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• VCITC097

  Participate in individual or collective action, both orally and in writing, by making arrangements, inviting, planning, deciding and responding

  Elaborations

  • exchanging details about events, such as time, day, place, activity and participants, for example, Vieni a … con me? Sì/no. D’accordo. A che ora? Quando? Dove? Con chi? Che tempo fa?
  • negotiating and making arrangements for social or sporting events by using texts such as messages, emails, invitations and text messages, and using expressions of possibility, need and obligation [modal verb + infinitive] in set phrases, for example, Vuoi venire a … Non voglio venire …, Voglio/non voglio … Posso/non posso venire …, Forse sì/forse no

  VCITC097 | Languages | Italian | 7–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCITC063

  Convey ideas and opinions by creating spoken, written and multimodal texts

  Elaborations

  • creating spoken, written and multimodal texts to inform others about local places, events, activities, recommended places to visit and activities to do with family and friends, for example, Vi consigliamo di visitare … Vi invitiamo a fare il giro della città
  • designing persuasive texts such as posters and brochures (for example, to advocate for sustainable water use for example, La doccia non deve durare più di tre minuti), or creating a report on the best games or apps to buy
  • experimenting with language appropriate to particular text types, such as descriptive language in short magazine articles, or emotive language in diary and journal entries, for example, Il concerto è stato un gran successo. Caro diario, che bella giornata! Oggi non ho voglia di andare a scuola. Il documentario parla di …tratta il tema di/si tratta di …

  VCITC063 | Languages | Italian | F–10 Sequence | Levels 7 and 8 | Communicating | Informing

• VCITC096

  Socialise with peers and adults to exchange greetings, good wishes, factual information and opinions about self, family and friends, routines, shared events, leisure activities, interests, likes and dislikes

  Elaborations

  • greeting others, introducing themselves, expressing state of health and wellbeing, appreciation and good wishes, and leave-taking, using appropriate familiar or formal language, for example, Mi chiamo … e tu? Come ti chiami? Ho 12 anni. Sono Carla. Ciao Giorgio, come stai? (Sto) bene/male, e tu? Mi dispiace. Ci vediamo domani. A domani. Buongiorno, ArrivederLa. Come si chiama? Buongiorno professoressa, come sta?
  • describing and comparing friends and family, for example, using [subject + verb + adjective]: Il mio amico è simpatico
  • describing routines, events and leisure activities (for example, Ogni weekend vado al cinema … Mi piace/non mi piace + [infinitive verb]. Gioco a/pratico il), and comparing these to similar events for Italian peers

  VCITC096 | Languages | Italian | 7–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCITC068

  Participate in intercultural experiences to discuss cultural practices, comparing own and others’ reactions and responses

  Elaborations

  • interacting with members of Italian-speaking communities and sharing own experiences as a learner of Italian, for example, describing duration of learning, place of learning and opinions about the experience
  • engaging with young Italians, in the local community or virtually, to share and compare information, values and beliefs about topics of interest
  • reviewing and responding to aspects of cultural practices represented in authentic texts such as advertisements, brochures and menus to discuss the cultural differences that are evident and the reactions of members of the class to these differences
  • selecting and reflecting on aspects of the Italian language and culture that could easily be adopted in Australia, and explaining reasons for choices
  • considering how one’s own ideas, practices and responses may be perceived by Italians both in Italy and in Australia
  • recognising the culture-based assumptions that participants bring to intercultural exchanges

  VCITC068 | Languages | Italian | F–10 Sequence | Levels 7 and 8 | Communicating | Reflecting

• VCITC065

  Create texts for particular audiences that depict experiences or topics of interest

  Elaborations

  • creating cartoons, picture stories, plays or big books for younger audiences
  • creating and performing own texts which reflect Italian cultural behaviours, attitudes and social conventions (for example, writing the script and creating a video recording to introduce aspects of family life, school life, local community life or virtual life), and comparing own texts to others’
  • creating a short film with subtitles depicting an aspect of contemporary teenage life from an Italian, Australian or diasporic perspective

