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F–10 Sequence Foundation to Level 2

Foundation to Level 2 Description

Students focus on the sounds of the alphabet, in particular the vowel sounds, and ‘c’ (ciao) and ‘ch’ (Chi?), and on intonation patterns and the use of accents. Students are also introduced to nouns and pronouns. They learn simple sentence structure using subject–verb–object order as well as how to form questions. They explore the idea of masculine and feminine...

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Foundation to Level 2 Content Descriptions

Communicating

Socialising Elaborations
  1. Interact with the teacher and peers to greet, to introduce themselves, and to name and describe favourite things, friends, family members and special talents, through action-related talk and play (VCITC001)
    1. using simple greetings relevant to the time of day, the celebration or event, and their relationship to the person, for example, Ciao! Buongiorno! Arrivederci! Tanti auguri! Buona Pasqua. Buon Natale
    2. introducing themselves, for example, Come ti chiami? Mi chiamo …, e tu? Quanti anni hai? Ho sette anni, e tu? Come stai?
    3. naming family members and friends, for example, mio fratello Carlo; il papà Tom
    4. understanding single words and simple phrases, and indicating comprehension through actions such as pointing to an object, selecting a picture card or flashcard to demonstrate the phrase heard, and matching games in digital form, for example, personal objects: la cartella, la bambola, la palla; school objects: il quaderno, la matita, i colori, il banco; toys and games: il treno, la bicicletta
    5. indicating possession (as set phrases), for example, la mia penna, il mio cane, il mio papà, la mia mamma
    6. answering simple questions with short spoken and written responses and using flashcards, word lists, posters, photos and multimedia slides, for example, Quanti anni hai? Hai un animale?
    7. talking about and describing people and belongings, using familiar formulaic expressions, for example, Questo/a è,. Ecco il mio pallone
    8. talking about simple actions in the present tense, for example, Gioco a football, Mangio la pizza
    9. using formulaic phrases, for example, Grazie! Prego. Scusa. Per favore. Bene. Molto bene. Perché? Buon appetito!
    10. expressing satisfaction/dissatisfaction, for example, Sì; no; mi piace; non mi piace
    11. copying words and reading them aloud, matching pictures and words, or choosing from sentences provided to express ideas, for example, È Marco. È grande. È bravo
    12. imitating Italian speech, using Italian patterns of intonation, pronunciation and stress, and incorporating appropriate gestures and body language
  2. Participate in shared action with peers and teacher, contributing ideas through key words, images, movement and song (VCITC002)
    1. contributing to collective activities such as creating a class vegetable garden or photo display of a recent excursion or visit, by labelling and illustrating
    2. contributing to guided, shared decisions, such as about a classroom display or a class party, for example, mi piace il rosso; io porto i biscotti
    3. playing games, for example, counting games, sorting and order games, number games, tombola
    4. making simple choices, based on given options, for example, Vuoi leggere questo? Giochi dentro o fuori?
  3. Participate in real or simulated transactions using simple language and gestures in activities and games involving buying and selling (VCITC003)
    1. 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
    2. 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?
  4. Participate in classroom routines, games, instructions and shared activities (VCITC004)
    1. responding to classroom instructions, for example, In piedi!, Seduti! In cerchio! Insieme. Qui. Attenzione! Non parlare, silenzio; alza la mano
    2. using Italian for everyday classroom routines, for example, morning greetings or roll call, Ciao! Presente/assente; birthday song, Tanti auguri
    3. using simple gestures to add emphasis to expressions such as sì, no, bene!, così così
    4. participating in class activities and following instructions, for example, Siediti/Sedetevi, per favore. Apri il quaderno. Chiudi la porta, Tira la palla
Informing Elaborations
  1. Locate specific items of information in texts using early literacy skills (VCITC005)
    1. 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
    2. demonstrating understanding by using early literacy skills such as labelling, naming, pointing, matching, clicking and dragging, describing, drawing, tracing and miming
    3. identifying words in written Italian
    4. 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
  2. Give factual information about known people, everyday objects, family celebrations and personal experiences (VCITC006)
    1. 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
    2. 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)
    3. participating in ‘show and tell’, for example, Questa è la mia bambola. Si chiama Teresa
    4. sequencing pictures to describe events, guided by the teacher
    5. 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
Creating Elaborations
  1. Participate in shared reading/viewing of short imaginative texts and respond by drawing, miming, performing and other forms of expression (VCITC007)
    1. participating in shared reading of books and digital texts, and deciphering the meaning of a story using illustrations, sounds and animation
    2. making predictions about characters and plot from the cover and illustrations, and at various points in the text before reading on
    3. 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
    4. 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
    5. taking on the persona of a character through play
    6. 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
  2. Create stories and perform imaginary experiences (VCITC008)
    1. drawing illustrations and using captions, for example, making a big book or photo story, as guided by the teacher
    2. performing an imagined event to entertain others
    3. matching or sequencing pictures to create a story
Translating Elaborations
  1. Share with others what they can express in Italian, and explain how meanings are similar or different (VCITC009)
    1. identifying when Italian or English is being used in the classroom
    2. comparing Italian and English songs and rhymes, noticing similarities and differences, for example, in numbers, in some words for family, animals and toys
    3. explaining to others the meanings of particular words and when they are used, for example, ciao
    4. demonstrating and explaining specific gestures used in Italian
  2. Create a personal or shared record of ‘interesting’ words in Italian (VCITC010)
    1. collecting Italian and English words that are the same (for example, banana or similar, for example, pigiama
    2. collecting Italian words used in English, for example, ciao, opera, pasta, spaghetti
    3. creating a picture dictionary
Reflecting Elaborations
  1. Begin noticing what is ‘new’ or ‘interesting’ in Italian language and culture and recognising similarities and differences between Italian and Australian cultural practices and related language use (VCITC011)
    1. viewing images of home, school and neighbourhood in Italy and Australia, and choosing from word lists to express reactions
    2. noticing, recalling and responding to teacher prompts, such as Cosa vedi? Cosa pensi di …?
    3. noticing similarities and differences in language use in Italian and English
    4. expressing reactions to using Italian, for example, ‘I like it when …’ or ‘That word sounds like …’
  2. Identify and describe aspects of self in relation to others (VCITC012)
    1. 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

Understanding

Systems of language Elaborations
  1. Reproduce the sounds of the Italian language (VCITU013)
    1. learning to reproduce Italian sounds and intonation patterns through imitation, repetition and experimentation
    2. pronouncing the Italian alphabet, particularly vowel sounds, rolled ‘r’, the ‘c’ as in ciao and the ‘ch’ as in chi?, noticing similarities and differences with English
    3. noticing that words which have accents stress the final letter, for example, papà, città
  2. Notice and use some aspects of the Italian language system, including gender forms, simple sentence structures and the placement of adjectives (VCITU014)
    1. noticing definite and indefinite articles with nouns, for example, la casa, una casa; il giardino, un giardino
    2. noticing that Italian words end mostly with vowels to mark gender and number; observing that some words which do not end with a vowel are the same in English, for example, computer, robot, yogurt, sport
    3. noticing that adjectives are used to describe people, objects or places and are usually placed after the noun, for example, la penna rossa
    4. observing gender in patterns of naming, for example, Paolo/Paola, Alessandro/Alessandra
    5. exploring how to use singular and plural forms
    6. understanding different words for asking questions, for example, Chi? Quando? Quanti?
    7. identifying people using pronouns, for example, io, tu, lui, lei
    8. noticing that the verbs essere and avere are used when giving personal information about state or identity, for example, Ho due fratelli, sono basso, Ho 6 anni, Ho gli occhi verdi, sono alto
    9. learning simple verbs to describe actions and using them in formulaic expressions, for example, Mi piace cantare/giocare; Ti piace questo giocattolo?
    10. understanding and responding to imperatives, for example, Vieni qui!
    11. learning the structure of simple statements and questions based on models, for example, lo sono Anna. Non sto bene. È un gatto? Sìcomptue è un gatto
    12. expressing negation, for example, Non mi piace, Non ho un cane.
  3. Understand that language is organised as texts (VCITU015)
    1. joining words or phrases using conjunctions, for example, e
    2. recognising features of text types such as stories and letters
Language variation and change Elaborations
  1. Recognise that different words are used in Italian to address and greet different people according to relationship, setting and time of the day (VCITU016)
    1. 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
    2. understanding that greetings vary according to the time of day or the occasion, for example, Buongiorno, Buonasera, Buon compleanno
  2. Recognise that Italian and English borrow words from each other (VCITU017)
    1. noticing words in Italian that are the same as in English, for example, computer, sport
    2. noticing Italian words and phrases used in everyday life in Australia, for example, in the world of food (gelato, spaghetti), music (opera, forte, piano) and the arts (fresco)
    3. observing that some of the Italian words which do not end with a vowel are also used in English, for example, robot, yogurt
  3. Understand that Italian is one of many community languages spoken in Australia including Aboriginal languages and Torres Strait Islander languages, Asian languages and world languages (VCITU018)
    1. understanding that Italian is the national language of Italy and is spoken in Italian-speaking communities around the world
    2. experiencing the sounds, texts and images of different languages and cultures to develop an understanding of different languages used in the Australian community
    3. noticing the different languages used by peers in their class and in their local community
Role of language and culture Elaborations
  1. Notice and reflect (mainly in English) on different cultural practices and the specific ways of using language in different cultures (VCITU019)
    1. observing through visual and audio-visual resources such as video clips and photos that members of Italian-speaking communities may do everyday things differently to themselves, for example, shaking hands, kissing on cheek, starting a meal with Buon appetito
    2. responding to guiding questions through which they reflect on experiences, such as greeting and socialising with others, or discussing aspects of school routines or family life, for example, What do you think about this? How would it feel if you were there/doing that? How do you feel about …? Is it the same or different in Italy and Australia?
    3. understanding that culture influences representations of sounds such as those made by animals, for example, bau bau (dog), pio pio (chicken), gru gru (pig)

Foundation to Level 2 Achievement Standard

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 as questions about self and family (for example, Come ti chiami? Dove abiti?), and choose among options, for example, in response to questions such as Vuoi il gelato o la caramella? They produce learnt sounds and formulaic expressions (for example, È bello! Non mi piace), or partial phrases, often providing only part of the required response in Italian or using a key word to convey a whole idea. They experiment with and approximate Italian pronunciation, for example, producing vowel sounds and ‘c’ and ‘ch’ pronunciation with some accuracy. They differentiate between statements and questions according to intonation. They rely on extensive paralinguistic and contextual support such as pictures, gestures and props. They write descriptions, lists, labels and captions, using familiar words and phrases selected from modelled language, for example, rearranging sentence patterns such as Ho sei anni. Sono bravo. Il gelato è buono.

