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• VCITC079

  Participate in spoken or written transactions to obtain goods and services, including expressing views on quality and making complaints and recommendations

  Elaborations

  • 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
  • exchanging a purchased item, for example, Mi dispiace, ma non funziona bene, c’è un difetto … Vorrei cambiarlo/a
  • negotiating over price, for example, Costa un po’ troppo, mi può fare uno sconto? È se ne compro due paia?

  VCITC079 | Languages | Italian | F–10 Sequence | Levels 9 and 10 | Communicating | Socialising

• VCITC026

  Listen to, view and read a range of imaginative texts for children, and discuss messages and impressions

  Elaborations

  • 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
  • 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.
  • 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
  • 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

  VCITC026 | Languages | Italian | F–10 Sequence | Levels 3 and 4 | Communicating | Creating

• VCITC082

  Give information in different forms, offering own views in relation to the content and considering the significance for particular audiences

  Elaborations

  • using models of media texts such as television reports, video clips and social media to create informative texts in spoken and written form, to achieve different purposes, for example, to persuade, to entertain or to inspire, such as a weather report, a sports report, a magazine article about an issue or event, or a travel brochure promoting a local region or product, for example, Il tempo previsto per domani è … L’aspetto più interessante da capire è … Venite in Liguria! Vi aspettiamo! Cosa aspettate? Insomma gli immigrati possono essere una grande risorsa. Le olive siciliane sono le più gustose.
  • designing texts such as an advertisement or magazine cover for a particular audience, making choices about images, cultural references, music and colour, and explaining reasons for choices
  • conveying ideas drawn from different areas of learning (such as health and nutrition, design, or biological science) to inform others, for example, Venite! Ascoltate e provate …! Usalo/a due volte al giorno e non te ne pentirai!

  VCITC082 | Languages | Italian | F–10 Sequence | Levels 9 and 10 | Communicating | Informing

• VCITC007

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

  Elaborations

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

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

• VCITC102

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

  Elaborations

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

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

• VCITC121

  Respond to imaginative texts, stating views about themes, events and values, and making connections with own experiences as appropriate

  Elaborations

  • listening to and reading narratives, biographies and autobiographies to explore representations of life experience in relation to concepts such as adolescence, relationships and roles
  • 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
  • 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
  • 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 …
  • 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
  • writing poems, letters or emails to characters from a story or film, for example, Pinocchio
  • 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

  VCITC121 | Languages | Italian | 7–10 Sequence | Levels 9 and 10 | Communicating | Creating

• VCITC078

  Contribute ideas, opinions and suggestions in interactions related to shared tasks and problem-solving, managing diverse views

  Elaborations

  • 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 ...?
  • 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?
  • 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!
  • making shared decisions, solving problems and discussing alternative solutions
  • contributing suggestions in the context of undertaking a social project such as visiting a childcare centre or the local Italian aged-care home

  VCITC078 | Languages | Italian | F–10 Sequence | Levels 9 and 10 | Communicating | Socialising

• VCITC043

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

  Elaborations

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

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

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

  By the end of Level 8, students use spoken and written Italian to interact in a range of personal and social contexts. They describe or present people, places, events or conditions; discuss likes, dislikes and preferences; present information; recount and narrate events; and talk about personal...

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

• VCITU018

  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

  Elaborations

  • understanding that Italian is the national language of Italy and is spoken in Italian-speaking communities around the world
  • experiencing the sounds, texts and images of different languages and cultures to develop an understanding of different languages used in the Australian community
  • noticing the different languages used by peers in their class and in their local community

  VCITU018 | Languages | Italian | F–10 Sequence | Foundation to Level 2 | Understanding | Language variation and change

• VCITU132

  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

  Elaborations

  • 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’
  • discussing the choices made by bilingual users of language about which language to use when, and the influences on such choices
  • researching the changing nature of languages in contemporary Australia, and considering how it relates to issues such as migration

  VCITU132 | Languages | Italian | 7–10 Sequence | Levels 9 and 10 | Understanding | Language variation and change

• VCITU076

  Analyse the ways in which choices in everyday language use reflect cultural practices and values

  Elaborations

  • 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!
  • observing the connection between some names and regional and family connections or religion
  • 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
  • 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

  VCITU076 | Languages | Italian | F–10 Sequence | Levels 7 and 8 | Understanding | Role of language and culture

• VCITU038

  Compare and reflect on different cultural practices and the ways in which language use reflects culture-specific ideas

  Elaborations

  • 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
  • showing awareness that Italian language carries cultural ideas that have no equivalent in English language and Australian culture, for example, Buon onomastico
  • beginning to develop a metalanguage for talking about language
  • making connections and comparisons between questions and responses among members of the class, noting different perspectives
  • observing the connection between some names and regional and family connections or religion

  VCITU038 | Languages | Italian | F–10 Sequence | Levels 3 and 4 | Understanding | Role of language and culture

• Italian - F–10 Sequence: Levels 9 and 10 achievement standards

  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...

  Level description | Languages | Italian | F–10 Sequence | Levels 9 and 10

• VCITC029

  Create simple bilingual texts

  Elaborations

  • 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’
  • exploring meanings between Italian and English using picture dictionaries created for self or younger learners

  VCITC029 | Languages | Italian | F–10 Sequence | Levels 3 and 4 | Communicating | Translating

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

  By the end of Level 8, students engage in social interaction to exchange greetings and to share ideas and information related to their personal, social and school worlds. They use known phrases to exchange ideas and opinions, for example, Non mi piace la pallacanestro. They participate in classroom...

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

• Languages | Italian: Rationale and Aims

  Rationale

  Students acquire communication skills in Italian. They develop understanding about the role of language and culture in communication. Their reflections on language use and language learning are applied in other learning contexts.

  Learning languages broadens students’ horizons about...

  Overview material | Italian

• Italian - F–10 Sequence: 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–...

  Level description | Languages | Italian | F–10 Sequence

• Italian - 7–10 Sequence: 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...

  Level description | Languages | Italian | 7–10 Sequence

• Italian - 7–10 Sequence: Levels 9 and 10 achievement standards

  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 differenz...

  Level description | Languages | Italian | 7–10 Sequence | Levels 9 and 10