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• 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

• 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

• VCITC049

  Compare everyday social experiences and related language use and consider own responses and reactions and those of others

  Elaborations

  • comparing how Italian and English are used in learning to agree/disagree politely with others when questioning and evaluating, for example, (non) sono d’accordo. Anch’io. Secondo me non è vero/bello/giusto
  • exploring with the teacher aspects of Italian culture that may create comfort/discomfort with the ideas and language used by others, for example, fare il bidet
  • learning the appropriate phrases to mark respect for age, gender, or social authority
  • reflecting on experiences of the Italian language and culture being located in and intertwined with the language and culture of English speakers in Australia, for example, in shop signs (Barbiere, Panificio, Macelleria, Farmacia, Moda, Cibo, Fiori, Assaggio)

  VCITC049 | Languages | Italian | F–10 Sequence | Levels 5 and 6 | Communicating | Reflecting

• VCITC040

  Take action, make shared decisions and organise shared experiences

  Elaborations

  • participating in taking action in relation to care of the environment, or class rules and routines, for example, Butta la carta nel contenitore giallo. Aiuta i bambini della prima ad attraversare la strada. Voi due, create il poster
  • discussing projects as a whole class, for example, Cosa possiamo riciclare? Come possiamo diminuire l’inquinamento intorno alla scuola? Come possiamo rendere più sicura la strada da casa a scuola?

  VCITC040 | Languages | Italian | F–10 Sequence | Levels 5 and 6 | Communicating | Socialising

• VCITC005

  Locate specific items of information in texts using early literacy skills

  Elaborations

  • participating in shared reading with the teacher, using contextual and visual clues such as illustrations in resources such as big books or digital books to decipher meaning
  • demonstrating understanding by using early literacy skills such as labelling, naming, pointing, matching, clicking and dragging, describing, drawing, tracing and miming
  • identifying words in written Italian
  • responding to questions eliciting specific details about participants, objects (size, colour) or events, for example, C’è il gatto? Sì/no. C’è il treno? Sì/no. È verde? Sì/no. Il treno è rosso? Sì/no. La pasta è buona? Sì/no

  VCITC005 | Languages | Italian | F–10 Sequence | Foundation to Level 2 | Communicating | Informing

• VCITC116

  Participate in individual and collective action by deciding, explaining and justifying

  Elaborations

  • participating in planning and decision making with others, for example, arranging an event, class debate, performance, excursion or guest speaker, or organising a petition or a letter to the principal/local council (Devo/Dobbiamo organizzare … Cosa dobbiamo fare? Chi invitiamo? Bisogna [+ infinitive]. Vuoi venire al dibattito con me? Come possiamo convincere il comune a … ? Scriviamo una lettera per convincere il preside a … )
  • expressing, contrasting and comparing views on particular expectations and issues such as the use of social media at school, by writing blogs, emails and letters, for example, sono d’accordo, non sono d’accordo; vorrei dare la mia opinione

  VCITC116 | Languages | Italian | 7–10 Sequence | Levels 9 and 10 | Communicating | Socialising

• VCITC115

  Initiate and sustain interaction to develop relationships with peers and adults, and to exchange and compare ideas, experiences, opinions and feelings

  Elaborations

  • sharing experiences and describing events, expressing hopes, opinions and ambitions, and giving reasons for plans, for example, Penso di [+ infinitive]; preferisco…e tu?; E tu, cosa pensi? Sono d’accordo con te/lei …; Sei d’accordo? Non m’interessa; Puoi venire a …? No, devo studiare / Non ora. Oggi … A presto. Divertiti!
  • narrating past experiences and events of significance, for example, holidays, special events, travel (prima … poi … dopo … infine …)

  VCITC115 | Languages | Italian | 7–10 Sequence | Levels 9 and 10 | Communicating | Socialising

• VCITC006

  Give factual information about known people, everyday objects, family celebrations and personal experiences