Students recognise that Italian is the national language of Italy. They understand that the Italian alphabet has 21 letters. They are aware that simple sentences follow a pattern, and that nouns require an article and are gendered either masculine or feminine. They understand that there are different ways of addressing friends, family and teachers/other adults. They begin to notice patterns in Italian words and phrases and make comparisons between Italian and English. They are aware of word borrowings and recognise that Italian words and expressions are often used in various English-speaking contexts. They make observations about similarities and differences in the cultural practices of Italians and Australians. They understand that they have their own language(s) and culture(s), and that they are also learners of Italian language and culture.

F–10 Sequence Levels 3 and 4

Levels 3 and 4 Description

Students experiment with pronunciation and intonation in Italian, noticing similarities and differences with other familiar languages. They focus on structures and grammatical rules such as those relating to the use of possessive pronouns, prepositions and negation. They extend their knowledge of definite and indefinite articles, and of gender and singular/plural forms.

The development of oral...

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Levels 3 and 4 Content Descriptions

Communicating

Socialising Elaborations
  1. 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 (VCITC020)
    1. 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?
    2. 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
    3. 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)
    4. describing things and routines, for example, La camicia è rossa/nuova/piccola. A pranzo mangio ..., bevo ...
    5. 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
  2. Participate in collaborative action in class experiences and activities (VCITC021)
    1. 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
    2. 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
    3. following procedures and instructions together, for example, recipes such as una macedonia di frutta, or making a model of an Italian garden or piazza
  3. Participate in everyday transactions to obtain goods (VCITC022)
    1. writing a shopping list based on resources such as online supermarket catalogues, and doing the shopping in a real or simulated situation
    2. requesting goods, for example, Posso avere un gelato? Posso avere il pennarello?
    3. participating in a visit to the local market to buy ingredients for making minestrone, or participating in ordering food at the school canteen, for example, Io prendo un panino con il formaggio. E tu, cosa prendi?
  4. Participate in everyday classroom activities by asking permission, requesting help, asking how to say or write something, asking for repetition, praising or complimenting (VCITC023)
    1. asking permission, for example, Posso? Posso prendere/fare/parlare/avere qualcosa? Sì/no. Non è possibile. Non adesso
    2. requesting help, for example, Come? Aiuto, per favore
    3. asking how to say or write a word, for example, Come si dice …? Come si dice in italiano? Come si scrive …?
    4. asking for repetition, for example, Non ho capito, Puὸ ripetere?
    5. praising and complimenting, for example, Bravo/a! Ottimo! È bello/molto bello! Esatto!
    6. responding to a partner’s questions, for example, Di che colore è la maglia? Qual è il tuo/suo gioco preferito?
    7. connecting with and reacting to peer responses, noticing different perspectives
Informing Elaborations
  1. Obtain and process factual information about people, routines, responsibilities and interests (VCITC024)
    1. surveying classmates or responding to questionnaires about likes, interests, routines and activities (for example, Ti piace ...? Mi piace/non mi piace. Qual è il tuo libro preferito? Qual è il tuo programma televisivo preferito?), tabulating the results, and presenting information in various forms, such as class profiles, birthday charts or summaries of findings, for example, Dieci bambini giocano a tennis e tre a basket
    2. generating questions such as Quanti … A che ora? Dov’ è la festa?
    3. reading profiles and other information about children in different cultural contexts, in print and digital form
    4. ordering and categorising information, for example, cibi sani e cibi poco sani
    5. asking and responding to questions that address information such as participants, characteristics of a person, and dates, times and locations of events of interest to the class, for example, la domenica; il dieci giugno; ha trentasette anni; è alto e forte; è grandissima; ha due ali; abita a Milano
  2. Give factual information about people, objects, places and events in texts supported by graphics or illustrations (VCITC025)
    1. creating texts in oral, print or digital form to provide information about:
      • people, for example, Ha i capelli lunghi e ricci; ha gli occhi neri; fa il farmacista; abita a Napoli;
      • pets and animals, for example, Mi piace … perchè … . Mangia …, Vive …;
      • places, for example, describing pictures and creating brochures of Italian resorts and cities (questa è Firenze; vedo il Ponte Vecchio, il fiume Arno, la cupola. È molto bella!)
      • events, for example, describing a party or school celebration (C’è la Coca-Cola; c’è il regalo e c’è la torta)
    2. creating posters to inform others of a special event
    3. planning and giving short presentations on topics such as holidays, favourite computer games or favourite playground, using a combination of language and images (for example, photos, illustrations, captions, diagrams) to report information
Creating Elaborations
  1. Listen to, view and read a range of imaginative texts for children, and discuss messages and impressions (VCITC026)
    1. experiencing different types of children’s texts (for example, Lo Zecchino d’Oro, video clips on Suonolandia and RAI Junior); appreciating elements of humour and drama, use of sound effects, and facial expressions; and responding to the characters and events depicted in the texts, for example, È strano, È buffo. La storia parla di …, La canzone parla di
    2. presenting the Pinocchio and La Pimpa stories and commenting on the characters, discussing reasons and consequences (for example, è disobbediente); writing messages to their favourite character in a story or children’s television program, for example, Mi piace/non mi piace la canzone/il quadro. Il documentario è interessante.
    3. sharing feelings and ideas about texts (for example, La storia/canzone parla di …e di … Non mi piace …) and making connections between their own experiences and those of characters and places encountered in creative stories or images
    4. experimenting with voice to animate characters and using movement/drama to give expression to events in texts, for example, acting out scenes from a story, taking the role of a character
  2. Create short, simple imaginative texts for different audiences (VCITC027)
    1. making up rhymes and nonsense phrases in playing with the Italian language
    2. creating new versions of well-known songs by substituting the words, for example, Per fare un tavolo could become Per fare un cavolo, ci vuole …
    3. making picture storybooks (including digital versions) with captions to share with younger students
    4. creating a story based on a set of images (for example, Il papà si alza. Il papà mangia. Il papà parte); matching or sequencing a set of images
    5. creating greeting cards, for example, Caro/Cara …; Saluti da …
Translating Elaborations
  1. Translate texts to compare meanings and share understandings about aspects of Italian language and culture that are different from English (VCITC028)
    1. translating words, phrases and captions, and describing how meanings may change across languages
    2. explaining the ideas contained in texts to someone unfamiliar with Italian, for example, lunch, alla mensa scolastica; le vacanze estive; la passeggiata
    3. becoming familiar with using bilingual dictionaries and online translators
  2. Create simple bilingual texts (VCITC029)
    1. creating simple bilingual texts for different purposes and audiences, for example, school/classroom signs, captions for a school event or a class/school display of ‘homes around the world’ or ‘classrooms around the world’
    2. exploring meanings between Italian and English using picture dictionaries created for self or younger learners
Reflecting Elaborations
  1. Compare experiences, noticing how these are influenced by language and culture and how readily they may be expressed in Italian (VCITC030)
    1. reflecting on cultural differences between everyday life in Italy and Australia, for example, asking how their school day would change if they went to primary school in Italy or what they would find interesting about sharing a lunch with an Italian family, and why; and considering what they would tell a visiting Italian child about how their own family celebrates Christmas, and explaining their choices
    2. noticing the influence of important events such as religious celebrations on childhood experiences (for example, le lezioni settimanali di catechismo, la Prima Comunione, andare alla Scuola Media) and connecting these to their own experiences
    3. recognising similarities in the Italian and Australian schooling systems (for example, la maestra, l’aula, il cortile), and differences (for example, il bidello, la mensa, il giardino, le scale), and noticing that the Italian school day is different for cultural reasons
    4. noticing similarities between Australian and Italian cultures in major celebrations like Christmas (l’albero di Natale) and Easter (l’uovo di cioccolata), as well as differences, for example, the presence of il presepe at Christmas, and the presence of la sorpresa dentro all’uovo di cioccolata at Easter
    5. noticing how their own language use influences expectations about Italian language use, such as seeing word order as ‘back to front’, for example, la macchina rossa = the red car
    6. discussing distinctive social and cultural practices such as celebrations, for example, Santo Stefano, Ferragosto, Carnevale or Pasquetta
    7. considering messages in Italian children’s stories and making comparisons with own experiences, for example, Is that the same or different for me? What would I do or say in that particular situation?
    8. considering own and others’ cultural assumptions about home, school and leisure, and how these may be different in an Italian context
  2. Express aspects of own identity reflected in various group and community memberships, including their developing bilingual identity (VCITC031)
    1. 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
    2. using Italian to express aspects of personal identity such as name, nationality, languages spoken, interests, and memberships of teams/groups
    3. recognising own special talents and those of others
    4. 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?

