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• VCIDU114

  Recognise pronunciation of compound words and polysyllabic words, and use of rhythm and stress in complex sentences

  Elaborations

  • recognising sounds such as the glottal stop k and unexploded t at end of words, and sound combinations such as kh and sy, in words such as khatulistiwa, masyarakat
  • understanding rising intonation in polysyllabic words (for example, membersihkan) and compound words, for example, kerajinan tangan
  • recognising and reproducing the rhythm of extended sentences, such as the correct pausing for clauses in a complex sentence, for example,…yang sudah diterimanya,…

  VCIDU114 | Languages | Indonesian | 7–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCIDU115

  Develop knowledge of vocabulary and structure to extend meanings, such as complex verbs, affixation, a range of cohesive devices and object-focus construction

  Elaborations

  • identifying people by pronouns or titles, for example, Kepala Sekolah, si (diminutive) and nicknames
  • describing the qualities of people using adjectives of character, for example, murah hati, bertanggung-jawab
  • indicating possibility, for example, mungkin, mudah-mudahan, semoga
  • specifying what is being referred to, for example, yang ini, yang itu
  • understanding embedded clauses using yang, for example, Saya belum berkenalan dengan murid yang baru datang dari Australia
  • indicating equivalence using adalah
  • indicating action using transitive verbs, me- verb system (-kan or -i suffix) and their object-focus di- forms
  • showing lack of purpose, for example, jalan-jalan, duduk-duduk, melihat-lihat
  • relating people and position using prepositions, for example, kepada
  • comparing things using comparatives and superlatives, for example, ter-, makin lama…, makin + adjective
  • seeking information using interrogatives and question forms, for example, mengapa, bagaimana, yang mana, untuk apa/siapa, dengan apa/siapa
  • requesting that others do something for own benefit (minta, harap, mohon, tolong); for others’ benefit (silakan)
  • excusing and apologising, for example, permisi dulu, minta maaf, maafkan saya
  • giving advice with suffix -lah, for example, beristirahatlah, tunggulah, nasehat saya, sebaiknya, seharusnya, jangan
  • showing empathy and well-wishing, for example, kasihan, harap cepat sembuh, semoga sukses
  • giving opinion, for example, saya berpendapat bahwa, saya percaya
  • contrasting two ideas using conjunctions, for example, namun, namun demikian, walaupun begitu, meskipun
  • referring to abstract ideas using affixation and nominalisation, for example, belajar/pelajar/pelajaran, kerja/mengerjakan/pekerjaan, sakit/penyakit/kesakitan
  • referring to events and time using frequency markers (for example, sering kali, sekali-sekali, belum pernah, hampir tidak pernah) and time indicators, for example, tadi malam, nanti, nanti sore, sekarang, pada masa depan, yang akan datang, waktu liburan yang lalu
  • referring back to something specific using tersebut

  VCIDU115 | Languages | Indonesian | 7–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCITC084

  Create a range of imaginative texts, considering how to represent ideas, characters and events

  Elaborations

  • creating stories with various settings, characters and events, using, for example, video, cartoon, games
  • creating texts to entertain others by expressing ideas such as romance, danger and excitement, for example, Sei bella come il sole! Attenti! Mamma mia! Acqua azzurra, acqua Chiara. Sei matto!
  • creating reflective texts to present feelings about themes of personal or social relevance, such as friendships/relationships and contemporary issues, Mi fa paura. Mi fa arrabbiare. Mi sorprende. Mi dà coraggio. Non sopporto la violenza dell’uomo sulla donna. Ho un sogno … Mi piacerebbe … Condivido le opinioni/le idee di … perché …

  VCITC084 | Languages | Italian | F–10 Sequence | Levels 9 and 10 | Communicating | Creating

• VCITC119

  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

  Elaborations

  • listening to, viewing or reading texts that depict aspects of Italian culture, art, history or geography, and sharing the information with others, for example, comparing online tourist brochures, and reading or viewing a series of advertisements and creating own advertisement to attract Italian tourists to an Australian city/town/area
  • researching, recording and synthesising information from texts, including television programs, reports, interviews, video clips, documentaries, graffiti and social networks, using tools such as tables, concept maps, webbing and charts to organise and order information and inform others of findings
  • deducing meaning, evaluating and synthesising information and identifying cultural references in texts that show different representations of Italian culture
  • conducting online surveys to report on attitudes towards topics such as water usage, consumer choice, technology use, music or celebrities

