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• VCITU074

  Recognise the impact of media and technology on the way Italian is changing as a language of local and international communication

  Elaborations

  • discussing global and cultural influences on the Italian language and noticing when and how hybrid forms are used, for example, use of numbers, mathematical symbols, single letters and acronyms to replace words in SMS messaging, such as TVTB (ti voglio tanto bene), 6 (sei), x (per)
  • investigating the impact of the media on the Italian language by analysing headlines, advertisements and news reports, and comparing these with texts in English (for example, comparisons of vocabulary or syntax) noticing how English is modifying Italian in particular spheres, for example, language used in the entertainment industry, in movies and television series; and language used to express contemporary concepts (match, hardware, fast food, acquagym, relax, weekend, budget, fiction)

  VCITU074 | Languages | Italian | F–10 Sequence | Levels 7 and 8 | Understanding | Language variation and change

• VCITU070

  Develop an understanding and use the sound system of Italian

  Elaborations

  • examining differences in pronunciation of consonant and vowel combinations, double consonants, stress and accents, and applying to own work, for example, famiglie, gnocchi, chiese, barche, chiavi, buono, cena; sono and sonno, vale and valle; felicità, capacità
  • recognising the differences in tone and rhythm between statements, questions, exclamations and commands when speaking, interacting and expressing emotion, for example, Vai a casa? Va’ a casa! Oh! E? Ahimè!

  VCITU070 | Languages | Italian | F–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCITU112

  Analyse and understand the dynamic nature of the Italian language, and of languages in general

  Elaborations

  • exploring the influence of technological change on the Italian language, such as:
    
    • the borrowing and adapting of technical terms, for example, cliccare, il mouse, la password, chattare
      
    • observing the changes to language when used in abbreviated forms in multimedia communications, for example, 6 = sei, x = per, + = più, - = meno, TVTB = ti voglio tanto bene, ke = che
      
    • understanding the influence of other cultures on Italian, for example, the use of borrowed words such as il make-up, il bebé, un tailleur, il wurstel, il krapfen
      
    • recognising that Italian is used in diverse communities and that it changes in response to local cultural contexts

  VCITU112 | Languages | Italian | 7–10 Sequence | Levels 7 and 8 | Understanding | Language variation and change

• VCITU111

  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

  Elaborations

  • noticing patterns in language use based on gender, age, social status, and purpose of interaction, for example, discussing appropriate greetings for people of different ages and/or status, such as a neighbour or teacher
  • comparing register in a range of texts and explaining the use of language such as polite and familiar forms

  VCITU111 | Languages | Italian | 7–10 Sequence | Levels 7 and 8 | Understanding | Language variation and change

• VCITU108

  Develop awareness of features of the Italian sound system, including pronunciation, syllable stress, rhythm and intonation, and how these are represented in written form

  Elaborations

  • listening to and producing the sounds of Italian, and noticing sound–symbol correspondence, for example, consonant combinations (for example, famiglia, gnocchi, chiesa, barche), vowel combinations (for example, buono, chiave, ciliegia) and double consonants (for example, sono and sonno)
  • using the Italian alphabet, making connections between spoken and written forms, understanding the effect of grave and acute accents (for example, città, perché)
  • recognising differences in tone and rhythm between statements, questions, exclamations, requests and commands, for example, Vai a casa? Vai a casa!
  • noting differences between Italian and English use of capital letters, and using rules of capitalisation when creating own texts, for example, omission of capitals with weekdays, months of the year and nationalities
  • checking pronunciation of words using sound files and text-to-speech software
  • recording individual words to create a talking dictionary

  VCITU108 | Languages | Italian | 7–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCITU113

  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

  Elaborations

  • understanding that differences exist between Standard Italian, regional varieties and dialects, for example, by noticing lexical differences and comparing gestures and accents
  • recognising that Standard Italian is used in diverse communities throughout the world and that many speakers of Italian may also speak a regional and/or local dialect
  • examining the presence of Italian in the Australian linguistic landscape, for example, through signage, the culture of coffee, food, art and music, and in newspapers, television and radio, and the interpreter service
  • exploring the changing profile of languages in Australia by, for example, comparing maps of languages over time, developing a class language tree, examining the Australian Languages map, conducting a survey about languages spoken at home or in the community, or examining census data
  • presenting connections between languages and dialects

  VCITU113 | Languages | Italian | 7–10 Sequence | Levels 7 and 8 | Understanding | Language variation and change

• VCITU109

  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

  Elaborations

  • learning how to use:
    
    • nouns to identify people and objects — singular and plural regular forms, gender, some exceptions; developing awareness of various categories of nouns with common endings such as -ista, -zione, -tore and -trice (for example, il/la dentista, la stazione, il vincitore/la vincitrice) and comparing them to their English equivalents
      
    • definite and indefinite articles — use and omission
      
    • adjectives to describe things (including agreement and exceptions); and possessive adjectives, for example, Il mio libro
      
    • demonstratives, for example, Questo è il libro
      
    • interrogatives, for example, Chi, che, cosa, quale, come?
      