Understanding

Systems of language Elaborations
  1. Experiment with pronunciation and intonation and use rules of spelling (VCITU032)
    1. developing pronunciation between sound blends in Italian in comparison to English, for example, sc followed by h or i/e (schiavo, piscine, pesce); letter combinations such as gn in lavagna and gnocchi, and gl in figlio and famiglia
    2. learning to recognise the silent h as applicable to the verb avere and for borrowed words, for example, hockey, hotel
    3. noticing the differences in intonation between statements, questions, exclamations and commands
    4. understanding that an accent may change the meaning of the word, for example, è and e, il papà, il Papa
    5. applying punctuation and capitalisation rules when writing, for example, omission of capitals with days of the week and months of the year
  2. Use key grammatical structures to form simple sentences, including the use of possessive pronouns, prepositions, definite and indefinite articles, and gender and singular/plural forms (VCITU033)
    1. identifying gender, singular and plural in the regular form
    2. observing gender in patterns of naming, for example, Paolo/Paola and Alessandro/Alessandra, but that Luca, Andrea and Simone are all male names in Italian
    3. using singular and plural, recognising that some singular nouns do not follow the regular masculine/feminine pattern, for example, la mano, il papà
    4. using the definite and indefinite articles and understanding how to specify a particular person or object, for example, la mamma, una mamma; il quaderno, un quaderno; l’arancia, un’ arancia
    5. using personal pronouns in context, for example, Chi ha finito? Io!
    6. learning to conjugate common regular verbs in the present tense, for example, gioco-gioca, mangio-mangiamo
    7. expressing negation, for example, voglio/non voglio
    8. expressing preferences and reasons for preferences, for example, mi piace ... perché
    9. using cardinal numbers to tell the time and for dates and ages; using ordinal numbers such as primo, secondo, etc.
    10. using adjectives to describe characteristics or qualities of a person or object, such as nationality, shape and colour (for example, Chiara è italiana), and noticing that they change with gender, for example, la macchina rossa, il libro rosso,
    11. using prepositions to indicate location or direction, for example, a casa, a Roma, in città, a sinistra, sopra il tavolo, sotto il banco
    12. using possessive adjectives to express ownership, for example, la mia casa, la tua famiglia, il tuo cappello, mia nonna
    13. using suffixes to add nuance, for example, -ino (fratellino, piccolino) or -etto (poveretto, casetta)
    14. creating simple sentences in the subject–verb–object pattern, and linking ideas using conjunctions such as e and ma
  3. Recognise how grammatical structures are used to form simple texts (VCITU034)
    1. creating paragraphs for a range of texts, including descriptions, cards, letters or emails
    2. recognising how ideas are sequenced in simple texts (for example, prima, dopo), noticing patterns in the organisation of texts, for example, sequence in a narrative
    3. noticing some commonalities between particular text types in Italian and English, for example, greeting cards have a front cover with images or photos specific to the occasion, an opening and closing address, and a written message
Language variation and change Elaborations
  1. Understand that language use varies according to the participants’ age, gender and relationship, and the context of use (VCITU035)
    1. noticing differences between spoken and written texts
    2. choosing appropriate formal and informal language for greetings, farewells and good wishes in social interactions, for example, Ciao Angela/Buongiorno Signora. Come stai?/Come sta? Questo/a è … ti presento ... Piacere!
    3. identifying the meaning of conventional expressions used socially in Italian and the different contexts in which they are used, for example, Permesso? — Avanti! Grazie. — Prego; Per favore/per piacere. Buon appetito! A domani!
  2. Understand that languages change with use over time (VCITU036)
    1. 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
    2. observing language used across generations, such as by noticing differences in words used by grandparents, parents and themselves, and suggesting why these differences occur
  3. Understand that Italian is spoken in a variety of forms within and outside of Italy (VCITU037)
    1. recognising that Italian is one of the most widely used languages among the many languages spoken in the Australian community
    2. recognising that there is the standard language called ‘Italian’ as well as a number of different dialects spoken throughout Italy and the Italian diaspora, and that these may be used in hybrid ways
    3. discussing the influence of English words on the Italian language and considering why word borrowing occurs, for example, English words incorporated into Italian (il tennis, i jeans, fare lo shopping, l’email) and Italian words incorporated into English (espresso, bellissimo)
    4. identifying cognates, for example, nouns such as cioccolata, cinema, pera, parco and stazione; adjectives such as intelligente and interessante; and verbs such as arrivare, studiare, telefonare and visitare
Role of language and culture Elaborations
  1. Compare and reflect on different cultural practices and the ways in which language use reflects culture-specific ideas (VCITU038)
    1. recognising similarities and differences between the meaning of signs and symbols in everyday life, for example, use of Roman numerals, male/female signs, street signs (Senso Unico and Zona Pedonale), currency
    2. showing awareness that Italian language carries cultural ideas that have no equivalent in English language and Australian culture, for example, Buon onomastico
    3. beginning to develop a metalanguage for talking about language
    4. making connections and comparisons between questions and responses among members of the class, noting different perspectives
    5. observing the connection between some names and regional and family connections or religion

Levels 3 and 4 Achievement Standard

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 and pronunciation, and often formulaic expressions. They ask and respond to simple questions, often by selecting between alternatives provided, by using short spoken responses which may consist of incomplete or partial Italian phrases and structures, or by using a key word to convey a whole idea. They talk about self, family, people, places, routine, school life and their own interests and preferences, for example, Com’è la tua casa? La mia casa è grande, Ci sono due camere da letto e due bagni. Mi piace la mia camera da letto. They use short sentences, often reorganising known language to fit personal responses, for example, Giochi domani?Sì/no/Forse. Students understand short written texts and are beginning to read independently, using visual cues, prediction and questioning to decipher meaning. They recall key ideas and events, recognise meanings, and respond meaningfully. Students...

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F–10 Sequence Levels 5 and 6

Levels 5 and 6 Description

Students increase their range of Italian language vocabulary, grammatical knowledge and textual knowledge. They learn how to describe present and immediate future actions, situations and events using familiar verbs. They use adverbs, adjectives and prepositions to create more complex sentences. They develop a metalanguage to describe patterns, rules and variations in language

Students consider...

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Levels 5 and 6 Content Descriptions

Communicating

Socialising Elaborations
  1. Interact to share interests, leisure activities, feelings, opinions and preferences (VCITC039)
    1. 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.
    2. 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!
    3. writing short texts such as emails, letters and text messages to interact with others, for example, to invite, congratulate or thank someone
    4. 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
    5. 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!
    6. expressing feelings, such as about a singer or sports figure, for example, È simpatico e bravo, mi piace tanto. Vorrei...Mi piacerebbe …
    7. describing a person’s physical state, for example, Ha fame/sete/freddo/caldo; Ho mal di … Sono stanco/sono rilassato
    8. expressing preferences, for example, Mi piace il caldo. Mi piace/non mi piace la musica rock/pop/classica …
    9. talking about the local environment and expressing opinions, for example, Qui c’è molto verde. A/In … c’è tanto inquinamento
    10. 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!
  2. Take action, make shared decisions and organise shared experiences (VCITC040)
    1. 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
    2. 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?
  3. Participate in simple transactions such as purchasing and ordering goods and services (VCITC041)
    1. visiting a café, deli or other store and participating in transactions, for example, Buongiorno, vorrei un etto di... per piacere. Quanto costa? È troppo caro/costoso
    2. organising a swap of toys, magazines, stickers or posters, for example, Facciamo uno scambio di cartoline. Mi dai questo/questa …? Io ti offro....
    3. participating in buying and selling, using Grazie, Prego, Quanto costa? Due euro
    4. participating in role-plays that involve transactions and opinions (for example, È bellissimo. È di moda), asking the price (for example, Quanto viene? C’è lo sconto?) and requesting opinions, for example, Che cosa ne pensi? Secondo me, è … Trovo … un po’ …
  4. Interact in classroom activities and create shared class routines (VCITC042)
    1. interacting in small groups in class routines, for example, Come si scrive? Di chi è questo/questa? È mio/mia. È di mio fratello
    2. asking to receive things, for example, Per favore, dammi una penna blu. Per piacere, mi porti …? Sì/D’accordo/Non posso
    3. asking the time, for example, Che ora è? Sono le … Quanto manca? 10 minuti.
    4. 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
    5. participating in a class dis cussion on a theme, activity or experience, for example, La musica di … è più interessante di … Secondo me …
Informing Elaborations
  1. Listen to, view and read texts and gather information from a range of sources, including concepts drawn from other learning areas (VCITC043)
    1. 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?
    2. 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 …)
    3. 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
    4. reordering information, for example, using tables or concept maps and retrieval charts
    5. 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
  2. Represent information appropriately for different audiences, using a variety of modes (VCITC044)
    1. preparing and giving presentations on familiar, factual topics, incorporating material from print and multimedia texts and class discussion, for example, a summary structured according to a series of questions such as Chi …? Dove...? Cosa …? Perché?Quando?
    2. creating a video to present ideas and information to others, using graphics to represent ideas, providing captions for images and labelling maps
    3. conveying information to others through different text types, for example, an advertisement such as la festa della cioccolata di Perugia: Vuoi partecipare …? Ti piace …? Preferisci …? Allora vieni a …
Creating Elaborations
  1. Share and compare opinions about ideas in imaginative texts (VCITC045)
    1. 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
    2. exploring the sequence of events in texts by creating a storyboard
    3. 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 ….
    4. 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
  2. Create imaginative texts for different audiences such as digital stories and raps using imaginary characters, places, ideas and events (VCITC046)
    1. producing songs or short scripted plays or video clips to perform to younger students
    2. 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
    3. completing the end of a story
Translating Elaborations
  1. Translate texts, recognising that words and meanings do not always correspond across languages, and expanding descriptions or giving examples where necessary to assist meaning (VCITC047)
    1. noticing that there is not always word-for-word equivalence when moving between English and Italian, for example, in advertisements, websites, shop signs (Tabacchi) and warning signs (Vietato entrare!, Ė Vietato, calpestare l’erba!)
    2. applying intercultural awareness when explaining to others learnt words and expressions, for example, practices related to hospitality (Grazie per l’invito … Volentieri! Certo! Come no! …) or idioms such as Non vedo l’ora!
    3. explaining in English the meaning of culturally significant phrases and concepts encountered in everyday interactions and in signs, for example, È vietato calpestare l’erba, È vietato attraversare i binari
    4. interpreting the meaning of particular word choices and gestures made in conversations between speakers of Italian, for example, explaining the use of idioms such as Diamoci del tu! Dai! Via! Evviva!
    5. observing and reporting on the Italian language present in the Australian community, for example, noticing public signs in Italian, texts such as magazines and television programs, and computer games
  2. Create simple bilingual texts and discuss what translates easily or not (VCITC048)
    1. creating bilingual texts such as invitations to class or school events, posters to advertise an upcoming event, charts and lists to inform a range of audiences
Reflecting Elaborations
  1. Compare everyday social experiences and related language use and consider own responses and reactions and those of others (VCITC049)
    1. 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
    2. 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
    3. learning the appropriate phrases to mark respect for age, gender, or social authority
    4. 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)
  2. Share aspects of own identity such as appearance, character, background, family, preferences and experiences, including own role as a learner of Italian, and consider how these aspects contribute to identity formation (VCITC050)
    1. connecting various experiences of learning Italian and describing how learning Italian has influenced own everyday behaviour and language use, for example, using Italian outside the Italian classroom, playing Italian games online, going to dinner at an Italian restaurant and being able to read some of the signs and/or the menu
    2. connecting various experiences and reflecting on self in interaction with others and how each person is perceived by others, for example, Sono fiero perché … Gli italiani in Australia amano.. Mia nonna è contenta quando … lo sono contento di parlare … Sono timido … Non parlo … Ho imparato … Ho visto …. Sono sorpreso di scoprire...

