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  1. F–10 Sequence
  2. F-2
  3. 3-4
  4. 5-6
  5. 7-8
  6. 9-10
  7. 7–10 Sequence
  8. 7-8
  9. 9-10

F–10 Sequence Foundation to Level 2

Foundation to Level 2 Description

Students focus on the sounds of the alphabet, in particular the vowel sounds, and ‘c’ (ciao) and ‘ch’ (Chi?), and on intonation patterns and the use of accents. Students are also introduced to nouns and pronouns. They learn simple sentence structure using subject–verb–object order as well as how to form questions. They explore the idea of masculine and feminine...

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Foundation to Level 2 Content Descriptions

Communicating

Socialising
  1. Interact with the teacher and peers to greet, to introduce themselves, and to name and describe favourite things, friends, family members and special talents, through action-related talk and play (VCITC001)
  2. Participate in shared action with peers and teacher, contributing ideas through key words, images, movement and song (VCITC002)
  3. Participate in real or simulated transactions using simple language and gestures in activities and games involving buying and selling (VCITC003)
  4. Participate in classroom routines, games, instructions and shared activities (VCITC004)
Informing
  1. Locate specific items of information in texts using early literacy skills (VCITC005)
  2. Give factual information about known people, everyday objects, family celebrations and personal experiences (VCITC006)
Creating
  1. Participate in shared reading/viewing of short imaginative texts and respond by drawing, miming, performing and other forms of expression (VCITC007)
  2. Create stories and perform imaginary experiences (VCITC008)
Translating
  1. Share with others what they can express in Italian, and explain how meanings are similar or different (VCITC009)
  2. Create a personal or shared record of ‘interesting’ words in Italian (VCITC010)
Reflecting
  1. Begin noticing what is ‘new’ or ‘interesting’ in Italian language and culture and recognising similarities and differences between Italian and Australian cultural practices and related language use (VCITC011)
  2. Identify and describe aspects of self in relation to others (VCITC012)

Understanding

Systems of language
  1. Reproduce the sounds of the Italian language (VCITU013)
  2. Notice and use some aspects of the Italian language system, including gender forms, simple sentence structures and the placement of adjectives (VCITU014)
  3. Understand that language is organised as texts (VCITU015)
Language variation and change
  1. Recognise that different words are used in Italian to address and greet different people according to relationship, setting and time of the day (VCITU016)
  2. Recognise that Italian and English borrow words from each other (VCITU017)
  3. Understand that Italian is one of many community languages spoken in Australia including Aboriginal languages and Torres Strait Islander languages, Asian languages and world languages (VCITU018)
Role of language and culture
  1. Notice and reflect (mainly in English) on different cultural practices and the specific ways of using language in different cultures (VCITU019)

Foundation to Level 2 Achievement Standard

By the end of Level 2, students use Italian to communicate with their teacher and peers through action-related talk and play. They demonstrate comprehension by responding both verbally and non-verbally. They imitate without always comprehending. They respond to familiar games and routines such as questions about self and family (for example, Come ti chiami? Dove abiti?), and choose among options, for example, in response to questions such as Vuoi il gelato o la caramella? They produce learnt sounds and formulaic expressions (for example, È bello! Non mi piace), or partial phrases, often providing only part of the required response in Italian or using a key word to convey a whole idea. They experiment with and approximate Italian pronunciation, for example, producing vowel sounds and ‘c’ and ‘ch’ pronunciation with some accuracy. They differentiate between statements and questions according to intonation. They rely on extensive paralinguistic and contextual support such as pictures, gestures and props. They write descriptions, lists, labels and captions, using familiar words and phrases selected from modelled language, for example, rearranging sentence patterns such as Ho sei anni. Sono bravo. Il gelato è buono.

Students recognise that Italian is the national language of Italy. They understand that the Italian alphabet has 21 letters. They are aware that simple sentences follow a pattern, and that nouns require an article and are gendered either masculine or feminine. They understand that there are different ways of addressing friends, family and teachers/other adults. They begin to notice patterns in Italian words and phrases and make comparisons between Italian and English. They are aware of word borrowings and recognise that Italian words and expressions are often used in various English-speaking contexts. They make observations about similarities and differences in the cultural practices of Italians and Australians. They understand that they have their own language(s) and culture(s), and that they are also learners of Italian language and culture.

