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Italian: 7–10 Sequence

Italian: 7–10 Sequence Level 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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Italian: 7–10 Sequence 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)

Italian: 7–10 Sequence 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.

Italian: F–10 Sequence

Italian: F–10 Sequence Level 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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Italian: F–10 Sequence 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)

Italian: F–10 Sequence 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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