Understanding

Systems of language Elaborations
  1. Develop pronunciation and intonation of Italian-specific sounds (VCITU051)
    1. learning to pronounce double consonants, for example, la mattina, il cappello, la piazza, fa freddo
    2. learning to pronounce z and t sounds
    3. understanding that there are both grave, for example è and acute for example, perché accents and learning to insert these into their work electronically
  2. Use grammatical knowledge, to interpret and create meaning in Italian (VCITU052)
    1. using both regular and irregular plural nouns, for example, un ginocchio/due ginocchia
    2. using suffixes to modify Italian nouns and adjectives, for example, treno — trenino; casa — casetta; parola — parolaccia; bravo — bravissimo; fratello — fratellino; povero —poverino
    3. recognising the imperative as a formulaic expression, for example, Dammi!
    4. noticing adjective–noun agreement, for example, I bambini piccoli; Anna è alta ma Mario è basso
    5. expressing positive and negative preferences using adverbs to intensify the meaning, for example, Mi piace molto la cioccolata; Non mi piace tanto ballare
    6. expressing negation, for example, Non sono italiano. Non mi piace l’ insalata
    7. formulating questions and requests, for example, Che ora è? Pronto, chi parla? Quando comincia la scuola? Dove andiamo stasera?
    8. using ordinal numbers to sequence, for example, la seconda classe, la quinta, la terza aula
    9. recognising the position of adverbs in sentences, for example, Non vado mai al cinema; Cammino lentamente
    10. using present tense of regular, some irregular verbs, and immediate future tense to present situations and events for example, using avere, essere, stare, giocare, dormire, fare, leggere, scrivere, andare in sentences such as: Andrea va a casa alle sei. Anna ha due fratelli. Vado al cinema domani
    11. using reflexive verbs and simple past tense as formulaic expressions, for example, Mi alzo alle sette. Sono andato/a al cinema
    12. developing metalanguage to describe patterns, grammatical rules and variations in language structures
  3. Notice and use distinctive features of text organisation in Italian (VCITU053)
    1. noticing and using the main features of familiar text types in Italian, for example, emails, text messages, letters and narratives
    2. expanding the basic sentence structure by using simple conjunctions, for example, ma, e
Language variation and change Elaborations
  1. Recognise that language use varies according to the contexts of situation and culture (VCITU054)
    1. discussing the differences in register when using language in different contexts, for example, when giving an oral presentation to the class, talking to friends in the schoolyard, going shopping, or visiting the doctor
    2. observing that language changes depending on the age and gender of the participants
    3. noticing that language varies depending on how people feel, who they are interacting with and their relationship with each other, for example, emotive language is used with friends and peers (Ma dai! Non ci credo! Che barba!), more formal language is used with unknown adults (Scusi? Per cortesia), and a range of salutations of varying degrees of formality are used in written communication (Tanti cari bacioni/Un grande abbraccio/Distinti saluti)
    4. comparing language use in similar social situations in Italian and English
  2. Recognise the dynamic nature of language and culture (VCITU055)
    1. investigating how media and digital technologies have changed the way Italian is used, for example, noticing the influence of English words in television programs, advertisements, and text messages
    2. considering and explaining why word borrowing occurs in the Italian language, asking, for example, Why do you think Italian uses English words for sports like rugby, tennis, cricket and hockey? How would you explain netball or cricket to an Italian student? Why are there no separate Italian words for iPod, Nintendo DS, MP3 or email?
  3. Understand the diversity of languages and cultures represented in the classroom, and the multilingual and multicultural character of Australian society (VCITU056)
    1. developing an awareness of the different dialects spoken in Italy and used in Italian-speaking communities in Italy and in the diaspora
    2. 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
    3. discussing the local linguistic landscape, including the presence of Aboriginal and Torres Strait Islander languages
Role of language and culture Elaborations
  1. Reflect on their own assumptions about the values, beliefs and cultural norms of Italians compared to their own (VCITU057)
    1. explaining to others the significance of some Italian cultural practices and events such as greetings, mealtimes, school or family routines, concepts and values, recognising cultural differences in their interpretation of meaning, for example, Qual è la differenza? Capisco ma non sono d’accordo
    2. noticing similarities and differences between own personal experiences and people, places, events and ideas depicted in Italian print and digital texts, and sharing responses with others
    3. discussing some generalisations and stereotypes about Italian people and reflecting on their own experiences

Levels 5 and 6 Achievement Standard

By the end of Level 6, students interact using spoken and written Italian to describe and give information about themselves, family, friends, home and school routines, experiences, interests, preferences and choices. They talk about aspects of their environment, express opinions, for example, È buonissimo ...è molto bravo, mi piace di più ...,penso di sì/no, secondo me..., accept or reject ideas, agree and disagree, for example, No, non sono d’accordo! Hai ragione/torto. They ask simple questions, for example, Ti piace? Cosa prendi? Chi viene alla festa? Vieni anche tu? They understand the main points in spoken interactions consisting of familiar language in simple sentences. They display some consistency in the use of pronunciation and intonation. They understand short written texts with some variation in sentence structures and some unfamiliar vocabulary. In reading independently, they begin to use context, questioning, and bilingual dictionaries to decode the meaning of unfamiliar language. They connect ideas in different informative and creative texts, expressing and extending personal meaning by giving reasons or drawing conclusions. Students create sentences with some elaboration...

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F–10 Sequence Levels 7 and 8

Levels 7 and 8 Description

Students consolidate their understanding and use of regular forms and familiar grammatical structures. They expand their understanding through noticing variation and non-standard forms, for example, dialects used in the local community. They also notice exceptions to rules, for example, irregular forms. They learn to experiment with past and future tenses in their own texts.

Students explore...

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Levels 7 and 8 Content Descriptions

