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...
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 how language features and expressions reflect cultural values and experiences (for example, language variation relating to gender, generation, status or cultural context). This leads them to considering their own ways of communicating and to thinking about personal and community identities, stereotypes and perspectives reflected in language.
Students’ pronunciation, intonation and phrasing are more confident, and they access wider vocabulary resources and use non-verbal strategies appropriately to support communication. They participate in shared tasks and purposeful language experiences as well as focusing explicitly on language structures and systems, literacy skills and cultural elements of communication.
Oracy development at this level includes active listening to a range of input from different sources, and building interactional skills. Students learn skills in ‘reading’ language for cultural and contextual meaning. Oral-presentation and performance skills are developed through researching and organising information, rehearsing and resourcing the content of presentations, and selecting appropriate language to engage particular audiences.
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...
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, for example, using coordinating conjunctions and comparisons to build short coherent texts on familiar topics, for example, La musica di ... è bella, ma mi piace di più ... They write descriptions, letters, messages, summaries, invitations and narratives. They use the present tense of verbs, noun and adjective agreements and some adverbs; they choose vocabulary appropriate to the purpose of the interaction, such as to describe, to plan or to invite.
Students have developed some metalanguage to talk about both linguistic and cultural features. They discern familiar patterns and features of written and spoken language and compare them with English, understanding that language, images and other features of texts reflect culture. They demonstrate some understanding of variation in language use, adapting language forms according to audience and context. They recognise and are comfortable with linguistic and cultural differences, understand the multilingual and multicultural character of Australian society, and have some awareness that dialects are spoken both in Italy and in Italian-speaking communities around the world. Through questioning and discussion they build intercultural understanding, participating in reflective and comparative work in Italian and English.
The VCAA has recently published the Victorian Curriculum F–10 Version 2.0. To view the revised curriculum, familiarisation resources and support material, go to the Victorian Curriculum F–10 Version 2.0 website.