  VCITC119 | Languages | Italian | 7–10 Sequence | Levels 9 and 10 | Communicating | Informing

• VCITC120

  Convey information and compare diverse perspectives from multiple sources in Italian

  Elaborations

  • reporting on current events and topics related to personal worlds, through reports, summaries, biographies or journal entries, for example, presenting a profile of a favourite artist or a famous person; or reporting the findings of a survey (Il documentario … presenta la storia di …, l’articolo parla di …, rappresenta il punto di vista di …, [lo scrittore] pensa …; La maggior parte di/la minor parte di/il 20 per cento di persone [+ verb] …; entrambi, tutti/pochi studiano ogni sera; a differenza di, però; Il depliant australiano sottolinea di più …)
  • connecting and presenting information showing varying perspectives, such as child/adult, Australian/Italian, insider/outsider or rural/urban, using present, past and future tenses as appropriate, for example, Il mondo è pieno di cibi diversi; ci sono bambini che hanno poco da mangiare
  • conveying information and justifying personal opinions with evidence from the text, for example, Mi è piaciuto molto l’articolo perché …
  • creating a poster, blog or advertisement to promote awareness of a particular issue, event or behaviour, such as recycling, conservation, sustainability, healthy food choices, sport and fitness options
  • presenting information about the movement of people globally, including to and from Italy, for example, comparing stories of migration, or the phenomenon of asylum seekers in Italy and in Australia

  VCITC120 | Languages | Italian | 7–10 Sequence | Levels 9 and 10 | Communicating | Informing

• VCITC077

  Initiate, sustain and extend discussions related to aspirations, relationships and contemporary social issues

  Elaborations

  • corresponding with peers throughout the year (for example, by phone, Skype, email or wikis) to build relationships and share views about home, school, lifestyle, leisure activities and interests
  • interacting in speaking or writing with an Italian contact to seek personal information about their past, current activities and future plans, and to ask about life in Italy and the possibility of visiting in future, for example, Questo è il dottor Bianchi. Le presento la dottoressa Russo. Piacere! Che lavoro fai? Cosa facevi tre anni fa, in Italia? Cosa bevi a tavola? Ben arrivato/a! Entri! Prego. Le dispiace inviarmi una copia di … Distinti saluti
  • sustaining exchanges with others by acknowledging, asking for repetition or clarification, or questioning further, for example, Scusi non ho capito, può ripetere, per favore? Potrebbe ascoltare, per favore? Può aiutarmi a … Mi sono dimenticato/a di …
  • using contextual clues and gestures to assist in comprehending and expressing meanings during spoken conversations, such as responding to facial expressions showing emotion or confusion, for example, Ah, ora capisco! È davvero interessante. Come hai/ha detto? Eh sì! Ma scherzi!
  • interviewing class members to gauge views about aspects of daily life (such as school, pastimes, relationships and the local environment), and discussing as a class the major themes and concerns that emerge, for example, Come mai …? Perché …? Secondo te …? Forse ... pensi che …? È chiaro che …
  • sharing opinions with peers about experiences, events and interests incorporating language to express emotions and opinions such as approval, gratitude, regret, appreciation or boredom, for example, Ti è piaciuto/a la puntata/il concerto di …? Cosa pensi di …? Preferisco … Penso che … Vorrei … Mi piace di più … Purtroppo ... Insomma!
  • debating pros and cons related to topics such as adolescenti a dieta or the l’uso dei social media, for example, Sono pro/contro ... perché ... Di pro/contro c’è
  • exchanging letters, emails and videos with peers in Italy, comparing aspects of youth lifestyle, school and environment, using comparisons when expressing thoughts and ideas, for example, Come trascorrerete le vacanze estive? Come voi, anche noi andiamo in Italia …

  VCITC077 | Languages | Italian | F–10 Sequence | Levels 9 and 10 | Communicating | Socialising

• VCITC079

  Participate in spoken or written transactions to obtain goods and services, including expressing views on quality and making complaints and recommendations

  Elaborations

  • participating in face-to-face interactions with peers to persuade them to purchase items such as tickets, games or clothing, for example, Questa giacca è la più elegante di tutte; ma questa costa meno, pur essendo di un bel tessuto
  • exchanging a purchased item, for example, Mi dispiace, ma non funziona bene, c’è un difetto … Vorrei cambiarlo/a
  • negotiating over price, for example, Costa un po’ troppo, mi può fare uno sconto? È se ne compro due paia?