Communicating

Socialising Elaborations
  1. Initiate and maintain social interaction with peers and known adults by seeking and offering ideas, thoughts and feelings about people, events and experiences (VCITC058)
    1. using appropriate forms of address to express and receive thanks and good wishes, and to apologise, for example, Tantissimi auguri. Cento di questi giorni. Grazie infinite. Mi dispiace, non posso/sono impegnato. Scusa se non vengo …
    2. exchanging personal information such as routines and experiences, using essere, avere and other common verbs, including reflexive verbs (for example, Vengo da Sydney. Questo è mio fratello. Vesto leggero); and comparing their own experiences with those of others in different cultural contexts, for example, È più grande di me e studia economia
    3. sharing views and creating spoken and written texts about favourite forms of entertainment, celebrities and significant figures, and expressing preferences, feelings and opinions, for example, Ogni weekend vado al cinema/al mare. Gioco a … Sono andato/ a … ho visto.. ho comprato … ho mangiato
    4. recounting events, describing activities and personal experiences, for example, Dove sei andato/a? Con chi? Cosa hai fatto?; Mi sono divertito/a. Il cinema/teatro era interessante
  2. Contribute to collaborative planning of events, experiences and activities, considering options and negotiating arrangements (VCITC059)
    1. sharing suggestions with peers to organise class events such as an excursion to the market, a party, hosting a guest or giving a community performance, for example, Chi prenota il treno? Si parte alle …Si inizia con la visita di …Si invita il preside? Chi viene? Cosa dobbiamo potare?
    2. arranging with a buddy Italian class to meet face to face or via virtual technology and discussing how the interaction will be organised, for example, L’appuntamento è per giovedì alle 14.00
    3. describing plans, arrangements and actions, making suggestions, providing reasons for their own preferences and negotiating outcomes, for example, Organizziamo la vendita dei nostri lavori per raccogliere soldi per comprare … Sponsorizziamo … Come possiamo aiutare i rifugiati nella nostra scuola?... Scriviamo una lettera al Consiglio Comunale per chiedere un contributo …
    4. comparing and contrasting alternatives, agreeing or disagreeing, accepting and declining when deciding what to do, where to go or what to choose, for example, Non posso, mi dispiace. Ho da fare. Venite al cinema questo sabato?
    5. negotiating options, for example, Vuoi fare un giro in bicicletta? Posso/non posso. Oggi no, domani sì. Forse sì/no. Vengo più tardi. Come possiamo contribuire al progetto di solidarietà con...?
  3. Participate in transactions related to purchasing goods and services, such as buying clothing and tickets and evaluating ‘value for money’ (VCITC060)
    1. 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!
    2. participating in role-plays to purchase goods and services, demonstrating understanding of shopping etiquette in Italy
  4. Participate in classroom activities, giving and following instructions, asking questions to clarify purpose, and describing procedures and actions taken (VCITC061)
    1. 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?
    2. reflecting on and expressing opinions on experiences in the classroom and beyond, for example, Secondo me … Preferisco … Quest’esempio mi fa pensare a …
Informing Elaborations
  1. Analyse, summarise and share key ideas and information from a range of texts (VCITC062)
    1. 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 ….
    2. 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 …
    3. viewing television programs and listening to radio news, and identifying key information, for example, Attenzione, elencare solo le città e i film
    4. 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
    5. using a range of tools such as graphs, tables, mind maps, concept maps and charts to organise findings and present them to others
    6. comparing different perspectives on specified topics
  2. Convey ideas and opinions by creating spoken, written and multimodal texts (VCITC063)
    1. creating spoken, written and multimodal texts to inform others about local places, events, activities, recommended places to visit and activities to do with family and friends, for example, Vi consigliamo di visitare … Vi invitiamo a fare il giro della città
    2. designing persuasive texts such as posters and brochures (for example, to advocate for sustainable water use for example, La doccia non deve durare più di tre minuti), or creating a report on the best games or apps to buy
    3. experimenting with language appropriate to particular text types, such as descriptive language in short magazine articles, or emotive language in diary and journal entries, for example, Il concerto è stato un gran successo. Caro diario, che bella giornata! Oggi non ho voglia di andare a scuola. Il documentario parla di …tratta il tema di/si tratta di …
Creating Elaborations
  1. Respond to a range of imaginative texts by expressing ideas and opinions about the themes, characters, events and cultural attitudes conveyed, and relate to personal experience (VCITC064)
    1. responding to the key ideas of a story, film or poem by giving a personal opinion, describing pros and cons, or expressing perspectives about the characters
    2. comparing different students’ responses to the same story, event, character or place to consider different perspectives
    3. considering the language, beliefs and values of characters in traditional and modern literature and Italian popular culture, for example, viewing excerpts from contemporary films and discussing personal responses to and the sociocultural context of the film
    4. comparing aspects of Italian texts to the way similar issues are portrayed in English-language texts
  2. Create texts for particular audiences that depict experiences or topics of interest (VCITC065)
    1. creating cartoons, picture stories, plays or big books for younger audiences
    2. 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’
    3. creating a short film with subtitles depicting an aspect of contemporary teenage life from an Italian, Australian or diasporic perspective
Translating Elaborations
  1. Translate texts, discussing different versions and why these might occur (VCITC066)
    1. translating short phrases or texts, noting culture-specific words and phrases and discussing alternatives, equivalence or non-equivalence, for example, fare la passeggiata
    2. translating texts describing events occurring in present and past, considering that Italian expresses concepts across time in different ways to English
    3. selecting from options to translate short phrases and texts, and explaining choices
    4. taking note of ‘false friends’ in translation, for example, that the English word ‘annoyed’ does not translate to ‘annoiato’ in Italian
    5. 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
    6. using strategies to avoid literal translation
    7. using monolingual and bilingual dictionaries and word lists to assist in developing meaning
  2. Create short bilingual texts such as captions, stories and commentaries (VCITC067)
    1. creating bilingual resources such as glossaries, signage, recipes, children’s stories, factual reports, timelines or brochures, both individually and collaboratively
    2. creating and presenting a bilingual oral history (possibly including fragments of dialects) of an older Italian person
Reflecting Elaborations
  1. Participate in intercultural experiences to discuss cultural practices, comparing own and others’ reactions and responses (VCITC068)
    1. interacting with members of Italian-speaking communities and sharing own experiences as a learner of Italian, for example, describing duration of learning, place of learning and opinions about the experience
    2. engaging with young Italians, in the local community or virtually, to share and compare information, values and beliefs about topics of interest
    3. reviewing and responding to aspects of cultural practices represented in authentic texts such as advertisements, brochures and menus to discuss the cultural differences that are evident and the reactions of members of the class to these differences
    4. selecting and reflecting on aspects of the Italian language and culture that could easily be adopted in Australia, and explaining reasons for choices
    5. considering how one’s own ideas, practices and responses may be perceived by Italians both in Italy and in Australia
    6. recognising the culture-based assumptions that participants bring to intercultural exchanges
  2. Reflect on own participation in intercultural exchange and consider how this shapes own identity over time (VCITC069)
    1. creating a learning journal or autobiography relating intercultural experiences and their impact
    2. recognising own culture-based understanding of ideas and experiences
    3. reflecting on own positioning in exchanges with members of the Italian community

Understanding

Systems of language Elaborations
  1. Develop an understanding and use the sound system of Italian (VCITU070)
    1. 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
    2. 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!
  2. Use grammatical knowledge to extend meanings, including knowledge of irregular, reflexive and modal verbs (VCITU071)
    1. learning to use:
      • nouns: gender and number, regular and irregular
      • suffixes such as –ino/a, -issimo/a, -etto/a, -astro/a, for example, grande-grandissimo, piccolo-piccolino, casa-casetta, figlio-figliastro and figlia-figliastra; and prefixes such as pro- and bis-, for example, prozio and bisnonno
      • pronouns, including subject pronouns and direct object pronouns
      • articulated prepositions, for example, di, tra, con plus articles a, di, da, in, su plus article; and prepositions which do not combine, for example tra, per
      • adverbs to qualify verbs, for example, proprio, troppo, abbastanza, specialmente, spesso, nemmeno, purtroppo, non... né... né...
      • negative constructions including the double negative, for example, Non vado mai in centro. Non c’è niente/nessuno...
      • verbs to express action in time, using a range of regular and some irregular verbs, reflexive verbs in the present tense, perfect and imperfect, and exposure to the impersonal si; using modal verbs to express ability, possibility, likelihood and permission
  3. Apply understanding of distinctive features of text organisation (VCITU072)
    1. describing and applying the main features of familiar text types in Italian, for example, letter, email, description, narrative, report
    2. observing that texts are constructed for a variety of purposes (for example, to request, to instruct, to invite and to describe) and for a variety of audiences, for example, child/adult, known/unknown people
Language variation and change Elaborations
  1. Recognise how language use varies depending on the context of the situation and the context of culture (VCITU073)
    1. identifying the way in which the choice of vocabulary and grammar relates to variables such as age, social status, relationship and situation
    2. recognising that language use changes according to the text type and modality, for example, comparing emails and letters, written notes and SMS, diary and interactive webpages
    3. identifying and comparing the features of language that distinguish the purpose for which it is used, and the age and gender of the audience, for example, the difference between Non mi piace and Non mi piace per niente
  2. Recognise the impact of media and technology on the way Italian is changing as a language of local and international communication (VCITU074)
    1. 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)
    2. 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)
  3. Understand the value of communicating within and across languages, and discuss the interrelationship between Italian, English and other languages (VCITU075)
    1. discussing how loan words in both Italian and English have come from other from other languages such as Latin and Greek, for example, agenda, census, via, metafora, stigma
    2. understanding differences between standardised language and dialects, comparing words used in the home and/or community to those used in formal settings such as school, for example, guaglione or toso and ragazzo
    3. reflecting on the history of Italian migration to Australia, the formation of communities of speakers of Italian in specific cities and suburbs, and the resulting regional variations of language, such as Australo-Italian, and the impact of Australian English on the local Italian community
    4. analysing the influence of the Italian language on English in areas such as food, music and fashion, and considering the value of this influence
Role of language and culture Elaborations
  1. Analyse the ways in which choices in everyday language use reflect cultural practices and values (VCITU076)
    1. understanding the significance of cultural concepts and how these relate to social conventions and are reflected in language use, for example, Salute! Cin Cin! Buon appetito!
    2. observing the connection between some names and regional and family connections or religion
    3. discussing culturally significant concepts encountered in texts (for example, Fare la passeggiata. Fare bella figura. Andare a trovare qualcuno) and making comparisons with Australian culture
    4. analysing the meaning and use of proverbs and sayings (for example, l’abito non fa il monaco) and considering equivalents in English and other languages

Levels 7 and 8 Achievement Standard

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, social and school worlds, for example, Ecco mio padre. Si chiama Edoardo. Ha quarantadue anni. They understand main points and some specific details in a range of texts organised around known content and including some unfamiliar language. They express and understand feelings when corresponding with others, making connections between language used and cultural concepts expressed. They respond to and create simple informational and imaginative texts, for example, Io comincio la scuola alle otto e mezzo. Le materie che studio sono l’inglese, la matematica, le scienze e la storia. They express views on familiar topics and make comparisons, adding their own opinions or reasons, for example, Mi piace il mio amico perché è buffissimo. Mi piace anche perché è veramente intelligente. They apply their understanding that texts vary according to purpose and audience, and use contextual clues, questioning...

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F–10 Sequence Levels 9 and 10

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 a metalanguage, using specific terms to assist understanding and control of grammar and textual conventions...