    • subject pronouns, for example, io, tu, lui, lei
      
    • numerals — cardinal, ordinal, dates, time
      
    • prepositions of time and place to describe when and where
      
    • articulated prepositions with a, da, in, di, su (for recognition only)
      
    • commonly used adverbs to qualify verbs and adjectives
      
    • verbs describing state (essere), possession (avere) and regular verbs describing actions in the present tense (for example parlare, cantare)
      
    • sentence structure to construct simple sentences in Italian ([subject]–verb–object); making statements, asking questions and giving/receiving instructions (verb + object), for example, Chiudi il libro!
      
    • negation to form negative statements and questions, for example, Non ti piace il gelato

  VCITU109 | Languages | Italian | 7–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCITU072

  Apply understanding of distinctive features of text organisation

  Elaborations

  • describing and applying the main features of familiar text types in Italian, for example, letter, email, description, narrative, report
  • observing that texts are constructed for a variety of purposes (for example, to request, to instruct, to invite and to describe) and for a variety of audiences, for example, child/adult, known/unknown people

  VCITU072 | Languages | Italian | F–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCITU110

  Understand the features of common spoken, written and multimodal texts

  Elaborations

  • understanding and using cohesive devices such as conjunctions (for example, e, ma, perché, anche, o, invece) to help sequence ideas and to link ideas and actions
  • listening to or reading simple Italian texts and recognising the conventions of particular text types, for example, postcard, letter, email, card, blog and conversations (face to face and phone)
  • analysing simple spoken, written and digital texts to identify different kinds of language use (such as personal, descriptive or informative) and ways to achieve textual cohesion, for example, use of fillers in spoken texts (insomma, beh, boh, allora)
  • talking about language features and word order using relevant metalanguage such as ‘verbs’, ‘adjectives’, ‘nouns’ and ‘pronouns’ (for example, know if this non/adjective singolare o plurale? Perché?), and comparing grammatical features in Italian and English

  VCITU110 | Languages | Italian | 7–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCITU114

  Reflect on the role of language and culture in interaction and how language constructs and reflects assumptions and values

  Elaborations

  • reflecting on how cultural assumptions and values are embedded in choices in language use, for example, fare bella figura; fare brutta figura; Buon appetito — Grazie altrettanto
  • examining how their own communication carries assumptions and values that impact on interpretation and understanding
  • developing language to discuss, question and share understandings with others non-judgmentally

  VCITU114 | Languages | Italian | 7–10 Sequence | Levels 7 and 8 | Understanding | Role of language and culture

• 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

• VCITU075

  Understand the value of communicating within and across languages, and discuss the interrelationship between Italian, English and other languages

  Elaborations

  • discussing how loan words in both Italian and English have come from other from other languages such as Latin and Greek, for example, agenda, census, via, metafora, stigma
  • understanding differences between standardised language and dialects, comparing words used in the home and/or community to those used in formal settings such as school, for example, guaglione or toso and ragazzo
  • reflecting on the history of Italian migration to Australia, the formation of communities of speakers of Italian in specific cities and suburbs, and the resulting regional variations of language, such as Australo-Italian, and the impact of Australian English on the local Italian community
  • analysing the influence of the Italian language on English in areas such as food, music and fashion, and considering the value of this influence

  VCITU075 | Languages | Italian | F–10 Sequence | Levels 7 and 8 | Understanding | Language variation and change

• 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

• VCITC069

  Reflect on own participation in intercultural exchange and consider how this shapes own identity over time

  Elaborations

  • creating a learning journal or autobiography relating intercultural experiences and their impact
  • recognising own culture-based understanding of ideas and experiences
  • reflecting on own positioning in exchanges with members of the Italian community

  VCITC069 | Languages | Italian | F–10 Sequence | Levels 7 and 8 | Communicating | Reflecting

• VCITC066

  Translate texts, discussing different versions and why these might occur

  Elaborations

  • translating short phrases or texts, noting culture-specific words and phrases and discussing alternatives, equivalence or non-equivalence, for example, fare la passeggiata
  • translating texts describing events occurring in present and past, considering that Italian expresses concepts across time in different ways to English
  • selecting from options to translate short phrases and texts, and explaining choices
  • taking note of ‘false friends’ in translation, for example, that the English word ‘annoyed’ does not translate to ‘annoiato’ in Italian
  • comparing own translation to one done by using an electronic translator, and discussing the advantages and disadvantages of using electronic translators and the sort of issues that emerge from their use
  • using strategies to avoid literal translation
  • using monolingual and bilingual dictionaries and word lists to assist in developing meaning

  VCITC066 | Languages | Italian | F–10 Sequence | Levels 7 and 8 | Communicating | Translating

• 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

• 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

• VCITU076

  Analyse the ways in which choices in everyday language use reflect cultural practices and values

  Elaborations

  • understanding the significance of cultural concepts and how these relate to social conventions and are reflected in language use, for example, Salute! Cin Cin! Buon appetito!
  • observing the connection between some names and regional and family connections or religion
  • discussing culturally significant concepts encountered in texts (for example, Fare la passeggiata. Fare bella figura. Andare a trovare qualcuno) and making comparisons with Australian culture
  • analysing the meaning and use of proverbs and sayings (for example, l’abito non fa il monaco) and considering equivalents in English and other languages

  VCITU076 | Languages | Italian | F–10 Sequence | Levels 7 and 8 | Understanding | Role of language and culture

• 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