  VCITC065 | Languages | Italian | F–10 Sequence | Levels 7 and 8 | Communicating | Creating

• VCITC107

  Reflect on own identity, including identity as a user and learner of Italian, through connecting observations made about experiences over time

  Elaborations

  • creating texts to identify and describe significant events or experiences, including membership of groups (for example, sporting or cultural groups), that have shaped personal identity
  • describing orally or in writing a significant person in their life, discussing their personal qualities, why this person is important, and how they are similar to this person, for example, Anch’io;… è importante per me perché; io sono come …; assomiglio a …
  • creating personal profiles to share with others, considering which aspects of their identity to reveal to people in different contexts
  • presenting aspects of personal experience using digital photo stories with audio
  • creating timelines of significant events in their life, particularly events that have shaped their identity them, including visual representations such as photos and illustrations
  • comparing and contrasting own experiences as a learner of Italian, for example, by comparing journal entries recorded over time

  VCITC107 | Languages | Italian | 7–10 Sequence | Levels 7 and 8 | Communicating | Reflecting

• VCITC101

  Convey factual information and ideas through a range of spoken, written and multimodal texts, using information from a range of sources

  Elaborations

  • describing a person, place, object or event in their local environment using [article + subject + verb + adjective], including negative expressions, for example, è/non è simpatico/cattivo; di legno/di ceramica; è interessante/difficile
  • comparing aspects of daily life across cultures, for example, fare la passeggiata, eating habits, school life and routines and presenting results in class in oral presentations or written descriptive texts
  • surveying classmates on their daily routines, such as mobile phone/internet use, text messaging habits, television viewing or hours of sport played and presenting the data in various forms, for example, (cinque persone non hanno un cellulare; tanti/pochi … la maggior parte …; il 15 per cento; due su venti…)
  • collecting, collating and presenting data in Italian using online survey software

  VCITC101 | Languages | Italian | 7–10 Sequence | Levels 7 and 8 | Communicating | Informing

• VCITC060

  Participate in transactions related to purchasing goods and services, such as buying clothing and tickets and evaluating ‘value for money’

  Elaborations

  • participating in real and imagined transactions and negotiating when shopping or ordering, for example, Quanto costa il biglietto per …? Preferisco viaggiare in seconda classe. Posso? Vorrei vedere l’ultimo modello della Nokia. I pantaloni vanno bene; la camicia è larga, c’è la taglia più piccola? Costa troppo! Che affare!
  • participating in role-plays to purchase goods and services, demonstrating understanding of shopping etiquette in Italy

  VCITC060 | Languages | Italian | F–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCITC067

  Create short bilingual texts such as captions, stories and commentaries

  Elaborations

  • creating bilingual resources such as glossaries, signage, recipes, children’s stories, factual reports, timelines or brochures, both individually and collaboratively
  • creating and presenting a bilingual oral history (possibly including fragments of dialects) of an older Italian person

  VCITC067 | Languages | Italian | F–10 Sequence | Levels 7 and 8 | Communicating | Translating

• VCITC106

  Reflect on own and others’ responses to intercultural experiences and interactions

  Elaborations

  • listening to and viewing interactions between Italian speakers (for example, in short video clips), noticing social norms such as levels of formality in opening and closing conversations
  • reflecting on how interactions are conducted in Australia and in Italy (for example, at school or while shopping), comparing aspects such as the exchange of social niceties or the efficiency of the interaction, for example, Buongiorno. Mi dica … /Desidera?
  • participating in guided bilingual discussion of intercultural experiences and personal reactions, noticing challenges and adjustments, for example, Cosa noti di diverso? Cosa pensi? Penso che … Che differenza c’è tra fare un acquisto in Italia e in Australia? Secondo me …

  VCITC106 | Languages | Italian | 7–10 Sequence | Levels 7 and 8 | Communicating | Reflecting