F–10 Sequence Levels 3 and 4

Levels 3 and 4 Description

Students experiment with pronunciation and intonation in Italian, noticing similarities and differences with other familiar languages. They focus on structures and grammatical rules such as those relating to the use of possessive pronouns, prepositions and negation. They extend their knowledge of definite and indefinite articles, and of gender and singular/plural forms.

The development of oral...

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Levels 3 and 4 Content Descriptions

Communicating

Socialising
  1. Interact and socialise with the teacher and peers to exchange personal information and describe people, places, things and everyday routines relating to self, school and home (VCITC020)
  2. Participate in collaborative action in class experiences and activities (VCITC021)
  3. Participate in everyday transactions to obtain goods (VCITC022)
  4. Participate in everyday classroom activities by asking permission, requesting help, asking how to say or write something, asking for repetition, praising or complimenting (VCITC023)
Informing
  1. Obtain and process factual information about people, routines, responsibilities and interests (VCITC024)
  2. Give factual information about people, objects, places and events in texts supported by graphics or illustrations (VCITC025)
Creating
  1. Listen to, view and read a range of imaginative texts for children, and discuss messages and impressions (VCITC026)
  2. Create short, simple imaginative texts for different audiences (VCITC027)
Translating
  1. Translate texts to compare meanings and share understandings about aspects of Italian language and culture that are different from English (VCITC028)
  2. Create simple bilingual texts (VCITC029)
Reflecting
  1. Compare experiences, noticing how these are influenced by language and culture and how readily they may be expressed in Italian (VCITC030)
  2. Express aspects of own identity reflected in various group and community memberships, including their developing bilingual identity (VCITC031)

Understanding

Systems of language
  1. Experiment with pronunciation and intonation and use rules of spelling (VCITU032)
  2. Use key grammatical structures to form simple sentences, including the use of possessive pronouns, prepositions, definite and indefinite articles, and gender and singular/plural forms (VCITU033)
  3. Recognise how grammatical structures are used to form simple texts (VCITU034)
Language variation and change
  1. Understand that language use varies according to the participants’ age, gender and relationship, and the context of use (VCITU035)
  2. Understand that languages change with use over time (VCITU036)
  3. Understand that Italian is spoken in a variety of forms within and outside of Italy (VCITU037)
Role of language and culture
  1. Compare and reflect on different cultural practices and the ways in which language use reflects culture-specific ideas (VCITU038)

Levels 3 and 4 Achievement Standard

By the end of Level 4, students understand a range of spoken, written, and multimodal texts on familiar topics, including home life, friends and classroom activities. They use Italian to communicate and to interact, for example, to exchange greetings and to address people, using appropriate language and pronunciation, and often formulaic expressions. They ask and respond to simple questions, often by selecting between alternatives provided, by using short spoken responses which may consist of incomplete or partial Italian phrases and structures, or by using a key word to convey a whole idea. They talk about self, family, people, places, routine, school life and their own interests and preferences, for example, Com’è la tua casa? La mia casa è grande, Ci sono due camere da letto e due bagni. Mi piace la mia camera da letto. They use short sentences, often reorganising known language to fit personal responses, for example, Giochi domani?Sì/no/Forse. Students understand short written texts and are beginning to read independently, using visual cues, prediction and questioning to decipher meaning. They recall key ideas and events, recognise meanings, and respond meaningfully. Students...

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F–10 Sequence Levels 5 and 6

Levels 5 and 6 Description

Students increase their range of Italian language vocabulary, grammatical knowledge and textual knowledge. They learn how to describe present and immediate future actions, situations and events using familiar verbs. They use adverbs, adjectives and prepositions to create more complex sentences. They develop a metalanguage to describe patterns, rules and variations in language

Students consider...

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Levels 5 and 6 Content Descriptions

Communicating

Socialising
  1. Interact to share interests, leisure activities, feelings, opinions and preferences (VCITC039)
  2. Take action, make shared decisions and organise shared experiences (VCITC040)
  3. Participate in simple transactions such as purchasing and ordering goods and services (VCITC041)
  4. Interact in classroom activities and create shared class routines (VCITC042)
Informing
  1. Listen to, view and read texts and gather information from a range of sources, including concepts drawn from other learning areas (VCITC043)
  2. Represent information appropriately for different audiences, using a variety of modes (VCITC044)
Creating
  1. Share and compare opinions about ideas in imaginative texts (VCITC045)
  2. Create imaginative texts for different audiences such as digital stories and raps using imaginary characters, places, ideas and events (VCITC046)
Translating
  1. Translate texts, recognising that words and meanings do not always correspond across languages, and expanding descriptions or giving examples where necessary to assist meaning (VCITC047)
  2. Create simple bilingual texts and discuss what translates easily or not (VCITC048)
Reflecting
  1. Compare everyday social experiences and related language use and consider own responses and reactions and those of others (VCITC049)
  2. Share aspects of own identity such as appearance, character, background, family, preferences and experiences, including own role as a learner of Italian, and consider how these aspects contribute to identity formation (VCITC050)

