grammar, as well as providing plenty of opportunities for students to apply their knowledge independently and creatively. Clear mark schemes encourage students to develop ideas, use language to persuade and analyse, and give critical responses in their writing.
Clear and coherent structure – This qualification has a straightforward structure with four engaging themes: Türk toplumunda değişim; Türkiye ve Kıbrıs’ta Sanat ve Kültür; Türkiye üzerinde görüşler; and Türkiye’de siyasal konular.
The four themes are studied alongside two works (either two literary texts or one literary text and one film) and are assessed through three externally-examined papers.
Continuous progression – This assessments’ content builds on the understanding developed at Key Stage 4 and gives students the opportunity to learn and apply important transferable skills in critical thinking and analysis, enabling them to make a smooth transition to the next level of study. However, students do not need to have studied GCSE Turkish to follow this course.
Subject Content and Assessment Information
Qualification Aims and Objectives
The aims and objectives of this qualification are to enable students to:
● Enhance their linguistic skills and promote and develop their capacity for critical thinking on the basis of their knowledge and understanding of the language, culture and society of Turkey and Cyprus
● Develop control of the language system to convey meaning, using written skills, including
an extended range of vocabulary, for both practical and intellectual purposes as increasingly confident, accurate and independent users of Turkish
● Develop their ability to understand the language in spoken and written form and to interact effectively with users of Turkish in writing
● Develop language skills and strategies, including comprehension strategies such as using contextual clues and cues, and communication strategies to build fluency and confidence in writing
● Develop speaking skills as part of their courses of study, although there will be no assessment of those skills
● Engage critically with intellectually stimulating texts, films and other materials in the original language, developing an appreciation of sophisticated and creative uses of Turkish and understanding them within their cultural and social context
● Develop knowledge about matters central to the society and culture, past and present, of Turkey and Cyprus
● Translate texts from English into Turkish, and from Turkish into English
● Foster their ability to learn other languages
● Equip themselves with transferable skills such as autonomy, resourcefulness, creativity, critical thinking, and linguistic, cultural and cognitive flexibility that will enable them to proceed to further study or employment
● Develop their capacity for critical and analytical thinking through the language of study
● Develop as independent researchers through the language of study.
Content and assessment overview
The Pearson Edexcel Level 3 Advanced GCE in Turkish (listening, reading and writing) consists of three externally-examined papers that assess listening, reading and writing skills. These assessments will be set and marked by Pearson.
Students must complete all assessments in May/June in any single year.
Assessment Information
Guidance on the independent research
It is recommended that students decide which subject they wish to research as early as possible in the academic year. However, learning hours for independent research are not specified because the process of information collation and investigation are undertaken independently.
Teacher can:
Teachers must:
If malpractice is found to have taken place, a penalty may be applied, depending on the circumstances and severity of the malpractice.
For full details on malpractice, please see the section entitled Malpractice and the JCQ document Suspected Malpractice in Examinations and Assessments 2017-18.
The Turkish Language is one of the three major language subjects taught at the English School. The Turkish Department has a key role to play within the School providing the means for students to reach an advanced level of proficiency in Turkish, as a support subject for other departments, as well as a to promote greater sensitivity to the literary and cultural traditions of the language in a global context.
The programme covers all classes from Year 1 to 6 and aims to provide students with the language skills necessary for them to live and work in Cyprus and abroad. Furthermore, the curriculum is designed to enable students to gain a broader education in the Turkish language and culture through their participation in various activities. The syllabi cover the programme taught at government schools, but also cater to the specific needs and aims of the English School.
Years 1
In the first form, students are expected to reach a competent level in the four key areas of the curriculum. These include reading, writing, speaking and listening. The curriculum is divided into Year 1 natives and Year 1 non-native. Both the natives and non- natives are allocated 9 periods over the 10-day timetable.
Non-natives
It is essential for the non-native students to have as much contact with the language as possible. Reading skills are promoted through the development of skills in simple comprehension, scanning, skimming, vocabulary development and work building, and readers. Class readers are also employed in lessons.