• VCITC062

  Analyse, summarise and share key ideas and information from a range of texts

  Elaborations

  • comparing Italian travel brochures and itineraries, identifying aspects such as transport arrangements, costs, places of interest and accommodation options, for example, to advise visitors or to plan an itinerary for a particular group of visitors, Si può andare a …; sia in treno che in autobus; l’autobus è più economico; costa meno …; può fermarsi a ….
  • interviewing peers (from their own class or from Italian schools) about routines, practices, preferences and choices, and presenting the findings using formats such as profile posters, charts and timelines, for example, L’esito del questionario sulla musica: il cantante italiano è più popolare, ma quello americano è …
  • viewing television programs and listening to radio news, and identifying key information, for example, Attenzione, elencare solo le città e i film
  • summarising the main points of texts, deducing the meaning of some unknown words and phrases, and identifying cultural references, as well as representations, images and other content which contribute to the overall meaning, for example, Alcuni ragazzi vivono in famiglie numerose, con i nonni o in famiglie allargate con nuovi genitori e altri fratelli e sorelle
  • using a range of tools such as graphs, tables, mind maps, concept maps and charts to organise findings and present them to others
  • comparing different perspectives on specified topics

  VCITC062 | Languages | Italian | F–10 Sequence | Levels 7 and 8 | Communicating | Informing

• VCITC061

  Participate in classroom activities, giving and following instructions, asking questions to clarify purpose, and describing procedures and actions taken

  Elaborations

  • asking for, giving and following instructions, for example, Dov’è la casa di …? Come si usa …? Clicca sul pulsante. A cosa serve questo tasto? Scegli il programma dal menu e clicca sull’icona. Per quale motivo?
  • reflecting on and expressing opinions on experiences in the classroom and beyond, for example, Secondo me … Preferisco … Quest’esempio mi fa pensare a …

  VCITC061 | Languages | Italian | F–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCITC102

  Participate in listening to, reading and viewing imaginative texts and make connections with characters, events, actions, settings, and key ideas and messages

  Elaborations

  • describing characters (Chi? Com’è? Come fa?), events (Cosa succede? Quando?), settings (Dove?), and key ideas (Perché?), and establishing sequence, for example, prima … poi … dopo
  • listening to and reading stories, songs and poems, noticing aspects of meaning and style, for example, use of rhythm, rhyme, choice of key words
  • reinterpreting and performing stories and songs in spoken or written form, by retelling the sequence, reordering the events in a story, or creating an alternative representation or ending
  • comparing aspects of theatre across cultures, focusing on the purpose, origins and values

  VCITC102 | Languages | Italian | 7–10 Sequence | Levels 7 and 8 | Communicating | Creating

• VCITC059

  Contribute to collaborative planning of events, experiences and activities, considering options and negotiating arrangements

  Elaborations

  • sharing suggestions with peers to organise class events such as an excursion to the market, a party, hosting a guest or giving a community performance, for example, Chi prenota il treno? Si parte alle …Si inizia con la visita di …Si invita il preside? Chi viene? Cosa dobbiamo potare?
  • arranging with a buddy Italian class to meet face to face or via virtual technology and discussing how the interaction will be organised, for example, L’appuntamento è per giovedì alle 14.00
  • describing plans, arrangements and actions, making suggestions, providing reasons for their own preferences and negotiating outcomes, for example, Organizziamo la vendita dei nostri lavori per raccogliere soldi per comprare … Sponsorizziamo … Come possiamo aiutare i rifugiati nella nostra scuola?... Scriviamo una lettera al Consiglio Comunale per chiedere un contributo …
  • comparing and contrasting alternatives, agreeing or disagreeing, accepting and declining when deciding what to do, where to go or what to choose, for example, Non posso, mi dispiace. Ho da fare. Venite al cinema questo sabato?
  • negotiating options, for example, Vuoi fare un giro in bicicletta? Posso/non posso. Oggi no, domani sì. Forse sì/no. Vengo più tardi. Come possiamo contribuire al progetto di solidarietà con...?