Understanding

Systems of language
  1. Develop pronunciation and intonation of Italian-specific sounds (VCITU051)
  2. Use grammatical knowledge, to interpret and create meaning in Italian (VCITU052)
  3. Notice and use distinctive features of text organisation in Italian (VCITU053)
Language variation and change
  1. Recognise that language use varies according to the contexts of situation and culture (VCITU054)
  2. Recognise the dynamic nature of language and culture (VCITU055)
  3. Understand the diversity of languages and cultures represented in the classroom, and the multilingual and multicultural character of Australian society (VCITU056)
Role of language and culture
  1. Reflect on their own assumptions about the values, beliefs and cultural norms of Italians compared to their own (VCITU057)

Levels 5 and 6 Achievement Standard

By the end of Level 6, students interact using spoken and written Italian to describe and give information about themselves, family, friends, home and school routines, experiences, interests, preferences and choices. They talk about aspects of their environment, express opinions, for example, È buonissimo ...è molto bravo, mi piace di più ...,penso di sì/no, secondo me..., accept or reject ideas, agree and disagree, for example, No, non sono d’accordo! Hai ragione/torto. They ask simple questions, for example, Ti piace? Cosa prendi? Chi viene alla festa? Vieni anche tu? They understand the main points in spoken interactions consisting of familiar language in simple sentences. They display some consistency in the use of pronunciation and intonation. They understand short written texts with some variation in sentence structures and some unfamiliar vocabulary. In reading independently, they begin to use context, questioning, and bilingual dictionaries to decode the meaning of unfamiliar language. They connect ideas in different informative and creative texts, expressing and extending personal meaning by giving reasons or drawing conclusions. Students create sentences with some elaboration...

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F–10 Sequence Levels 7 and 8

Levels 7 and 8 Description

Students consolidate their understanding and use of regular forms and familiar grammatical structures. They expand their understanding through noticing variation and non-standard forms, for example, dialects used in the local community. They also notice exceptions to rules, for example, irregular forms. They learn to experiment with past and future tenses in their own texts.

Students explore...

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Levels 7 and 8 Content Descriptions

Communicating

Socialising
  1. Initiate and maintain social interaction with peers and known adults by seeking and offering ideas, thoughts and feelings about people, events and experiences (VCITC058)
  2. Contribute to collaborative planning of events, experiences and activities, considering options and negotiating arrangements (VCITC059)
  3. Participate in transactions related to purchasing goods and services, such as buying clothing and tickets and evaluating ‘value for money’ (VCITC060)
  4. Participate in classroom activities, giving and following instructions, asking questions to clarify purpose, and describing procedures and actions taken (VCITC061)
Informing
  1. Analyse, summarise and share key ideas and information from a range of texts (VCITC062)
  2. Convey ideas and opinions by creating spoken, written and multimodal texts (VCITC063)
Creating
  1. 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 (VCITC064)
  2. Create texts for particular audiences that depict experiences or topics of interest (VCITC065)
Translating
  1. Translate texts, discussing different versions and why these might occur (VCITC066)
  2. Create short bilingual texts such as captions, stories and commentaries (VCITC067)
Reflecting
  1. Participate in intercultural experiences to discuss cultural practices, comparing own and others’ reactions and responses (VCITC068)
  2. Reflect on own participation in intercultural exchange and consider how this shapes own identity over time (VCITC069)

Understanding

Systems of language
  1. Develop an understanding and use the sound system of Italian (VCITU070)
  2. Use grammatical knowledge to extend meanings, including knowledge of irregular, reflexive and modal verbs (VCITU071)
  3. Apply understanding of distinctive features of text organisation (VCITU072)
Language variation and change
  1. Recognise how language use varies depending on the context of the situation and the context of culture (VCITU073)
  2. Recognise the impact of media and technology on the way Italian is changing as a language of local and international communication (VCITU074)
  3. Understand the value of communicating within and across languages, and discuss the interrelationship between Italian, English and other languages (VCITU075)
Role of language and culture
  1. Analyse the ways in which choices in everyday language use reflect cultural practices and values (VCITU076)