A variety of types of writing skills are acquired: Describing people, daily routines, giving instructions, simple descriptions (places, objects, and people), letter writing, giving opinions, and project work.
As a pair or group work, the drama is also encouraged together with group presentations and debate. The intention is to provide as many opportunities as possible for students to be using language in creative, positive and challenging ways.
Natives
Literature and language skills are also promoted in the native group. Through the literature we study, we explore the technicalities of the language, as well as the literary methods employed by the writers. We also focus our attention on the impact these techniques have on the readers. The contexts of the texts we study are considered important in our understanding of them, so students will often beset with research tasks focused on the times they were written. A wide variety of writing styles are used so that students can then adapt their own writing to suit purpose and audience. All these skills and competencies are developed through a number of methods including drama, group presentations, as well as a variety of writing tasks, in order for students to be able to apply the skills explored during lessons.
In Year 1, reading skills are promoted through a variety of tasks. Skills include prediction, skimming, scanning, inference, text organization and general comprehension, based on a specific Turkish fiction book “Masal Masal İçinde’’ written by Ahmet Ümit and ‘’LataŞiba-İki Kentşn Arasında’’ by İrem Uşar.
Overall students are encouraged to use language in a variety of ways including writing Turkish Theatrical ‘‘Social Convention’’ Coursework and acting their plays.
Year 2
By the end of Year 2 students will be expected to have reached a good level of fluency in official Turkish. There are 12 periods allocated to this year. Students acquire new structures and revise the bulk of what they have studied in Year 1 in terms of grammar and usage. They are encouraged to develop further skills through practice. As in Year 1 reading skills are promoted through a variety of tasks. Skills include prediction, skimming, scanning, inference, text organization and general comprehension, based on a range of source material including literary passages, readers, non –fiction and a Turkish Novel “Düşman Okullar’’ written by Dilara Keskin. Literature appreciation and relevant skills are promoted through the study of poetry and of a prose text. Students also begin to learn how to analyse literature through the structure of point, evidence and explanation and continue learning literary techniques. Students are encouraged to use ICT skills through research, PowerPoint presentations and projects. Overall students are encouraged to use language in a variety of ways including writing Turkish Horror Stories Coursework, shooting trailer, creating posters, oral presentations, debate and drama.
Years 3
The 3rd Form is essentially the preparation year for Cambridge IGCSE First Language Turkish examination which will be seated in Year 4. The focus at this stage is for students to be expanding their range of understanding, building their knowledge on Reading & Comprehension skills as well as extended writing skills, use of Turkish in numerous ways. The intention is to centre much of the work on advanced language skills and literary appreciation. 12 periods are allocated. Structures and communicative competence are developed and form the basis for a broader spectrum of language use.
Similar reading and writing skills to those in the 2nd Form are promoted but to a more advanced degree alongside bi-lingual translation skills are promoted. As a whole class reading, selective Turkish novels are read “The Boy in the Stripped pyjamas’’ written by John Boyne and ‘‘Under the willow tree in Lesbos’’ written by Şükrü Levent Deniz.
Overall students are encouraged to use language in a variety of ways including presenting Film analysing PPT Coursework where students practice their oral presentation skills in front of the audience.
IGCSE- Years 4
Cambridge IGCSE First Language in Turkish is designed to develop students' ability to communicate effectively in the written language. The qualification provides an appropriate foundation for further study or employment.
Aims
The aim of the Cambridge IGCSE First Language IGCSE syllabus in the suite of languages is to provide a framework for the development of written skills combined with the practical application of grammar of the target language.
This syllabus is designed to enable students to:
- Develop an understanding of the written forms of the language within defined contexts;
- Develop the ability to communicate effectively in the target language, through the written word, using a range of vocabulary and structures;
- Develop knowledge and understanding of the grammar of the language and its practical application;
- Develop continuous writing skills in the target language;
- Develop positive attitudes to language learning;
- Provide a suitable foundation for further study of the languages.
