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• 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

• VCITC039

  Interact to share interests, leisure activities, feelings, opinions and preferences

  Elaborations

  • contributing ideas and opinions in interactions by acknowledging, replying, agreeing/disagreeing and concluding, for example, E tu? È vero. Davvero? Va bene. Non sono d’accordo. Mi dispiace ma non capisco. Allora ci vediamo dopo. Arrivederci, Giorgio, a domani! Ho dimenticato … Sei molto gentile. Penso di sì. Penso di no.
  • asking and responding to questions that elicit personal information about themselves and others, for example, Da dove vieni? Vengo da Melbourne. Sei australiana? No, non sono australiana, sono cinese. Sì, e sono di origine greca. Quanti siete in famiglia? In famiglia siamo in sei. È/non è interessante … Che bello!
  • writing short texts such as emails, letters and text messages to interact with others, for example, to invite, congratulate or thank someone
  • using formal and informal greetings and forms of address when opening and closing conversations and written correspondence, for example, Pronto, chi parla? Ciao mamma. ArrivederLa. Mio caro fratello/Carissima nonna/ Gentile signora. Bacioni/Distinti saluti
  • asking about personal preferences, for example, Quale materia ti piace? Mi piace … /Non mi piace …, È facile/È difficile. Quale sport fai? E tu? Bravissimo! Eccezionale!
  • expressing feelings, such as about a singer or sports figure, for example, È simpatico e bravo, mi piace tanto. Vorrei...Mi piacerebbe …
  • describing a person’s physical state, for example, Ha fame/sete/freddo/caldo; Ho mal di … Sono stanco/sono rilassato
  • expressing preferences, for example, Mi piace il caldo. Mi piace/non mi piace la musica rock/pop/classica …
  • talking about the local environment and expressing opinions, for example, Qui c’è molto verde. A/In … c’è tanto inquinamento
  • providing options and choices, inviting, accepting or refusing, for example, Vuoi venire a …? D’accordo/No, non posso … un’altra volta. Vuoi il CD di … o di …? Che buona idea!

  VCITC039 | Languages | Italian | F–10 Sequence | Levels 5 and 6 | Communicating | Socialising

• VCITC043

  Listen to, view and read texts and gather information from a range of sources, including concepts drawn from other learning areas

  Elaborations

  • surveying classmates on specific topics and presenting the findings using tables, concept maps, graphs and digital presentations, making comparisons with children’s lifestyles in Italy, for example, Chi? Dove? Quando? Perché? Che cosa?
  • gathering information by interpreting a range of texts, including signs, instructions, directions and diagrams, and then participating in class discussions on this information or presenting information independently in a variety of forms, for example, using a flowcart to explain the life cycle of a butterfly, or reporting (Metà della classe … La maggior parte … Pochi …. Tanti …. Alcuni … quasi tutti …)
  • researching topics such as leisure, recycling, the water cycle, the solar system, or geographical features of Italy, in a range of sources, including magazine articles, books and websites, and ordering and sharing the information in print or digital format
  • reordering information, for example, using tables or concept maps and retrieval charts
  • viewing documentaries about Australian/Italian cities or the natural environment to complete a list of facts or to collect information to discuss and compare with peers

  VCITC043 | Languages | Italian | F–10 Sequence | Levels 5 and 6 | Communicating | Informing

• VCITC042

  Interact in classroom activities and create shared class routines

  Elaborations

  • interacting in small groups in class routines, for example, Come si scrive? Di chi è questo/questa? È mio/mia. È di mio fratello
  • asking to receive things, for example, Per favore, dammi una penna blu. Per piacere, mi porti …? Sì/D’accordo/Non posso
  • asking the time, for example, Che ora è? Sono le … Quanto manca? 10 minuti.
  • asking where an event is taking place, for example, Dove si fa la festa? Dove si trova …? Dov’è …? In Italia/vicino/lontano/ al numero 6
  • participating in a class dis cussion on a theme, activity or experience, for example, La musica di … è più interessante di … Secondo me …