Levels 7 and 8 Achievement Standard

By the end of Level 8, students use spoken and written Italian to interact in a range of personal and social contexts. They describe or present people, places, events or conditions; discuss likes, dislikes and preferences; present information; recount and narrate events; and talk about personal, social and school worlds, for example, Ecco mio padre. Si chiama Edoardo. Ha quarantadue anni. They understand main points and some specific details in a range of texts organised around known content and including some unfamiliar language. They express and understand feelings when corresponding with others, making connections between language used and cultural concepts expressed. They respond to and create simple informational and imaginative texts, for example, Io comincio la scuola alle otto e mezzo. Le materie che studio sono l’inglese, la matematica, le scienze e la storia. They express views on familiar topics and make comparisons, adding their own opinions or reasons, for example, Mi piace il mio amico perché è buffissimo. Mi piace anche perché è veramente intelligente. They apply their understanding that texts vary according to purpose and audience, and use contextual clues, questioning...

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F–10 Sequence Levels 9 and 10

Levels 9 and 10 Description

The focus of learning Italian shifts to expanding students range and control of the linguistic systems to develop the sophistication of language use. They learn to choose appropriate tenses, to identify and create mood, and to use cohesive devices to create extended texts. They continue to build a metalanguage, using specific terms to assist understanding and control of grammar and textual conventions...

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Levels 9 and 10 Content Descriptions

Communicating

Socialising
  1. Initiate, sustain and extend discussions related to aspirations, relationships and contemporary social issues (VCITC077)
  2. Contribute ideas, opinions and suggestions in interactions related to shared tasks and problem-solving, managing diverse views (VCITC078)
  3. Participate in spoken or written transactions to obtain goods and services, including expressing views on quality and making complaints and recommendations (VCITC079)
  4. Interact in discussions by questioning, making suggestions and expressing opinions, and reflect on experiences of classroom interactions (VCITC080)
Informing
  1. Analyse, synthesise and evaluate ideas and information from multiple sources on a range of contemporary issues (VCITC081)
  2. Give information in different forms, offering own views in relation to the content and considering the significance for particular audiences (VCITC082)
Creating
  1. Read, discuss and review a range of imaginative texts and respond by expressing opinions, explaining the themes, discussing characters, and considering language use and cultural meanings (VCITC083)
  2. Create a range of imaginative texts, considering how to represent ideas, characters and events (VCITC084)
Translating
  1. Translate a range of texts and discuss how to convey concepts across different linguistic and cultural contexts (VCITC085)
  2. Create bilingual texts that reveal aspects of Australian culture for Italian-speaking audiences and vice versa (VCITC086)
Reflecting
  1. Reflect on participation in intercultural exchange, taking responsibility for contributing to mutual understanding (VCITC087)
  2. Investigate and share family and cultural traditions and experiences, considering how these have shaped and continue to shape personal identity (VCITC088)

Understanding

Systems of language
  1. Use appropriate Italian pronunciation, stress and intonation in increasingly complex sentences and texts (VCITU089)
  2. Extend grammatical knowledge, including present, past and future tenses, and the conditional and subjunctive mood, to interpret and create meaning in texts (VCITU090)
  3. Analyse and apply linguistic, cultural and textual features of specific text types (VCITU091)
Language variation and change
  1. Investigate how language varies according to context and speakers (VCITU092)
  2. Recognise how Italian language and culture have evolved and how they continue to change over time due to influences such as changing contexts and intercultural contact (VCITU093)
  3. Understand that language use has the power to influence social relationships, beliefs and values (VCITU094)
Role of language and culture
  1. Analyse how linguistic choices construct and reflect ideas, practices and values, and consider how these influence the exchange of meaning (VCITU095)

Levels 9 and 10 Achievement Standard

By the end of Level 10, students use written and spoken Italian to interact with others in a range of contexts and for a range of purposes. They discuss topics such as education, work, the environment and youth issues as well as concepts from a range of learning areas. They recount experiences, and express feelings and opinions, agreement and disagreement, using present, past and future tenses, and linking statements with both coordinating and subordinating conjunctions, for example, Era stanca, così non è uscita. Non mi piace quel romanzo perché è triste! Prima siamo andati al cinema, poi siamo andati a prendere un gelato. They demonstrate grammatical control when using complex sentences. They create a range of connected texts and interact with some degree of personalisation on a variety of subjects related to their own interests. They participate in classroom discussions, present and communicate personal thoughts and opinions, and account for and sustain a particular point of view, for example, Non c’ è dubbio che Credo che questi articoli offrano solo un punto di vista. They identify key ideas in different text types dealing with both concrete and abstract topics. They follow...