Scheme of Assessment
These Cambridge IGCSE First Language examinations comprise two papers. All candidates take Papers 1 and 2 and are eligible for the award of grades A* to G.
| Paper 1: Reading (2 hours) |
| Candidates answer two questions: Question 1 – 25 marks Candidates answer a series of comprehension questions based on Passage 1. Question 2 – 25 marks Candidates write a summary based on Passage 1 and Passage 2. Weighting: 50% of total marks |
| Paper 2: Writing (2 hours) |
| Candidates write two compositions of 350–500 words each. Weighting: 50% of total marks |
Syllabus Aims and Assessment Objectives
Syllabus Aims
The aims of the syllabus are the same for all learners. The aims are set out below and describe the educational purposes of a course in a First Language for the Cambridge IGCSE examination. They are not listed in order of priority.
The aims are to:
- enable learners to communicate accurately, appropriately and effectively in writing
- enable learners to understand and respond appropriately to what they read
- encourage learners to enjoy and appreciate the variety of language
- complement the learners’ other areas of study by developing skills of a more general application (e.g. analysis, synthesis, drawing of inferences)
- promote the learners’ personal development and an understanding of themselves and others.
Assessment objectives
Reading
Candidates are assessed on their ability to:
- R1 understand and collate explicit meanings
- R2 understand, explain and collate implicit meanings and attitudes R3 select, analyse and evaluate what is relevant to specific purposes R4 understand how writers achieve effects.
Writing
Candidates are assessed on their ability to:
- W1 articulate experience and express what is thought, felt and imagined W2 order and present facts, ideas and opinions
- W3 understand and use a range of appropriate vocabulary
- W4 uses language and register appropriate to audience and context
- W5 make accurate and effective use of paragraphs, grammatical structures, sentences, punctuation and spelling.
Description of papers
The question papers are set entirely in the target language.
Paper 1: Reading
2 hours
Dictionaries may not be used in the examination.
Questions relate to two passages of approximately 600–700 words each, linked by a common theme. These passages are printed on the question paper.
Question 1 (25 marks)
This question is divided into a series of sub-questions requiring answers of different lengths. The sub-questions are based on Passage 1 and test the following reading objectives (20 marks):
- R1 understand and collate explicit meanings
- R2 understand, explain and collate implicit meanings and attitudes R3 select, analyse and evaluate what is relevant to specific purposes R4 understand how writers achieve effects.
- In addition, 5 marks are available for the accuracy of the language in which answers are expressed.
Candidates write a summary of 200–250 words based on Passage 1 and Passage 2. The question tests the following reading objectives (15 marks):
R1 understand and collate explicit meanings
R2 understand, explain and collate implicit meanings and attitudes R3 select, analyse and evaluate what is relevant to specific purposes.
In addition, 10 marks are available for Writing (5 marks for Style and Organisation and 5 marks for Accuracy of Language).
Paper 2: Writing
2 hours
Dictionaries may not be used in the examination.
This paper is divided into two sections, as detailed below. Candidates are required to write two
compositions, one from each section.
Section 1 – Discussion and Argument (25 marks)
Four argumentative/discursive titles are set, from which candidates choose one.
Section 2 – Description and Narration (25 marks)
Four titles are set (two descriptives and two narratives), from which candidates choose one.
Candidates are required to write between 350 and 500 words for each of their answers. The questions test the following writing objectives:
- W1 articulate experience and express what is thought, felt and imagined W2 order and present facts, ideas and opinions
- W3 understand and use a range of appropriate vocabulary
- W4 uses language and register appropriate to audience and context
- W5 make accurate and effective use of paragraphs, grammatical structures, sentences, punctuation and spelling.
TURKISH LANGUAGE FOR NON-NATIVE SPEAKERS (AS AN OPTION SUBJECT)
Non-Native speakers follow a different program in Turkish and their syllabus is based on their level, which is systematically evaluated through an assessment. The evaluation of each student’s individual needs, and differentiation in class, are of high priority in teaching Turkish as second or as a foreign language. The aim is for the Non-Native Speakers to be able to sit the GCSE Turkish Exam conducted by the Edexcel Exam Board. The teaching of Turkish as a second or as a foreign language continues up to Year 6.
The School will regularly review each student’s progress and will decide whether it is appropriate for a student to join the mainstream class.