  VCITC042 | Languages | Italian | F–10 Sequence | Levels 5 and 6 | Communicating | Socialising

• 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

• 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

• VCITC067

  Create short bilingual texts such as captions, stories and commentaries

  Elaborations

  • creating bilingual resources such as glossaries, signage, recipes, children’s stories, factual reports, timelines or brochures, both individually and collaboratively
  • creating and presenting a bilingual oral history (possibly including fragments of dialects) of an older Italian person

  VCITC067 | Languages | Italian | F–10 Sequence | Levels 7 and 8 | Communicating | Translating

• VCITC106

  Reflect on own and others’ responses to intercultural experiences and interactions

  Elaborations

  • listening to and viewing interactions between Italian speakers (for example, in short video clips), noticing social norms such as levels of formality in opening and closing conversations
  • reflecting on how interactions are conducted in Australia and in Italy (for example, at school or while shopping), comparing aspects such as the exchange of social niceties or the efficiency of the interaction, for example, Buongiorno. Mi dica … /Desidera?
  • participating in guided bilingual discussion of intercultural experiences and personal reactions, noticing challenges and adjustments, for example, Cosa noti di diverso? Cosa pensi? Penso che … Che differenza c’è tra fare un acquisto in Italia e in Australia? Secondo me …

  VCITC106 | Languages | Italian | 7–10 Sequence | Levels 7 and 8 | Communicating | Reflecting

• VCITC009

  Share with others what they can express in Italian, and explain how meanings are similar or different

  Elaborations

  • identifying when Italian or English is being used in the classroom
  • comparing Italian and English songs and rhymes, noticing similarities and differences, for example, in numbers, in some words for family, animals and toys
  • explaining to others the meanings of particular words and when they are used, for example, ciao
  • demonstrating and explaining specific gestures used in Italian

  VCITC009 | Languages | Italian | F–10 Sequence | Foundation to Level 2 | Communicating | Translating

• VCITC007

  Participate in shared reading/viewing of short imaginative texts and respond by drawing, miming, performing and other forms of expression

  Elaborations

  • participating in shared reading of books and digital texts, and deciphering the meaning of a story using illustrations, sounds and animation
  • making predictions about characters and plot from the cover and illustrations, and at various points in the text before reading on
  • illustrating a shared class big book, for example, È un uccello. È verde. L’uccello vola. La farfalla è gialla. La rana è verde. La zebra è bianca e nera
  • sharing feelings about a book/video clip by participating in simple ‘reviews’, writing their names under one of the following statements: Mi piace; Mi piace molto; Non mi piace
  • taking on the persona of a character through play
  • reciting and performing chants, rhymes and songs, adding music and actions to support meaning of their own performances, for example, the farfallina counting rhyme: Farfallina bella bianca, vola vola e mai si stanca, vola vola sempre in su, farfallina non c’è più; resti fuori proprio tu

  VCITC007 | Languages | Italian | F–10 Sequence | Foundation to Level 2 | Communicating | Creating

• VCITC021

  Participate in collaborative action in class experiences and activities

  Elaborations

  • participating in organising a shared lunch in Italian (for example, Who will bring what? Who will invite parents? Facciamo un dolce. Chi porta lo zucchero? Chi porta le mele?) or a shared performance for assembly or guests, for example, Ti piace? Chi dobbiamo invitare? Facciamo un poster
  • creating invitation cards for a party, performance or class event, for example, Caro…Vieni alla nostra festa/recita/riunione! Il giorno…Alle ore ….Luogo/Presso
  • following procedures and instructions together, for example, recipes such as una macedonia di frutta, or making a model of an Italian garden or piazza

  VCITC021 | Languages | Italian | F–10 Sequence | Levels 3 and 4 | Communicating | Socialising

• VCITC012

  Identify and describe aspects of self in relation to others

  Elaborations

  • recognising themselves as belonging to groups (for example, my friends, my Italian class, my school, my family, my community), and noticing the different languages that are spoken by friends in their class, for example, Sono australiano. Parlo inglese e cinese

  VCITC012 | Languages | Italian | F–10 Sequence | Foundation to Level 2 | Communicating | Reflecting

