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• VCITU131

  Analyse and understand the dynamic nature of Italian (and languages in general) recognising the impact of technology, media and intercultural contact

  Elaborations

  • developing awareness of the Latin origins of the Italian language and other Indo-European languages, how Italian has developed as a language, and the use of dialects
  • researching the use of dialects within the context of Italian-speaking communities (for example, by developing a portfolio of examples, gathered through interviews, blogs, community radio and events), considering the use of dialect and/or Standard Italian, and reflecting on the findings
  • observing changes over time in levels of formality, particularly in spoken Italian such as forms of address, for example, tu/Lei compared to voi/Loro
  • exploring, expanding and consolidating word usage using online applications relating to proverbs, sayings and set phrases

  VCITU131 | Languages | Italian | 7–10 Sequence | Levels 9 and 10 | Understanding | Language variation and change

• Italian - F–10 Sequence: Foundation to Level 2 achievement standards

  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...

  Level description | Languages | Italian | F–10 Sequence | Foundation to Level 2

• Italian - F–10 Sequence: 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...

  Level description | Languages | Italian | F–10 Sequence

• 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

• VCITU036

  Understand that languages change with use over time

  Elaborations

  • maintaining a record of loan words from English to Italian and from Italian to English, noting how borrowing relates to cultural change, for example, new terms for technologies, or the use of Italian words in English advertisements or English words in Italian advertisements
  • observing language used across generations, such as by noticing differences in words used by grandparents, parents and themselves, and suggesting why these differences occur

  VCITU036 | Languages | Italian | F–10 Sequence | Levels 3 and 4 | Understanding | Language variation and change

• Italian - 7–10 Sequence: 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...

  Level description | Languages | Italian | 7–10 Sequence

• 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

• Languages | Italian: Learning in Italian

  Italian language learning

  Italian belongs to the Romance family of languages and is closely connected to its ‘sibling’ languages of Spanish, Portuguese and French. It also has many commonalities and connections with English, sharing many Latin-derived words and using the same Roman...

  Overview material | Italian

• 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

• VCITU094

  Understand that language use has the power to influence social relationships, beliefs and values

  Elaborations

  • examining the language of texts such as protest songs, posters and graffiti to identify ways in which language is used for social commentary
  • identifying features of language such as lexical choices and idiomatic expressions used to achieve different purposes, for example, Chiamaci — ti aspettiamo (advertising). Batti un colpo
  • investigating the impact of media and technology on Italian, including blended forms used to express new concepts, for example, the influence of English in Italian media (Fra le iniziative che vale la pena ricordare, c'è la campagna di sensibilizzazione online ‘Stop Cyberbullismo’, avviata nel 2008 dal Ministero della Pubblica Istruzione)
  • analysing Italian vocabulary related to art, music and cuisine and the impact this has had on other languages, for example, the use of terms such as opera, chiaroscuro, allegro con brio, le lasagne verdi
  • reflecting on own experiences of the influence of language and culture, identifying experiences of inclusion or exclusion, or the marking of respect, values and attitudes

  VCITU094 | Languages | Italian | F–10 Sequence | Levels 9 and 10 | Understanding | Language variation and change

• Italian - F–10 Sequence: Levels 3 and 4 achievement standards

  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...

  Level description | Languages | Italian | F–10 Sequence | Levels 3 and 4

• Italian - 7–10 Sequence: Levels 7 and 8 achievement standards

  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...

  Level description | Languages | Italian | 7–10 Sequence | Levels 7 and 8

• VCITU051

  Develop pronunciation and intonation of Italian-specific sounds

  Elaborations

  • learning to pronounce double consonants, for example, la mattina, il cappello, la piazza, fa freddo
  • learning to pronounce z and t sounds
  • understanding that there are both grave, for example è and acute for example, perché accents and learning to insert these into their work electronically

  VCITU051 | Languages | Italian | F–10 Sequence | Levels 5 and 6 | Understanding | Systems of language

• VCITU130

  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

  Elaborations

  • analysing the appropriateness of language choices for a given context and purpose according to age, relationship and gender, for example, the context of use for phrases such as non mi va as compared to non mi piace
  • analysing differences in communicative style between formal and informal interactions, for example, Come va? Come stai?
  • noticing changes in style, lexicon and grammatical structures, observing how the same facts may be communicated differently by different people in different contexts, for example, describing a school assignment (Non sono stato/a promosso/a; Sono stato/a bocciato/a)

  VCITU130 | Languages | Italian | 7–10 Sequence | Levels 9 and 10 | Understanding | Language variation and change

• Italian - F–10 Sequence: Levels 7 and 8 achievement standards

  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...

  Level description | Languages | Italian | F–10 Sequence | Levels 7 and 8

• 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

• VCITU093

  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

  Elaborations

  • develop awareness of the ecology of languages in local settings by collecting examples of Italian used in the local landscape, such as in particular parts of the city or at markets, and discussing how phenomena might be explained, for example, by noticing the demographics of a particular suburb or noticing the use of Australo-Italian
  • investigating trends in the use of dialects and Standard Italian (for example, by interviewing members of Italian communities to discuss contexts in which dialects and/or Standard Italian are used) and reflecting on hybrid language use, particularly in the context of the diaspora
  • exploring the dynamic nature of language, such as the influence of English in Italian, to express concepts and practices in areas such as music, technology and popular culture, for example, cliccare, digitare, formattare, autostop, autogrill, il manager, la leader
  • analysing samples of Italian language captured in different contexts in which Italian is used, and identifying influences of other languages and cultures

  VCITU093 | Languages | Italian | F–10 Sequence | Levels 9 and 10 | Understanding | Language variation and change

• Languages | Italian: Rationale and Aims

  The VCAA has published the Victorian Curriculum F–10 Version 2.0. To view the curriculum, familiarisation resources and support material, go to the Victorian Curriculum F–10 Version 2.0 website.
  
  Go to the VCAA website to explore the timeline for familiarisation and implementation of...

  Overview material | Italian

• VCITU056

  Understand the diversity of languages and cultures represented in the classroom, and the multilingual and multicultural character of Australian society

  Elaborations

  • developing an awareness of the different dialects spoken in Italy and used in Italian-speaking communities in Italy and in the diaspora
  • comparing the words they have heard in their home and/or community to ones learnt in class and noticing that there are different dialects in Italian, for example, bambino in Italian is the equivalent to picciriddu in Sicilian dialect
  • discussing the local linguistic landscape, including the presence of Aboriginal and Torres Strait Islander languages

  VCITU056 | Languages | Italian | F–10 Sequence | Levels 5 and 6 | Understanding | Language variation and change