A-Level
4th and 5th Forms
Those who choose Turkish A level (held by Edexcel Exam Board) will follow a two-year course (Years 4 and 5), in order to complete the GCE A level Turkish examination.
In Year 4, students study the first half of the course. There is not an AS level sitting Turkish examination. 9 periods are allocated per 10 days timetable, in order to prepare the students for these exams. In addition to these teaching periods, students will be educated in Modern Turkish Literature. They will study selected pieces of Turkish literature in order to develop their reading and understanding skills as well as their extended writing skills.
In Year 5, all 9 teaching periods are also allocated for the A2 level Turkish exam. The teaching of Modern Turkish will continue up to Year 6.
In Year 6, there are 4 periods allocated per 10 days timetable in order to prepare the students for the Edexcel Examination of “ 9TU0 AL Turkish Examination”. Students will sit AL Turkish Examination end of Year 6 during June examination period.
The Turkish Department wishes to assure all parents and students that maintaining a high standard of Turkish is our primary target. The highly demanding Turkish curriculum in Years 1 to 6 aims to maintain this standard and the excellent IGCSE and A-Level results.
New Edexcel Level 3 Advanced GCE in Turkish (listening, reading and writing) has been developed to inspire all students to appreciate the language, literature, film and culture of Turkey and Cyprus. This course of study that will enable students to develop advanced level knowledge and understanding of the Turkish language, the culture of Turkey and Cyprus, as well as practical and valuable language and transferable study skills. This specification will
help to prepare students for higher education and enhance their employability profile.
Inspiring and engaging themes – This qualification features familiar and popular themes, as well as some new content that provides clear links to some of the most fundamental and interesting aspects of the culture of Turkey and Cyprus.
Popular literary texts and films – A choice of literary texts and films that includes contemporary and more classic titles.
Rewards creativity – This assessment place an emphasis on communication and grammar, as well as providing plenty of opportunities for students to apply their knowledge independently and creatively. Clear mark schemes encourage students to develop ideas, use language to persuade and analyse, and give critical responses in their writing.
Clear and coherent structure – This qualification has a straightforward structure with four engaging themes: Türk toplumunda değişim; Türkiye ve Kıbrıs’ta Sanat ve Kültür; Türkiye üzerinde görüşler; and Türkiye’de siyasal konular.
The four themes are studied alongside two works (either two literary texts or one literary text and one film) and are assessed through three externally-examined papers.
Continuous progression – This assessments’ content builds on the understanding developed at Key Stage 4 and gives students the opportunity to learn and apply important transferable skills in critical thinking and analysis, enabling them to make a smooth transition to the next level of study. However, students do not need to have studied GCSE Turkish to follow this course.
Subject Content and Assessment Information
Qualification Aims and Objectives
The aims and objectives of this qualification are to enable students to:
● Enhance their linguistic skills and promote and develop their capacity for critical thinking on the basis of their knowledge and understanding of the language, culture and society of Turkey and Cyprus
● Develop control of the language system to convey meaning, using written skills, including
an extended range of vocabulary, for both practical and intellectual purposes as increasingly confident, accurate and independent users of Turkish
● Develop their ability to understand the language in spoken and written form and to interact effectively with users of Turkish in writing
● Develop language skills and strategies, including comprehension strategies such as using contextual clues and cues, and communication strategies to build fluency and confidence in writing
● Develop speaking skills as part of their courses of study, although there will be no assessment of those skills
● Engage critically with intellectually stimulating texts, films and other materials in the original language, developing an appreciation of sophisticated and creative uses of Turkish and understanding them within their cultural and social context
● Develop knowledge about matters central to the society and culture, past and present, of Turkey and Cyprus
● Translate texts from English into Turkish, and from Turkish into English
● Foster their ability to learn other languages
● Equip themselves with transferable skills such as autonomy, resourcefulness, creativity, critical thinking, and linguistic, cultural and cognitive flexibility that will enable them to proceed to further study or employment
● Develop their capacity for critical and analytical thinking through the language of study
● Develop as independent researchers through the language of study.