  Elaborations

  • giving descriptive information using simple structures, for example, È la mia mamma. La mia mamma è alta. È il cane. L’uccello ha il becco
  • identifying the main idea or describing an event based on images, for example, naming what they see (la festa, la scuola, lo zoo, la spiaggia, l’estate, il picnic)
  • participating in ‘show and tell’, for example, Questa è la mia bambola. Si chiama Teresa
  • sequencing pictures to describe events, guided by the teacher
  • describing aspects of their immediate world by drawing and writing captions, such as:
    
    • people, for example, Ecco la mamma/mio fratello; É la mamma, Mario è il mio amico
      
    • objects, for example, Ho dieci matite. Ho la bambola, Si chiama Belinda
      
    • family celebrations, for example, Oggi è il compleanno della nonna. Tanti auguri, nonna!
      
    • places, for example, La casa di Tina è grande

  VCITC006 | Languages | Italian | F–10 Sequence | Foundation to Level 2 | Communicating | Informing

• VCITC003

  Participate in real or simulated transactions using simple language and gestures in activities and games involving buying and selling

  Elaborations

  • participating in a guided role-play in a shop or at the market, for example, una banana per favore… ecco …; un gelato per favore; Ecco il gelato
  • selecting between given options relating to foods, toys or classroom items, for example, Posso avere …? Vuoi …? Cosa vuoi? Voglio una pesca. E tu, cosa prendi?

  VCITC003 | Languages | Italian | F–10 Sequence | Foundation to Level 2 | Communicating | Socialising

• VCITC087

  Reflect on participation in intercultural exchange, taking responsibility for contributing to mutual understanding

  Elaborations

  • exchanging correspondence with peers, reviewing and adapting own contribution when meaning is not clear, for example, providing further explanation or an alternative way of expressing an idea, for example, Intendo dire che … Sottolineo l’importanza di …
  • considering own and others’ responses and reactions in Italian–English intercultural exchange, questioning assumptions and values
  • creating texts to share with Italian peers, considering how own cultural practices and values may be interpreted, for example, ways of showing respect, family taboos, or involvement in religious, sport or community organisations
  • reflecting on and explaining practices that need to be considered when communicating across Italian- and English-speaking languages and cultures
  • considering how their own behaviour may be interpreted by Italians in Italy and in the diaspora
  • analysing correspondence with Italian peers to notice what questions are asked about lifestyle and practices in Australia, and reflecting on own questions and the assumptions these reveal

  VCITC087 | Languages | Italian | F–10 Sequence | Levels 9 and 10 | Communicating | Reflecting

• VCITC031

  Express aspects of own identity reflected in various group and community memberships, including their developing bilingual identity

  Elaborations

  • describing memberships of a wider network such as a club, country or language-speaking community (including being a learner of Italian), using textual and visual representation
  • using Italian to express aspects of personal identity such as name, nationality, languages spoken, interests, and memberships of teams/groups
  • recognising own special talents and those of others
  • considering their own perspective on personal experiences of Italian language and culture by asking questions such as: Am I familiar with this? Have I experienced something like this? What does this mean for me? Is this similar to or different from my experience? How? In what ways?

  VCITC031 | Languages | Italian | F–10 Sequence | Levels 3 and 4 | Communicating | Reflecting

• VCITC046

  Create imaginative texts for different audiences such as digital stories and raps using imaginary characters, places, ideas and events

  Elaborations

  • producing songs or short scripted plays or video clips to perform to younger students
  • writing and performing own texts, adapting patterns from familiar stories, such as booklets, board games, or creating a different version based on the characters, settings and events of an Italian story, for example, Tante famiglie tutte speciali
  • completing the end of a story

  VCITC046 | Languages | Italian | F–10 Sequence | Levels 5 and 6 | Communicating | Creating

• VCITC125

  Interact in Italian with the teacher, peers and others, and exchange reactions and responses to ideas, issues and experiences being discussed