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Levels 9 and 10 Content Descriptions

Communicating

Socialising Elaborations
  1. Initiate, sustain and extend discussions related to aspirations, relationships and contemporary social issues (VCITC077)
    1. 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
    2. 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
    3. 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
    4. 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!
    5. 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
    6. 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!
    7. 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
    8. 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 …
  2. Contribute ideas, opinions and suggestions in interactions related to shared tasks and problem-solving, managing diverse views (VCITC078)
    1. 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 ...?
    2. 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?
    3. 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!
    4. making shared decisions, solving problems and discussing alternative solutions
    5. contributing suggestions in the context of undertaking a social project such as visiting a childcare centre or the local Italian aged-care home
  3. Participate in spoken or written transactions to obtain goods and services, including expressing views on quality and making complaints and recommendations (VCITC079)
    1. 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
    2. exchanging a purchased item, for example, Mi dispiace, ma non funziona bene, c’è un difetto Vorrei cambiarlo/a
    3. negotiating over price, for example, Costa un po’ troppo, mi può fare uno sconto? È se ne compro due paia?
  4. Interact in discussions by questioning, making suggestions and expressing opinions, and reflect on experiences of classroom interactions (VCITC080)
    1. 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 ...?
    2. 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
Informing Elaborations
  1. Analyse, synthesise and evaluate ideas and information from multiple sources on a range of contemporary issues (VCITC081)
    1. 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?
    2. 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
    3. 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
    4. 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
    5. 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
    6. 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
  2. Give information in different forms, offering own views in relation to the content and considering the significance for particular audiences (VCITC082)
    1. 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.
    2. 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
    3. 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!
Creating Elaborations
  1. 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 (VCITC083)
    1. 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
    2. 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!
    3. 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
    4. 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
    5. 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
    6. 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
  2. Create a range of imaginative texts, considering how to represent ideas, characters and events (VCITC084)
    1. creating stories with various settings, characters and events, using, for example, video, cartoon, games
    2. 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!
    3. 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 …
Translating Elaborations
  1. Translate a range of texts and discuss how to convey concepts across different linguistic and cultural contexts (VCITC085)
    1. 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”
    2. 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
    3. reflecting on their own experiences of the process of translating
    4. 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’
  2. Create bilingual texts that reveal aspects of Australian culture for Italian-speaking audiences and vice versa (VCITC086)
    1. 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
    2. creating bilingual signage for an event, bilingual captions for a display, or bilingual text for a discussion board
Reflecting Elaborations
  1. Reflect on participation in intercultural exchange, taking responsibility for contributing to mutual understanding (VCITC087)
    1. 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 …
    2. considering own and others’ responses and reactions in Italian–English intercultural exchange, questioning assumptions and values
    3. 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
    4. reflecting on and explaining practices that need to be considered when communicating across Italian- and English-speaking languages and cultures
    5. considering how their own behaviour may be interpreted by Italians in Italy and in the diaspora
    6. 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
  2. Investigate and share family and cultural traditions and experiences, considering how these have shaped and continue to shape personal identity (VCITC088)
    1. 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
    2. considering how their identity has changed over time, based on experiences recorded in a journal throughout the school year
    3. expressing to others how Italian is part of their identity, and reflecting on when, how and why they use Italian (and other known languages)
    4. reflecting on how language and culture shape their identity, history and understanding

Understanding

Systems of language Elaborations
  1. Use appropriate Italian pronunciation, stress and intonation in increasingly complex sentences and texts (VCITU089)
    1. developing control of consonant and vowel combinations, double consonants, intonation, stress and accents when reading aloud
    2. recognising that pronunciation, intonation, rhythm and pace assist in making meaning in interactions and applying this knowledge to own communication, for example, in reading stories to young children, asking questions, expressing emotion, exclamations and commands
  2. Extend grammatical knowledge, including present, past and future tenses, and the conditional and subjunctive mood, to interpret and create meaning in texts (VCITU090)
    1. introducing additional information when describing actions, people and objects by using a range of prepositions, including articulated prepositions and special uses of a, di and da, for example, Pratico il nuoto da 6 anni. Hai una faccia da schiaffi! Fatto a mano!
    2. using pronouns to refer to the person carrying out an action or to refer to somebody or something, including personal pronouns (use, position and elusion), reflexive pronouns, direct and indirect object pronouns, relative pronouns, demonstrative pronouns, possessive pronouns, and the use of the impersonal si, ci/vi, ne
    3. using adverbs and adverbial phrases of manner, place and time to modify the meaning of verbs and adjectives, for example, proprio, troppo, abbastanza, specialmente, soprattutto, spesso, quasi mai, nemmeno, neanche
    4. describing events across different times, choosing appropriate tenses, including present, present perfect, imperfect and future tenses, conditional and the subjunctive mood
    5. connecting or elaborating clauses by using conjunctions, including siccome, invece, sebbene, nonostante, anche, dunque, quindi, cioè
    6. using cohesive devices to link, clarify, contrast, relate or sequence ideas and modify meaning in written and spoken texts, for example, Non avevo più soldi, quindi sono tornato a casa
    7. developing metalanguage to extend discussions of word order, tenses and verb moods, using terms such as ‘adverbs’, ‘pronouns’, ‘conditional’ and ‘subjunctive’, for example, How do we form the present perfect tense of a reflexive verb? What is meant by the subjunctive and when is it used?
  3. Analyse and apply linguistic, cultural and textual features of specific text types (VCITU091)
    1. using knowledge of text types in Italian to analyse different texts, for example, a narrative, letter, recipe, message or report
    2. comparing Italian and English versions of particular text types, noticing any differences
    3. using knowledge of text types to create texts that respect the conventions
Language variation and change Elaborations
  1. Investigate how language varies according to context and speakers (VCITU092)
    1. comparing texts created for different audiences, such as advertisements, brochures and signs for urban and rural communities or different regions, noticing how the language reflects ideas and concerns that are important to different communities
    2. analysing differences in lexis and syntax between regional uses of Standard Italian and dialect
    3. exploring texts associated with particular subgroups in Italian communities (for example, children, youth, women, the elderly, rappers, police, athletes) to understand how groups develop their own language and how this influences membership
    4. analysing degrees of formality in correspondence and dialogue to discover features of language that affect formality, for example, the use of the subjunctive (Qualunque cosa vuoi, non fare complimenti. Qualunque cosa Lei voglia, non faccia complimenti)
  2. 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 (VCITU093)
    1. 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
    2. 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
    3. 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
    4. analysing samples of Italian language captured in different contexts in which Italian is used, and identifying influences of other languages and cultures
  3. Understand that language use has the power to influence social relationships, beliefs and values (VCITU094)
    1. examining the language of texts such as protest songs, posters and graffiti to identify ways in which language is used for social commentary
    2. 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
    3. 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)
    4. 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
    5. 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
Role of language and culture Elaborations
  1. Analyse how linguistic choices construct and reflect ideas, practices and values, and consider how these influence the exchange of meaning (VCITU095)
    1. identifying specific expressions that reflect cultural concepts in different experiences and texts, for example, sono in pausa pranzo, faccio il pisolino, Andiamo a prendere un aperitivo
    2. reflecting on how linguistic choices of different language users might be interpreted by speakers of Italian
    3. explaining how certain sentence structures reveal differences in social status, cultural background and generation, for example, use of voi form instead of Lei in Nonno, cosa pensate di questo?
    4. keeping a journal to record perceptions of how using and learning Italian has impacted on their own assumptions about Italian language and culture
    5. noticing that people’s choice of language in interactions reflects their cultural situatedness/positioning

Levels 9 and 10 Achievement Standard

By the end of Level 10, students use written and spoken Italian to interact with others in a range of contexts and for a range of purposes. They discuss topics such as education, work, the environment and youth issues as well as concepts from a range of learning areas. They recount experiences, and express feelings and opinions, agreement and disagreement, using present, past and future tenses, and linking statements with both coordinating and subordinating conjunctions, for example, Era stanca, così non è uscita. Non mi piace quel romanzo perché è triste! Prima siamo andati al cinema, poi siamo andati a prendere un gelato. They demonstrate grammatical control when using complex sentences. They create a range of connected texts and interact with some degree of personalisation on a variety of subjects related to their own interests. They participate in classroom discussions, present and communicate personal thoughts and opinions, and account for and sustain a particular point of view, for example, Non c’ è dubbio che Credo che questi articoli offrano solo un punto di vista. They identify key ideas in different text types dealing with both concrete and abstract topics. They follow...

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7–10 Sequence Levels 7 and 8

Levels 7 and 8 Description

Students become familiar with the Italian pronunciation and sound system, noting similarities and differences with English. They build a vocabulary about people and objects in their immediate worlds. They learn how to use definite and indefinite articles. They learn how to form singular and plural nouns, to recognise patterns of noun categories and to understand the general rule of gender and...

