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• 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

• VCITC105

  Create bilingual texts related to experiences in contexts where Italian and Australian realities might differ

  Elaborations

  • creating texts with bilingual captions, such as picture dictionaries and photo stories
  • creating digital texts such as annotated maps or building plans to highlight aspects of culture such as school life, for example, aula magna, bidello/a, mensa, andare a scuola in motorino/in microcar
  • creating captions and labels related to immediate environment (for example, producing bilingual school timetables and signage such as la mensa, il campo sportivo, le scale), and explaining how the translated labels do not necessarily capture differences in worldviews

  VCITC105 | Languages | Italian | 7–10 Sequence | Levels 7 and 8 | Communicating | Translating