  VCITC079 | Languages | Italian | F–10 Sequence | Levels 9 and 10 | Communicating | Socialising

• VCITC122

  Create imaginative texts to express experiences, ideas and emotions

  Elaborations

  • creating texts based on examples or models, for example, depictions of characters, children’s stories
  • creating texts to entertain others, expressing real and imagined experiences, ideas and emotions, for example, a rap about being young, a video about a fictional school, a cartoon about a real or fictitious hero, a short story about an inanimate object coming to life

  VCITC122 | Languages | Italian | 7–10 Sequence | Levels 9 and 10 | Communicating | Creating

• VCITC124

  Create bilingual texts related to experiences in which aspects of Italian and Australian culture might differ

  Elaborations

  • creating bilingual resources to support the sharing of experiences, for example, a photographic display or a digital presentation with captions, a bilingual guide/handbook for a particular group
  • creating a photographic display with bilingual captions depicting important social occasions in comparative perspective, for example, the ways in which weddings, Christmas, Labour Day are celebrated
  • adding subtitles and captions in English to complement the Italian language audio of video clips and photo stories

  VCITC124 | Languages | Italian | 7–10 Sequence | Levels 9 and 10 | Communicating | Translating

• VCITC117

  Participate in spoken and written transactions, including obtaining and negotiating different services and problem-solving

  Elaborations

  • participating in negotiations in conversation and correspondence, for example, discussing possibilities regarding travel to Italy or the purchase of goods such as fashion items, musical equipment, a mobile phone (Quanto costa il biglietto per … ? Vorrei il biglietto più economico. Posso vedere l’ultimo modello del telefonino Ha una custodia colorata? Queste scarpe sono piccole; ho bisogno di un numero più grande. I pantaloni sono troppo larghi. C’è la taglia più piccola?)
  • corresponding to express a complaint about a poor-quality service and suggest a way to improve it
  • applying for a part-time job and participating in a mock interview
  • requesting a service, for example, changing a flight, exchanging currency, purchasing a SIM card or confirming accommodation

  VCITC117 | Languages | Italian | 7–10 Sequence | Levels 9 and 10 | Communicating | Socialising

• VCITC080

  Interact in discussions by questioning, making suggestions and expressing opinions, and reflect on experiences of classroom interactions

  Elaborations

  • interviewing class members, asking them, for example, to review an experience or to make suggestions for future study topics in areas of interest, for example, A mio parere … Forse … Un’ idea sarebbe; Si potrebbe ampliare la seconda parte. Sei d'accordo di/se ...?
  • participating in classroom discussions about how meanings can be interpreted or misinterpreted by others, for example, keeping a classroom journal with examples of language used in contexts within and outside the classroom as a basis for group discussion, for example, fare feste, fare il filo a …, a mani vuote, perdersi, spalmare, rendere pan per focaccia

  VCITC080 | Languages | Italian | F–10 Sequence | Levels 9 and 10 | Communicating | Socialising

• VCITC126

  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

  Elaborations

  • recounting personal experiences and expressing opinions through a range of texts, using present and past tenses as appropriate, for example, writing an autobiography indicating how their identity has changed and why; writing a narrative about their family history and generational influences (Ammiro … Giovanni perché è venuto in Australia da solo quando aveva diciotto anni)
  • reflecting on texts such as diaries, articles and documentaries about the lives of Italians in the diaspora; making comparisons with learners and speakers of Italian, for example, through interviews, social media, wikis and video; discussing how people’s identities, values and beliefs (including their own) are maintained and/or change over time
  • comparing and contrasting Italian and Australian experiences such as a concert or celebration, or teenage use of technologies (mobile phones, social networking), and considering how their own and others’ identity may shift according to place and time; discussing cultural notions of ‘self’ as public or private
  • engaging with other learners and speakers of Italian such as through social media, wikis and video, to describe experiences of using and learning Italian, seeking advice on how to learn and navigate aspects of Italian language and culture such as taboo topics, personal space, and perceptions of image (for example, È permesso parlare di politca/religione? Con chi? Perché no?); surveying class-/schoolmates, relatives, neighbours and friends to examine how identities may vary
  • reflecting on choices made to present self to others in particular ways or to conceal aspects of identity when interacting across cultures; noticing the adjustments made when interacting with different people

  VCITC126 | Languages | Italian | 7–10 Sequence | Levels 9 and 10 | Communicating | Reflecting

• VCITC082

  Give information in different forms, offering own views in relation to the content and considering the significance for particular audiences