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7–10 Sequence Levels 7 and 8

Levels 7 and 8 Description

Students become familiar with the Italian pronunciation and sound system, noting similarities and differences with English. They build a vocabulary about people and objects in their immediate worlds. They learn how to use definite and indefinite articles. They learn how to form singular and plural nouns, to recognise patterns of noun categories and to understand the general rule of gender and...

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Levels 7 and 8 Content Descriptions

Communicating

Socialising
  1. 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 (VCITC096)
  2. Participate in individual or collective action, both orally and in writing, by making arrangements, inviting, planning, deciding and responding (VCITC097)
  3. Participate in spoken and written transactions, including purchasing goods and services, and give and follow directions and instructions (VCITC098)
  4. 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 (VCITC099)
Informing
  1. Identify factual information from a range of spoken, written and multimodal texts, and process and represent meaning through, for example, classifying, sequencing and summarising (VCITC100)
  2. Convey factual information and ideas through a range of spoken, written and multimodal texts, using information from a range of sources (VCITC101)
Creating
  1. Participate in listening to, reading and viewing imaginative texts and make connections with characters, events, actions, settings, and key ideas and messages (VCITC102)
  2. Create imaginative texts that present events, characters and emotions from their own experiences (VCITC103)
Translating
  1. 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 (VCITC104)
  2. Create bilingual texts related to experiences in contexts where Italian and Australian realities might differ (VCITC105)
Reflecting
  1. Reflect on own and others’ responses to intercultural experiences and interactions (VCITC106)
  2. Reflect on own identity, including identity as a user and learner of Italian, through connecting observations made about experiences over time (VCITC107)

Understanding

Systems of language
  1. Develop awareness of features of the Italian sound system, including pronunciation, syllable stress, rhythm and intonation, and how these are represented in written form (VCITU108)
  2. Understand and use key features and patterns of the Italian grammatical system, including definite and indefinite articles, gender and agreement, present tense of regular and common irregular verbs, and simple sentence construction (VCITU109)
  3. Understand the features of common spoken, written and multimodal texts (VCITU110)
Language variation and change
  1. Analyse variable linguistic features present in the learning contexts and texts to develop an understanding that language use varies depending on participants, their roles and relationships, and according to the contexts of situation and culture (VCITU111)
  2. Analyse and understand the dynamic nature of the Italian language, and of languages in general (VCITU112)
  3. Analyse and understand the place of Italian locally and internationally, including the relationship between Standard Italian and regional dialects, and Italian in the ecology of languages in Australia (VCITU113)
Role of language and culture
  1. Reflect on the role of language and culture in interaction and how language constructs and reflects assumptions and values (VCITU114)

Levels 7 and 8 Achievement Standard

By the end of Level 8, students engage in social interaction to exchange greetings and to share ideas and information related to their personal, social and school worlds. They use known phrases to exchange ideas and opinions, for example, Non mi piace la pallacanestro. They participate in classroom routines and respond to classroom instructions, questions and directions. They approximate Italian sound patterns such as consonant combinations, clear vowel sounds and unaspirated consonants. They use gesture and some formulaic expressions to support oral interaction. Students use well-rehearsed language related to their personal experiences (for example, stating preferences in sports, leisure activities and entertainment), in both spoken and written forms, and predominantly in the present tense. They demonstrate understanding of information from a range of factual and creative texts. They use learnt structures to create texts such as, captions, descriptions, conversations and correspondence, providing information about themselves, their personal worlds and immediate needs, interests and preferences. They produce simple descriptions with appropriate use of definite and indefinite...

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7–10 Sequence Levels 9 and 10

Levels 9 and 10 Description

Students’ vocabulary and grammar usage is increased and experimentation occurs with different forms of communication. Students use Italian to communicate and interact with each other and with online resources, to access and exchange information, to express feelings and opinions, to participate in imaginative and creative experiences, and to design, interpret and analyse a range of texts...