Content and assessment overview
The Pearson Edexcel Level 3 Advanced GCE in Turkish (listening, reading and writing) consists of three externally-examined papers that assess listening, reading and writing skills. These assessments will be set and marked by Pearson.
Students must complete all assessments in May/June in any single year.
| Paper 1 Translation into English, reading comprehension and writing (research questions) in Turkish (Paper code: 9TU0/01) |
| Written examination: 2 hours and 30 minutes 40% of the qualification 80 marks |
| Content overview
Section A draws on vocabulary and structures from any one of the sub-themes within the four themes listed on pages 8-9.
Section B draws on vocabulary and structures across all sub-themes from within the four themes listed on pages 8-9 Section C is based on independent research selected and carried out by the student. The research must be based on one of the research subjects listed on page 8-9. All aspects of the chosen research subject must be studied. Students use information from their research findings and from an unseen written text to answer the question. |
| Assessment overview During the examination, students are not permitted access to a dictionary or any documentation related to their research. The examination is made up of: Section A: Translation into English (20 marks) An unseen passage to be translated from Turkish to English Section B: Reading (20 marks) A reading assessment based on a variety of text types and genres. Students must respond to a series of comprehension questions Section C: Written response to works (films) (45 marks) Students who answer only one question from a literary text in Section B must write an extended response to one of the films listed in Appendix 1: Prescribed literary texts and films. Students select one question from a choice of two for their chosen film. |
| Paper 2: Translation into Turkish and written response to works (*Paper code: 9TU0/02) |
| Written examination: 2 hours and 40 minutes 30% of the qualification 110 marks |
| Content overview Section A draws on vocabulary and structures from any one of the sub-themes within the four themes listed on pages 8–9. Sections B and C draw on the study of two discrete Turkish works: either two literary texts or one literary text and one film. The works must be taken from the list provided in Appendix 1: Prescribed literary texts and films. The literary texts listed include novels and short stories. All the films are feature-length. |
| Assessment overview This paper includes a translation exercise and two essays on either two literary texts or one literary text and one film (students must not answer questions on two films). During the examination, students are not permitted access to a dictionary or any documentation relating to the works. Section A: Translation into Turkish (20 marks) Students translate an unseen passage from English into Turkish. Section B: Written response to works (literary texts) (45 marks) Students must write an extended response on either one or two of the literary texts listed in Appendix 1: Prescribed literary texts and films. Students select one question from a choice of two for each of their chosen literary text(s). If a student answers questions on two literary texts, then they do not complete Section C. Section C: Written response to works (films) (45 marks) Students who answer only one question from a literary text in Section B must write an extended response to one of the films listed in Appendix 1: Prescribed literary texts and films. Students select one question from a choice of two for their chosen film. |
| Paper 3: Listening, reading and writing in Turkish (*Paper code: 9TU0/03) |
| Written examination: 2 hours and 15 minutes 30% of the qualification 60 marks |
| Content overview Section A draws on vocabulary and structures across all sub-themes within the four themes listed on page 8-9. Section B draws on vocabulary and structures from any one of the sub-themes within the four themes listed on pages 8-9. There are one unseen listening source and one unseen written source to which students must respond. |
| Assessment overview This paper includes listening comprehension and a question that assesses listening, reading and writing skills together. During the examination, students are not permitted access to a dictionary. Section A: Listening comprehension (30 marks) A listening assessment based on a recording the features of male and female Turkish speakers. Students will respond to comprehension questions based on a variety of contexts and sources. The listening audio9 files for the sample assessment materials are available on the examining boards' website. Section B: Listening, Reading and Writing questions (30 marks) Students summarise a listening source and a text that is based on the same sub-theme. Students then evaluate the points of view in both sources, stating which views they agree with and why. |
Assessment Information
● First assessment: May/June 2021.
● The total assessment time is 2 hours and 30 minutes. Recommended timings for each section are given below.
● The assessment is out of 80 marks.
● There are three sections in the paper. They cover the assessment of translation, reading, and writing skills in Turkish, as well as knowledge and understanding of culture and society.