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Levels 7 and 8 Content Descriptions

Communicating

Socialising Elaborations
  1. Socialise with peers and adults to exchange greetings, good wishes, factual information and opinions about self, family and friends, routines, shared events, leisure activities, interests, likes and dislikes (VCITC096)
    1. greeting others, introducing themselves, expressing state of health and wellbeing, appreciation and good wishes, and leave-taking, using appropriate familiar or formal language, for example, Mi chiamo … e tu? Come ti chiami? Ho 12 anni. Sono Carla. Ciao Giorgio, come stai? (Sto) bene/male, e tu? Mi dispiace. Ci vediamo domani. A domani. Buongiorno, ArrivederLa. Come si chiama? Buongiorno professoressa, come sta?
    2. describing and comparing friends and family, for example, using [subject + verb + adjective]: Il mio amico è simpatico
    3. describing routines, events and leisure activities (for example, Ogni weekend vado al cinema … Mi piace/non mi piace + [infinitive verb]. Gioco a/pratico il), and comparing these to similar events for Italian peers
  2. Participate in individual or collective action, both orally and in writing, by making arrangements, inviting, planning, deciding and responding (VCITC097)
    1. exchanging details about events, such as time, day, place, activity and participants, for example, Vieni a … con me? Sì/no. D’accordo. A che ora? Quando? Dove? Con chi? Che tempo fa?
    2. negotiating and making arrangements for social or sporting events by using texts such as messages, emails, invitations and text messages, and using expressions of possibility, need and obligation [modal verb + infinitive] in set phrases, for example, Vuoi venire a … Non voglio venire …, Voglio/non voglio … Posso/non posso venire …, Forse sì/forse no
  3. Participate in spoken and written transactions, including purchasing goods and services, and give and follow directions and instructions (VCITC098)
    1. participating in real and imagined transactions such as purchasing a ticket for an event or choosing a gift for someone, for example, Quanto costa [+ definite article or demonstrative + noun]? Cosa prendi? … un caffè … e tu?
    2. asking for, giving and following directions, for example, Dov'è? Qui/là. Dove si trova? A destra/sinistra. Vicino a/lontano da; sotto/sul
  4. Develop language to interact in classroom routines and tasks, for example, posing questions, asking for repetition, rephrasing, explaining, asking how to say something in Italian, expressing opinion, and giving and following instructions (VCITC099)
    1. posing questions (for example, Perché? Come si scrive? Può/puoi ripetere? Come si dice …? Come? Come si fa? Secondo me … Penso di sì/penso di no … Di chi è?) and explaining, for example, È mio/è di Luisa
    2. requesting information and permission (for example, Posso andare in bagno? Mi presti la matita?), asking for explanation, and following instructions
Informing Elaborations
  1. Identify factual information from a range of spoken, written and multimodal texts, and process and represent meaning through, for example, classifying, sequencing and summarising (VCITC100)
    1. identifying context, purpose and audience of modified authentic texts such as conversations, advertisements, weather reports, instructions, timetables, recipes and signs
    2. listening/reading for key ideas across a range of familiar subject matter presented in different formats, for example, geography (Italy’s place in Europe), home, travel, leisure and sport
    3. sequencing instructions or actions by using temporal markers such as Prima … poi … dopo … alla fine
    4. sharing interpretations of a range of texts, considering their understanding of Italian cultural dimensions in texts, and comparing own interpretations with those of others
  2. Convey factual information and ideas through a range of spoken, written and multimodal texts, using information from a range of sources (VCITC101)
    1. 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
    2. 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
    3. 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…)
    4. collecting, collating and presenting data in Italian using online survey software
Creating Elaborations
  1. Participate in listening to, reading and viewing imaginative texts and make connections with characters, events, actions, settings, and key ideas and messages (VCITC102)
    1. 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
    2. listening to and reading stories, songs and poems, noticing aspects of meaning and style, for example, use of rhythm, rhyme, choice of key words
    3. 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
    4. comparing aspects of theatre across cultures, focusing on the purpose, origins and values
  2. Create imaginative texts that present events, characters and emotions from their own experiences (VCITC103)
    1. creating texts such as raps, poems, lyrics, photo stories, cartoons and short stories based on personal experiences
    2. producing and presenting digital stories for younger learners, for example, using characters such as Pulcino Pio
    3. creating additional characters and storylines or alternative endings for familiar stories
Translating Elaborations
  1. Translate phrases and short texts from Italian to English and vice versa, identifying how cultural concepts are embedded in language and explaining differences in meanings (VCITC104)
    1. translating short texts, recognising when literal translation is or is not possible (for example, in idiomatic expressions such as In bocca al lupo!), and discussing reasons for equivalence or non-equivalence
    2. making and using glossary lists for different purposes and people , for example children, international students, visitors, and learning how to use print and digital dictionaries
    3. describing the local environment, lifestyle and events, considering what will require explanation, elaboration or illustration to be understood by an Italian audience, for example, BBQ, suburb, distances
    4. identifying Italian–English cognates (for example, dizionario/dictionary, farmacia/pharmacy, intelligente/intelligent, mercato/market) and using them to predict meaning
    5. developing awareness of Italian–English ‘false friends’ and reflect upon how they assist or inhibit meaning, for example, parenti = relatives (not parents), libreria = bookstore (not library), crudo = uncooked (not crude), bravo = good (not brave)
  2. Create bilingual texts related to experiences in contexts where Italian and Australian realities might differ (VCITC105)
    1. creating texts with bilingual captions, such as picture dictionaries and photo stories
    2. 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
    3. 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
Reflecting Elaborations
  1. Reflect on own and others’ responses to intercultural experiences and interactions (VCITC106)
    1. 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
    2. 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?
    3. 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 …
  2. Reflect on own identity, including identity as a user and learner of Italian, through connecting observations made about experiences over time (VCITC107)
    1. 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
    2. 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
    3. creating personal profiles to share with others, considering which aspects of their identity to reveal to people in different contexts
    4. presenting aspects of personal experience using digital photo stories with audio
    5. creating timelines of significant events in their life, particularly events that have shaped their identity them, including visual representations such as photos and illustrations
    6. comparing and contrasting own experiences as a learner of Italian, for example, by comparing journal entries recorded over time

Understanding

Systems of language Elaborations
  1. Develop awareness of features of the Italian sound system, including pronunciation, syllable stress, rhythm and intonation, and how these are represented in written form (VCITU108)
    1. 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)
    2. using the Italian alphabet, making connections between spoken and written forms, understanding the effect of grave and acute accents (for example, città, perché)
    3. recognising differences in tone and rhythm between statements, questions, exclamations, requests and commands, for example, Vai a casa? Vai a casa!
    4. 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
    5. checking pronunciation of words using sound files and text-to-speech software
    6. recording individual words to create a talking dictionary
  2. Understand and use key features and patterns of the Italian grammatical system, including definite and indefinite articles, gender and agreement, present tense of regular and common irregular verbs, and simple sentence construction (VCITU109)
    1. learning how to use:
      • nouns to identify people and objects — singular and plural regular forms, gender, some exceptions; developing awareness of various categories of nouns with common endings such as -ista, -zione, -tore and -trice (for example, il/la dentista, la stazione, il vincitore/la vincitrice) and comparing them to their English equivalents
      • definite and indefinite articles — use and omission
      • adjectives to describe things (including agreement and exceptions); and possessive adjectives, for example, Il mio libro
      • demonstratives, for example, Questo è il libro
      • interrogatives, for example, Chi, che, cosa, quale, come?
      • subject pronouns, for example, io, tu, lui, lei
      • numerals — cardinal, ordinal, dates, time
      • prepositions of time and place to describe when and where
      • articulated prepositions with a, da, in, di, su (for recognition only)
      • commonly used adverbs to qualify verbs and adjectives
      • verbs describing state (essere), possession (avere) and regular verbs describing actions in the present tense (for example parlare, cantare)
      • sentence structure to construct simple sentences in Italian ([subject]–verb–object); making statements, asking questions and giving/receiving instructions (verb + object), for example, Chiudi il libro!
      • negation to form negative statements and questions, for example, Non ti piace il gelato
  3. Understand the features of common spoken, written and multimodal texts (VCITU110)
    1. understanding and using cohesive devices such as conjunctions (for example, e, ma, perché, anche, o, invece) to help sequence ideas and to link ideas and actions
    2. listening to or reading simple Italian texts and recognising the conventions of particular text types, for example, postcard, letter, email, card, blog and conversations (face to face and phone)
    3. analysing simple spoken, written and digital texts to identify different kinds of language use (such as personal, descriptive or informative) and ways to achieve textual cohesion, for example, use of fillers in spoken texts (insomma, beh, boh, allora)
    4. talking about language features and word order using relevant metalanguage such as ‘verbs’, ‘adjectives’, ‘nouns’ and ‘pronouns’ (for example, know if this non/adjective singolare o plurale? Perché?), and comparing grammatical features in Italian and English
Language variation and change Elaborations
  1. 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 (VCITU111)
    1. 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
    2. comparing register in a range of texts and explaining the use of language such as polite and familiar forms
  2. Analyse and understand the dynamic nature of the Italian language, and of languages in general (VCITU112)
    1. 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
  3. Analyse and understand the place of Italian locally and internationally, including the relationship between Standard Italian and regional dialects, and Italian in the ecology of languages in Australia (VCITU113)
    1. understanding that differences exist between Standard Italian, regional varieties and dialects, for example, by noticing lexical differences and comparing gestures and accents
    2. recognising that Standard Italian is used in diverse communities throughout the world and that many speakers of Italian may also speak a regional and/or local dialect
    3. examining the presence of Italian in the Australian linguistic landscape, for example, through signage, the culture of coffee, food, art and music, and in newspapers, television and radio, and the interpreter service
    4. exploring the changing profile of languages in Australia by, for example, comparing maps of languages over time, developing a class language tree, examining the Australian Languages map, conducting a survey about languages spoken at home or in the community, or examining census data
    5. presenting connections between languages and dialects
Role of language and culture Elaborations
  1. Reflect on the role of language and culture in interaction and how language constructs and reflects assumptions and values (VCITU114)
    1. reflecting on how cultural assumptions and values are embedded in choices in language use, for example, fare bella figura; fare brutta figura; Buon appetito — Grazie altrettanto
    2. examining how their own communication carries assumptions and values that impact on interpretation and understanding
    3. developing language to discuss, question and share understandings with others non-judgmentally

Levels 7 and 8 Achievement Standard

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 routines and respond to classroom instructions, questions and directions. They approximate Italian sound patterns such as consonant combinations, clear vowel sounds and unaspirated consonants. They use gesture and some formulaic expressions to support oral interaction. Students use well-rehearsed language related to their personal experiences (for example, stating preferences in sports, leisure activities and entertainment), in both spoken and written forms, and predominantly in the present tense. They demonstrate understanding of information from a range of factual and creative texts. They use learnt structures to create texts such as, captions, descriptions, conversations and correspondence, providing information about themselves, their personal worlds and immediate needs, interests and preferences. They produce simple descriptions with appropriate use of definite and indefinite...