  Elaborations

  • using models of media texts such as television reports, video clips and social media to create informative texts in spoken and written form, to achieve different purposes, for example, to persuade, to entertain or to inspire, such as a weather report, a sports report, a magazine article about an issue or event, or a travel brochure promoting a local region or product, for example, Il tempo previsto per domani è … L’aspetto più interessante da capire è … Venite in Liguria! Vi aspettiamo! Cosa aspettate? Insomma gli immigrati possono essere una grande risorsa. Le olive siciliane sono le più gustose.
  • designing texts such as an advertisement or magazine cover for a particular audience, making choices about images, cultural references, music and colour, and explaining reasons for choices
  • conveying ideas drawn from different areas of learning (such as health and nutrition, design, or biological science) to inform others, for example, Venite! Ascoltate e provate …! Usalo/a due volte al giorno e non te ne pentirai!

  VCITC082 | Languages | Italian | F–10 Sequence | Levels 9 and 10 | Communicating | Informing

• VCITC083

  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

  Elaborations

  • analysing and discussing emotional impact of text features such as use of hyperbole and metaphors to express emotions and convey attitudes, for example, Mi piace da matti/da morire! ... È una vita che aspetto! Sei una volpe! ... La Divinia Commedia è lo specchio della società medievale italiana
  • investigating the social context in which a text was created and how these factors influenced the ideas and expression of the text, for example, considering the author’s background, prior or related events and figures of importance, for example, Mi piace da morire!
  • interpreting the use of images, sounds, gesture and language choices to convey cultural concepts and ideals in Italian texts, for example, the didactic nature of Italian pop songs, the neorealism of Italian film, social issues captured in graffiti
  • listening to, viewing or reading traditional and contemporary texts such as stories, fables, films and songs to understand how moral values and characteristics are portrayed, such as being respectful, caring, clever and honest
  • expressing thoughts and ideas about how texts convey implicit and explicit values and beliefs which are associated with Italian culture across generations, for example, viewing and discussing excerpts from La vita è bella, Pane e tulipani, Pane e cioccolato or America, or discussing the historical setting of the film Caterina va in città and the main character's attitude to life
  • reading contemporary texts such as poetry or song lyrics to explore and discuss aspects of Italian society and culture that are addressed, for example, current social themes such as youth, unemployment, immigration to Italy, asylum seekers, education, university

  VCITC083 | Languages | Italian | F–10 Sequence | Levels 9 and 10 | Communicating | Creating

• VCITC123

  Translate texts from Italian to English and vice versa, and compare different versions for different audiences and contexts

  Elaborations

  • comparing different translations of the same message in Italian and English, for example, Devo scappare/andare/correre can be translated as 'I must/have to run/go' or 'I got to run/go
  • translating texts such as public signs and explaining choices in different renderings, for example, Non calpestare l’erba (Keep off the grass, Don’t walk on the lawn, Don’t trample the grass)
  • using print and digital dictionaries, selecting appropriate meaning from alternatives provided; comparing translations with peers and explaining cultural references and expressions such as fuori (literally ‘outside’; ‘out of your mind’) or su di giri (literally ‘revved up’; ‘excitable, elated’) and any aspects ‘lost in translation’
  • comparing different translations of a text, including versions created by online translators, and discussing any issues that emerge
  • translating and discussing idiomatic expressions in both Italian and English, for example, Non vedo l’ora! (I can’t wait!), Era ora! (Finally! It was about time!), Lasciami stare! (Leave me alone!), Ma dai! (Come on!), Tocca ferro (Touch wood)

  VCITC123 | Languages | Italian | 7–10 Sequence | Levels 9 and 10 | Communicating | Translating

• VCITC081

  Analyse, synthesise and evaluate ideas and information from multiple sources on a range of contemporary issues

  Elaborations

  • listening to, viewing and reading authentic texts and asking critical literacy questions such as Chi è l’autore?; Di cosa si tratta?; Per chi è stato scritto?; Qual è il tema?; Da quale/i punto/i di vista è presentato? Qual è lo scopo?
  • gathering information on an issue from different sources and reporting on it to others, using tools such as tables, graphic organisers and charts, and discussing whether the information is similar or different in different sources and why
  • extracting details and main ideas, making judgments about their relevance and discussing contrasting points of view, for example, selecting the main events from an article, identifying core data from interviews, identifying gist and main point/s of a spoken interaction, or analysing different interpretations of meaning in a conversation
  • summarising the message or argument of a text such as an advertisement, poster or article, and using evidence from the text to consider how claims are supported
  • comparing different perspectives on the same event or on a topical issue such as i rapporti intergenerazionali, l’ambiente, le scelte alimentari, il consumo del grano transgenico, i rapporti genitori-figli
  • using dictionaries effectively and accessing reference materials such as word lists and grammar references in print and online resources to assist and refine understanding of content