● Students must answer all questions in each Section A and B and one question on their chosen research subject in Section C.
● Students are not permitted access to a dictionary during the examination or any documentation related to their research.
● For Section A (translation into English), 20 minutes (recommended timing), 20 marks:
o students are given one unseen text in Turkish and must translate it into English.
● For Section B (reading), 45 minutes (recommended timing), 20 marks:
o students respond to four questions based on the texts provided
o questions comprise both multiple-choice questions and open-response questions.
● For Section C (writing), 1 hour and 25 minutes (recommended timing), 40 marks:
o students are required to select only one research subject prior to the examination and must base their research on one country only. Students must research Turkey only, if they choose the research subject from Themes 1, 3 or 4. Students who choose the research subject from Theme 2 must base their research on either Turkey or Cyprus.
o in the examination, for each research subject, students read one unseen text in Turkish and then respond to a statement based on the research subject; they must use information from the unseen text and their research findings in their response (as students must research only one country, the unseen text for Theme 2 will be general in nature and equally relevant to both countries [Turkey and Cyprus]).
o students are expected to critically analyse the statement and demonstrate knowledge and understanding of the research subject. They do this by presenting ideas, arguments and conclusions that are supported by relevant information, examples and references from their research findings and from the unseen text. Students must use a range of language accurately and focus on the question throughout their response
o students should write approximately 300–350 words in their answer.
● All questions in Sections, B and C are set in Turkish and must be answered in Turkish.
The recommended timings have been set to enable the student to complete each section insufficient time.
Guidance on the independent research
For the purposes of the assessment, independent research means research carried out without the help or instruction of others, including teachers.
The independent research must relate to the Turkish-speaking cultural and/or social context. The student must base their research on all aspects of one of the prescribed research subjects listed below. Students must base their response on one country only (see below). Students who choose Themes 1, 3 or 4 must base their response on Turkey only. However, if students choose Theme 2, they must base their response on either Turkey or Cyprus. Correspondingly, the student’s response in the examination must refer to that country only. If students do refer to more than one country, they are likely to disadvantage themselves as they will waste time writing content that will not gain them any marks. Students should therefore be discouraged from doing this (see the mark grid ‘Knowledge and understanding of society and culture’).
The independent research must not relate to or make reference to one of the literary works or films studied for Paper 2. The independent research must:
● allow students to gather evidence independently from at least two authentic sources in the assessed language. Authentic sources could include newspaper and magazine articles, online written sources, journals, literary texts, films, television, radio, online audio-visual material and interviews. The types of evidence that show knowledge and understanding of society and culture (and research) are outlined in the information relating to indicative content on page 16
● enable the student to contextualize and evaluate their findings independently. The table below gives guidance on the process that could be followed.
| Stage | Description |
| 1. Pre-independent research |
|
| 2. Independent research |
|
It is recommended that students decide which subject they wish to research as early as possible in the academic year. However, learning hours for independent research are not specified because the process of information collation and investigation are undertaken independently.
Teacher can:
- give guidance on developing research skills (including methodology and analytical tools)
- give guidance on the contents of the research subjects as outlined in this specification
- comment on the availability of resources and time constraints
- advise on and direct students to the Assessment Objectives.
Teachers must:
- explain what "independence" means (see definition in Guidance not he independent research on page 12)
- confirm that the student's research meets all the aspects of the research subject and has the potential to meet the requirements of the assessment criteria
- ensure that students do not intend to use any of the literary work or films that they have studied in Paper 2 in their research
- monitor the different research subjects being undertaken in a centre to ensure that independence is being maintained. If more than one student chooses the same research subject, the teacher must ensure that each student is working independently.
- ensure that if the research subject is chosen from Theme 2, students focus their research on either Turkey or Cyprus.
- teach the content of the research subject to students and provide sources.
- initiate and conduct their own research, and develop their research skills when investigating their research subject.
If malpractice is found to have taken place, a penalty may be applied, depending on the circumstances and severity of the malpractice.
For full details on malpractice, please see the section entitled Malpractice and the JCQ document Suspected Malpractice in Examinations and Assessments 2017-18.