  Elaborations

  • noticing differences between Italian and English ways of communicating which involve cultural dimensions, for example, when corresponding with an Italian peer and analysing the other student's references to aspects of culture, particularly the language choices the student makes such as E tu, cosa ne pensi …?
  • decentering from their own primary linguistic and cultural world to reflect on being a communicator and user of Italian in a variety of social situations, considering their own positioning and values in relation to others
  • reinterpreting own experiences of using and learning Italian across diverse experiences: listening to/reading others’ perspectives and language use, comparing and connecting these to own experiences, forming an opinion and articulating own reactions to another person’s responses, and recognising comfort/discomfort in the use of language in interactions with diverse others, for example, Sono d’accordo. Mi sento a disagio
  • developing a metalanguage for discussing ideas, issues and experiences related to intercultural communication

  VCITC125 | Languages | Italian | 7–10 Sequence | Levels 9 and 10 | Communicating | Reflecting

• 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

• VCITC118

  Use classroom language to question, elicit and offer opinions, and compare and discuss ideas

  Elaborations

  • using communication strategies such as questioning further or asking for repetition or clarification, for example, Scusi, non ho capito; puoi/potresti ripetere? Puoi aiutarmi a [+ infinitive]?
  • participating in reflective activities and evaluations of classroom experiences, for example, Perché/come mai …? È giusto? Secondo te …? Forse …, Dal mio punto di vista …, A mio avviso …, Penso che sia …, Sono sicuro che …, È chiaro che …

  VCITC118 | Languages | Italian | 7–10 Sequence | Levels 9 and 10 | Communicating | Socialising

• VCITC085

  Translate a range of texts and discuss how to convey concepts across different linguistic and cultural contexts

  Elaborations

  • analysing texts such as signs and considering the lack of equivalence in translation, for example, le maschere della Commedia dell’Arte, l’abito bianco nel matrimonio, il vestito nero, i riti del funerale, la visita domenicale al cimitero, I “fiori dei morti”
  • reading and listening to multiple interpretations of the same text and to different perspectives within texts in Italian (for example, reading messages on a particular theme on social media sites, emails, blogs and wikis), and sharing understanding of cultural meanings and opinions
  • reflecting on their own experiences of the process of translating
  • using strategies to maintain the integrity of meaning of original texts when translating and interpreting for different audiences, for example, considering the use of register, colloquialisms and idioms, and explaining culture-specific concepts such as ‘the outback’ or ‘slip, slop, slap’

  VCITC085 | Languages | Italian | F–10 Sequence | Levels 9 and 10 | Communicating | Translating

• VCITC020

  Interact and socialise with the teacher and peers to exchange personal information and describe people, places, things and everyday routines relating to self, school and home

  Elaborations

  • exchanging personal information and responding to questions about self, family, leisure, neighbourhood, daily experiences and food, for example, Da dove vieni? Da Torino. Sono italiano, e tu?; Chi sei? Chi è …? Sono …, e tu?; Lui/lei è …, …è mio padre. Questo/a è …, e questo/a? È mio fratello. Dove abiti? Abito in via.../a …, e tu?
  • describing self and friends, for example, Sono biondo/alto/grasso; …è bruno; … è giovane, … ha gli occhi/il naso/la bocca + adjective, for example,Il nonno è simpatico, Ha gli occhi molto grandi
  • describing location, for example, the position of objects in the home (Il vaso è sopra il tavolo; l’albero è a sinistra; l’auto è dentro il garage)
  • describing things and routines, for example, La camicia è rossa/nuova/piccola. A pranzo mangio ..., bevo ...
  • describing time, including days of the week and months, as well as ieri, oggi, domani, ora, dopo; Che ore sono? Sono le … Quando? Venerdì, Alle dieci

  VCITC020 | Languages | Italian | F–10 Sequence | Levels 3 and 4 | Communicating | Socialising

• VCITU016

  Recognise that different words are used in Italian to address and greet different people according to relationship, setting and time of the day

  Elaborations

  • learning to choose which form of address or greeting to use, according to gender and the relationship between participants, for example, using first names with peers (Ciao Isabella) but greeting the teacher with Buongiorno signora; using Caro/Cara in greeting cards
  • understanding that greetings vary according to the time of day or the occasion, for example, Buongiorno, Buonasera, Buon compleanno

  VCITU016 | Languages | Italian | F–10 Sequence | Foundation to Level 2 | Understanding | Language variation and change

• 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