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7–10 Sequence Levels 9 and 10

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 in imaginative and creative experiences, and to design, interpret and analyse a range of texts...

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Levels 9 and 10 Content Descriptions

Communicating

Socialising Elaborations
  1. Initiate and sustain interaction to develop relationships with peers and adults, and to exchange and compare ideas, experiences, opinions and feelings (VCITC115)
    1. 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!
    2. narrating past experiences and events of significance, for example, holidays, special events, travel (prima … poi … dopo … infine …)
  2. Participate in individual and collective action by deciding, explaining and justifying (VCITC116)
    1. 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 … )
    2. 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
  3. Participate in spoken and written transactions, including obtaining and negotiating different services and problem-solving (VCITC117)
    1. 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?)
    2. corresponding to express a complaint about a poor-quality service and suggest a way to improve it
    3. applying for a part-time job and participating in a mock interview
    4. requesting a service, for example, changing a flight, exchanging currency, purchasing a SIM card or confirming accommodation
  4. Use classroom language to question, elicit and offer opinions, and compare and discuss ideas (VCITC118)
    1. 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]?
    2. 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
Informing Elaborations
  1. 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 (VCITC119)
    1. 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
    2. 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
    3. deducing meaning, evaluating and synthesising information and identifying cultural references in texts that show different representations of Italian culture
    4. conducting online surveys to report on attitudes towards topics such as water usage, consumer choice, technology use, music or celebrities
  2. Convey information and compare diverse perspectives from multiple sources in Italian (VCITC120)
    1. 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 )
    2. 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
    3. conveying information and justifying personal opinions with evidence from the text, for example, Mi è piaciuto molto l’articolo perché
    4. 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
    5. 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
Creating Elaborations
  1. Respond to imaginative texts, stating views about themes, events and values, and making connections with own experiences as appropriate (VCITC121)
    1. listening to and reading narratives, biographies and autobiographies to explore representations of life experience in relation to concepts such as adolescence, relationships and roles
    2. 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
    3. 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
    4. 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 …
    5. 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
    6. writing poems, letters or emails to characters from a story or film, for example, Pinocchio
    7. 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
  2. Create imaginative texts to express experiences, ideas and emotions (VCITC122)
    1. creating texts based on examples or models, for example, depictions of characters, children’s stories
    2. 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
Translating Elaborations
  1. Translate texts from Italian to English and vice versa, and compare different versions for different audiences and contexts (VCITC123)
    1. 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
    2. 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)
    3. 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’
    4. comparing different translations of a text, including versions created by online translators, and discussing any issues that emerge
    5. 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)
  2. Create bilingual texts related to experiences in which aspects of Italian and Australian culture might differ (VCITC124)
    1. 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
    2. 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
    3. adding subtitles and captions in English to complement the Italian language audio of video clips and photo stories
Reflecting Elaborations
  1. Interact in Italian with the teacher, peers and others, and exchange reactions and responses to ideas, issues and experiences being discussed (VCITC125)
    1. 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 …?
    2. 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
    3. 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
    4. developing a metalanguage for discussing ideas, issues and experiences related to intercultural communication
  2. 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 (VCITC126)
    1. 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)
    2. 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
    3. 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
    4. 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
    5. 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

Understanding

Systems of language Elaborations
  1. Understand and use the features of Italian sound and written systems, including pronunciation, stress and intonation in increasingly complex structures and texts (VCITU127)
    1. recognising some common interjections, for example, oh!, e?, cioè, ahimè, ohimè, uffa!
    2. recognising the differences in pronunciation of words with similar spelling, for example, sùbito, subito
    3. comparing and contrasting the pronunciation of similar-sounding words using text-to-speech software or the audio option of word-processing programs
    4. recognising common cognate words in speech, for example, organizzazione, programmare, arrivare
    5. identifying and interpreting sounds and textual features and devices such as onomatopoeia, repetition, simile and metaphor, and understanding how they are used to express emotion and convey attitudes
    6. analysing personal interactions and audiovisual texts such as films to understand how tone, gesture and body language support meaning
    7. recognising the difference between anglicised and Italian pronunciation
  2. Extend knowledge of and use more complex features and patterns of the Italian grammatical system, including possessive, reflexive, demonstrative and relative pronouns; irregular and reflexive verbs; and comparatives and superlatives (VCITU128)
    1. learning how to use:
      • articles — rules for inclusion or omission, for example, mio padre and il mio papà; Buongiorno signora… È la signora
      • nouns — irregular plurals (for example, la città/le città, il dito/le dita), and collective nouns, for example, la gente
      • pronouns — possessive, reflexive, demonstrative and relative
      • comparatives and superlatives (regular and irregular) to make descriptions more precise, for example, Il film è piu bello del romanzo; è bellissimo
      • adverbs of time and manner, for example, ieri, di solito
      • prepositions (articulated or simple) to indicate destinations and directions, for example, in Italia, a Roma, al parco
      • interrogatives, for example, Chi …? Quando …? Come…?
      • verbs indicating action in the present (including irregular verbs and reflexives) and action across time: present perfect; imperfect; exposure to the future and conditional tenses and impersonal si; use of modals to indicate ability/willingness/necessity
      • compound sentences (for example, Mi piace la pizza ma preferisco le lasagne), and complex sentences, for example, La città che ho visitato era bellissima
  3. Analyse the features of a range of spoken, written and multimodal texts, recognising grammatical structures, cohesion and coherence (VCITU129)
    1. comparing procedural, recount and persuasive texts in Italian and English (for example, recipes, advertisements and weather reports) and describing their similarities and differences
    2. understanding the elements that create coherence at a whole text level such as the use of cohesive devices, linked paragraphs and sequencing of ideas
Language variation and change Elaborations
  1. 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 (VCITU130)
    1. 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
    2. analysing differences in communicative style between formal and informal interactions, for example, Come va? Come stai?
    3. 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)
  2. Analyse and understand the dynamic nature of Italian (and languages in general) recognising the impact of technology, media and intercultural contact (VCITU131)
    1. 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
    2. 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
    3. 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
    4. exploring, expanding and consolidating word usage using online applications relating to proverbs, sayings and set phrases
  3. Compare and contrast aspects of communication and the relationship among languages used in the ecology of languages in Australia, including Aboriginal languages and Torres Strait Islander Languages, Asian languages and world languages (VCITU132)
    1. analysing examples of Italian used in the Australian context (for example, by compiling a record of language observed in the community, noting the contexts or domains in which these occur), and comparing own observations with others’
    2. discussing the choices made by bilingual users of language about which language to use when, and the influences on such choices
    3. researching the changing nature of languages in contemporary Australia, and considering how it relates to issues such as migration
Role of language and culture Elaborations
  1. Reflect on intercultural exchanges and the ways in which language is used to establish relationships, indicate social values and enhance reciprocity (VCITU133)
    1. examining the link between language and cultural values and practices evident in Italy, for example, the appreciation of things of beauty and style expressed by the concept of la bella figura; the connotations of the concept of mammone
    2. examining how their own language and culture influence their responses to others
    3. analysing and discussing language choices by asking, for example, Who uses this expression and where? Why is it meaningful? Why is it used?
    4. evaluating own and others’ assumptions and generalisations about values, beliefs, cultural norms and practices of Italian-speaking communities and how these influence intercultural exchange
    5. sharing own responses in class to a given topic and comparing with those of others, reflecting on how different people are perceived through their use of language and the way it reflects values and beliefs
    6. understanding how language and culture convey values such as, respect, for example, Cosa ne pensi? Sei d’accordo? È giusto? In Australia invece … A differenza di …

Levels 9 and 10 Achievement Standard

By the end of Level 10, students use a range of everyday language both orally and in writing to exchange information about their personal, social, local and about broader issues of personal significance. They communicate thoughts and opinions; make comparisons and contrasts (for example, a differenza di; invece), and offer reasons for points of view, opinions and preferences. They express desires and plans for the future. They give presentations, and formulate and respond to a range of questions. They interpret information and attitudes in a range of informational and imaginative texts. They create written texts such as descriptions, narratives and recounts that convey experiences, ideas and emotions. They give detailed descriptions; describe and relate episodes in time (prima … poi … infine); and qualify statements, for example, through the use of relative clauses. They use simple subject–verb–object constructions, extending or qualifying their message by, for example, adding complements or using modal verbs or comparatives. They produce bilingual texts, plan what needs to be communicated to particular audiences and consider different perspectives.

Students have developed a metalanguage to analyse and discuss features of language choice and use and cultural practice. They analyse texts, noticing features such as tone, sequences and relationships of events in time. They communicate their thoughts with awareness of different perspectives on issues or practices being discussed. They recognise that Italian language use varies according to context, purpose and mode. They consider social and cultural practices of Italians in Italy and in the diaspora, including communities in Australia. They are aware of particular issues relating to translating between Italian and English, such as words with similar meanings and 'false friends', and recognise that certain concepts cannot be translated readily from Italian to English and from English into Italian. They reflect on ways in which language and culture together create meanings, and on ways in which their own linguistic and cultural assumptions come into play in using and learning Italian. They recognise the role of language and culture in shaping experience, and the ways in which their own past experiences shape their identity.

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