• VCITC045

  Share and compare opinions about ideas in imaginative texts

  Elaborations

  • comparing cultural concepts and messages expressed in stories and song lyrics, for example, La domenica mangiano la pizza. La famiglia fa la passeggiata in piazza; Le famiglie fanno molte cose insieme
  • exploring the sequence of events in texts by creating a storyboard
  • relating what they read or view to their own life experiences, for example, asking what the author means by writing: La mia squadra è ‘forte’ ma la tua è ‘finita’, and considering how important sport is in their own life for example, È motto importante , È importantissimo. Per me è/non è importante perché ….
  • noticing and describing commonalities and differences in experiences and ideas of particular characters and aspects of their own daily life, such as in the Bambini di tutti i colori story, for example, In Italia, il pranzo è più … Mi piace di più lo stile di vita … Anch’ io … Sono d‛accordo

  VCITC045 | Languages | Italian | F–10 Sequence | Levels 5 and 6 | Communicating | Creating

• VCITC008

  Create stories and perform imaginary experiences

  Elaborations

  • drawing illustrations and using captions, for example, making a big book or photo story, as guided by the teacher
  • performing an imagined event to entertain others
  • matching or sequencing pictures to create a story

  VCITC008 | Languages | Italian | F–10 Sequence | Foundation to Level 2 | Communicating | Creating

• VCITC062

  Analyse, summarise and share key ideas and information from a range of texts

  Elaborations

  • comparing Italian travel brochures and itineraries, identifying aspects such as transport arrangements, costs, places of interest and accommodation options, for example, to advise visitors or to plan an itinerary for a particular group of visitors, Si può andare a …; sia in treno che in autobus; l’autobus è più economico; costa meno …; può fermarsi a ….
  • interviewing peers (from their own class or from Italian schools) about routines, practices, preferences and choices, and presenting the findings using formats such as profile posters, charts and timelines, for example, L’esito del questionario sulla musica: il cantante italiano è più popolare, ma quello americano è …
  • viewing television programs and listening to radio news, and identifying key information, for example, Attenzione, elencare solo le città e i film
  • summarising the main points of texts, deducing the meaning of some unknown words and phrases, and identifying cultural references, as well as representations, images and other content which contribute to the overall meaning, for example, Alcuni ragazzi vivono in famiglie numerose, con i nonni o in famiglie allargate con nuovi genitori e altri fratelli e sorelle
  • using a range of tools such as graphs, tables, mind maps, concept maps and charts to organise findings and present them to others
  • comparing different perspectives on specified topics

  VCITC062 | Languages | Italian | F–10 Sequence | Levels 7 and 8 | Communicating | Informing

• VCITC061

  Participate in classroom activities, giving and following instructions, asking questions to clarify purpose, and describing procedures and actions taken

  Elaborations

  • asking for, giving and following instructions, for example, Dov’è la casa di …? Come si usa …? Clicca sul pulsante. A cosa serve questo tasto? Scegli il programma dal menu e clicca sull’icona. Per quale motivo?
  • reflecting on and expressing opinions on experiences in the classroom and beyond, for example, Secondo me … Preferisco … Quest’esempio mi fa pensare a …

  VCITC061 | Languages | Italian | F–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCITC102

  Participate in listening to, reading and viewing imaginative texts and make connections with characters, events, actions, settings, and key ideas and messages

  Elaborations

  • describing characters (Chi? Com’è? Come fa?), events (Cosa succede? Quando?), settings (Dove?), and key ideas (Perché?), and establishing sequence, for example, prima … poi … dopo
  • listening to and reading stories, songs and poems, noticing aspects of meaning and style, for example, use of rhythm, rhyme, choice of key words
  • reinterpreting and performing stories and songs in spoken or written form, by retelling the sequence, reordering the events in a story, or creating an alternative representation or ending
  • comparing aspects of theatre across cultures, focusing on the purpose, origins and values

  VCITC102 | Languages | Italian | 7–10 Sequence | Levels 7 and 8 | Communicating | Creating

• 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