  VCITC081 | Languages | Italian | F–10 Sequence | Levels 9 and 10 | Communicating | Informing

• VCITC121

  Respond to imaginative texts, stating views about themes, events and values, and making connections with own experiences as appropriate

  Elaborations

  • listening to and reading narratives, biographies and autobiographies to explore representations of life experience in relation to concepts such as adolescence, relationships and roles
  • identifying practices, values and beliefs of characters in extracts from contemporary Italian literature, film and popular culture, comparing these with texts in own language and culture and with their own experiences
  • exploring how values and practices may have changed over time by comparing texts from different eras, for example, analysing the lyrics of Italian popular songs and singer/songwriters (cantautori), for example, ‘L’italiano’ by Toto Cutugno
  • reflecting on own experiences, practices, attitudes, interpretations and reactions and those of characters in imaginative texts, for example, Anch’io penso che …, In Australia invece …; Non credo di [+ infinitive …] …, Anch’io ho avuto/sperimentato …
  • changing aspects of a story (for example, locating it in a different time or place, or developing an alternative ending) and explaining the significance of such changes
  • writing poems, letters or emails to characters from a story or film, for example, Pinocchio
  • interpreting how sounds, images, body language and language choices in texts such as songs and films carry Italian values, for example what aspects of the film, in La vita è bella convey the importance of love and family in Italian culture

  VCITC121 | Languages | Italian | 7–10 Sequence | Levels 9 and 10 | Communicating | Creating

• VCITC088

  Investigate and share family and cultural traditions and experiences, considering how these have shaped and continue to shape personal identity

  Elaborations

  • sharing ideas about themselves (for example, describing memberships and special talents, explaining family traditions, writing an autobiographical text), and reflecting on themselves as an interactant in Italian/English intercultural exchanges and how they want to be perceived
  • considering how their identity has changed over time, based on experiences recorded in a journal throughout the school year
  • expressing to others how Italian is part of their identity, and reflecting on when, how and why they use Italian (and other known languages)
  • reflecting on how language and culture shape their identity, history and understanding

  VCITC088 | Languages | Italian | F–10 Sequence | Levels 9 and 10 | Communicating | Reflecting

• VCITC078

  Contribute ideas, opinions and suggestions in interactions related to shared tasks and problem-solving, managing diverse views

  Elaborations

  • contributing suggestions about purposes, processes and roles in collaborative planning such as creating an itinerary for a visiting Italian student, for example, Come? Vorresti vedere …? Che ne dici di …? Cosa ne pensi di …? Vogliamo …? Ti piacerebbe ...?
  • planning and making decisions with others (for example, about an event or visit), expressing preferences and asking questions to clarify intentions, for example, Bisogna/propongo di fare così … Prima andiamo a …, poi ci fermiamo a … Torneremo a casa entro le nove. Cosa pensi se …? Sei d’accordo? Va bene?
  • participating in scenarios such as visiting friends or going on an outing to the city, including negotiating options and stating wants and needs (for example, Se viene …, vengo anch’ io. Secondo te, sarebbe meglio se …?); inviting peers to attend a celebration or party, and expressing agreement, disagreement, disappointment or enthusiasm when accepting and declining offers, requests and invitations, for example, Che bello! Non partire senza salutarmi … Non credere a queste cose. Conviene prendere l’autobus. T’interessa venire ...? Sei libero ...? Non mi va. Che delusione!
  • making shared decisions, solving problems and discussing alternative solutions
  • contributing suggestions in the context of undertaking a social project such as visiting a childcare centre or the local Italian aged-care home

  VCITC078 | Languages | Italian | F–10 Sequence | Levels 9 and 10 | Communicating | Socialising

• VCITC086

  Create bilingual texts that reveal aspects of Australian culture for Italian-speaking audiences and vice versa

  Elaborations

  • creating bilingual texts for Italian speakers in Australia, for example, leaflets about recommended goods and services for students, businesspeople, a sports team or senior citizens arriving from Italy
  • creating bilingual signage for an event, bilingual captions for a display, or bilingual text for a discussion board

  VCITC086 | Languages | Italian | F–10 Sequence | Levels 9 and 10 | Communicating | Translating