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Levels 9 and 10 Content Descriptions

Communicating

Socialising
  1. Initiate and sustain interaction to develop relationships with peers and adults, and to exchange and compare ideas, experiences, opinions and feelings (VCITC115)
  2. Participate in individual and collective action by deciding, explaining and justifying (VCITC116)
  3. Participate in spoken and written transactions, including obtaining and negotiating different services and problem-solving (VCITC117)
  4. Use classroom language to question, elicit and offer opinions, and compare and discuss ideas (VCITC118)
Informing
  1. Select and organise information from a range of spoken, written and multimodal texts in Italian; process and analyse ideas; and represent meanings, opinions and perspectives as appropriate to particular audiences (VCITC119)
  2. Convey information and compare diverse perspectives from multiple sources in Italian (VCITC120)
Creating
  1. Respond to imaginative texts, stating views about themes, events and values, and making connections with own experiences as appropriate (VCITC121)
  2. Create imaginative texts to express experiences, ideas and emotions (VCITC122)
Translating
  1. Translate texts from Italian to English and vice versa, and compare different versions for different audiences and contexts (VCITC123)
  2. Create bilingual texts related to experiences in which aspects of Italian and Australian culture might differ (VCITC124)
Reflecting
  1. Interact in Italian with the teacher, peers and others, and exchange reactions and responses to ideas, issues and experiences being discussed (VCITC125)
  2. Reflect on own identity in general and as a user and learner of Italian by sharing personal experiences, perspectives and values and considering their influence (VCITC126)

Understanding

Systems of language
  1. Understand and use the features of Italian sound and written systems, including pronunciation, stress and intonation in increasingly complex structures and texts (VCITU127)
  2. Extend knowledge of and use more complex features and patterns of the Italian grammatical system, including possessive, reflexive, demonstrative and relative pronouns; irregular and reflexive verbs; and comparatives and superlatives (VCITU128)
  3. Analyse the features of a range of spoken, written and multimodal texts, recognising grammatical structures, cohesion and coherence (VCITU129)
Language variation and change
  1. Analyse lexical and grammatical choices made in a range of texts in different contexts to develop an understanding that language use varies in the contexts of situation and culture (VCITU130)
  2. Analyse and understand the dynamic nature of Italian (and languages in general) recognising the impact of technology, media and intercultural contact (VCITU131)
  3. Compare and contrast aspects of communication and the relationship among languages used in the ecology of languages in Australia, including Aboriginal languages and Torres Strait Islander Languages, Asian languages and world languages (VCITU132)
Role of language and culture
  1. Reflect on intercultural exchanges and the ways in which language is used to establish relationships, indicate social values and enhance reciprocity (VCITU133)

Levels 9 and 10 Achievement Standard

By the end of Level 10, students use a range of everyday language both orally and in writing to exchange information about their personal, social, local and about broader issues of personal significance. They communicate thoughts and opinions; make comparisons and contrasts (for example, a differenza di; invece), and offer reasons for points of view, opinions and preferences. They express desires and plans for the future. They give presentations, and formulate and respond to a range of questions. They interpret information and attitudes in a range of informational and imaginative texts. They create written texts such as descriptions, narratives and recounts that convey experiences, ideas and emotions. They give detailed descriptions; describe and relate episodes in time (prima … poi … infine); and qualify statements, for example, through the use of relative clauses. They use simple subject–verb–object constructions, extending or qualifying their message by, for example, adding complements or using modal verbs or comparatives. They produce bilingual texts, plan what needs to be communicated to particular audiences and consider different perspectives.

Students have developed a metalanguage to analyse and discuss features of language choice and use and cultural practice. They analyse texts, noticing features such as tone, sequences and relationships of events in time. They communicate their thoughts with awareness of different perspectives on issues or practices being discussed. They recognise that Italian language use varies according to context, purpose and mode. They consider social and cultural practices of Italians in Italy and in the diaspora, including communities in Australia. They are aware of particular issues relating to translating between Italian and English, such as words with similar meanings and 'false friends', and recognise that certain concepts cannot be translated readily from Italian to English and from English into Italian. They reflect on ways in which language and culture together create meanings, and on ways in which their own linguistic and cultural assumptions come into play in using and learning Italian. They recognise the role of language and culture in shaping experience, and the ways in which their own past experiences shape their identity.

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