  VCITC059 | Languages | Italian | F–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCITC103

  Create imaginative texts that present events, characters and emotions from their own experiences

  Elaborations

  • creating texts such as raps, poems, lyrics, photo stories, cartoons and short stories based on personal experiences
  • producing and presenting digital stories for younger learners, for example, using characters such as Pulcino Pio
  • creating additional characters and storylines or alternative endings for familiar stories

  VCITC103 | Languages | Italian | 7–10 Sequence | Levels 7 and 8 | Communicating | Creating

• VCITC099

  Develop language to interact in classroom routines and tasks, for example, posing questions, asking for repetition, rephrasing, explaining, asking how to say something in Italian, expressing opinion, and giving and following instructions

  Elaborations

  • posing questions (for example, Perché? Come si scrive? Può/puoi ripetere? Come si dice …? Come? Come si fa? Secondo me … Penso di sì/penso di no … Di chi è?) and explaining, for example, È mio/è di Luisa
  • requesting information and permission (for example, Posso andare in bagno? Mi presti la matita?), asking for explanation, and following instructions

  VCITC099 | Languages | Italian | 7–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCITC100

  Identify factual information from a range of spoken, written and multimodal texts, and process and represent meaning through, for example, classifying, sequencing and summarising

  Elaborations

  • identifying context, purpose and audience of modified authentic texts such as conversations, advertisements, weather reports, instructions, timetables, recipes and signs
  • listening/reading for key ideas across a range of familiar subject matter presented in different formats, for example, geography (Italy’s place in Europe), home, travel, leisure and sport
  • sequencing instructions or actions by using temporal markers such as Prima … poi … dopo … alla fine
  • sharing interpretations of a range of texts, considering their understanding of Italian cultural dimensions in texts, and comparing own interpretations with those of others

  VCITC100 | Languages | Italian | 7–10 Sequence | Levels 7 and 8 | Communicating | Informing

• VCITC064

  Respond to a range of imaginative texts by expressing ideas and opinions about the themes, characters, events and cultural attitudes conveyed, and relate to personal experience

  Elaborations

  • responding to the key ideas of a story, film or poem by giving a personal opinion, describing pros and cons, or expressing perspectives about the characters
  • comparing different students’ responses to the same story, event, character or place to consider different perspectives
  • considering the language, beliefs and values of characters in traditional and modern literature and Italian popular culture, for example, viewing excerpts from contemporary films and discussing personal responses to and the sociocultural context of the film
  • comparing aspects of Italian texts to the way similar issues are portrayed in English-language texts

  VCITC064 | Languages | Italian | F–10 Sequence | Levels 7 and 8 | Communicating | Creating

• VCITC098

  Participate in spoken and written transactions, including purchasing goods and services, and give and follow directions and instructions

  Elaborations

  • participating in real and imagined transactions such as purchasing a ticket for an event or choosing a gift for someone, for example, Quanto costa [+ definite article or demonstrative + noun]? Cosa prendi? … un caffè … e tu?
  • asking for, giving and following directions, for example, Dov'è? Qui/là. Dove si trova? A destra/sinistra. Vicino a/lontano da; sotto/sul

  VCITC098 | Languages | Italian | 7–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCITC104

  Translate phrases and short texts from Italian to English and vice versa, identifying how cultural concepts are embedded in language and explaining differences in meanings

  Elaborations

  • translating short texts, recognising when literal translation is or is not possible (for example, in idiomatic expressions such as In bocca al lupo!), and discussing reasons for equivalence or non-equivalence
  • making and using glossary lists for different purposes and people , for example children, international students, visitors, and learning how to use print and digital dictionaries
  • describing the local environment, lifestyle and events, considering what will require explanation, elaboration or illustration to be understood by an Italian audience, for example, BBQ, suburb, distances
  • identifying Italian–English cognates (for example, dizionario/dictionary, farmacia/pharmacy, intelligente/intelligent, mercato/market) and using them to predict meaning
  • developing awareness of Italian–English ‘false friends’ and reflect upon how they assist or inhibit meaning, for example, parenti = relatives (not parents), libreria = bookstore (not library), crudo = uncooked (not crude), bravo = good (not brave)

  VCITC104 | Languages | Italian | 7–10 Sequence | Levels 7 and 8 | Communicating | Translating