Italian

Italian: Second Language — Pre-primary to Year 10

Pre-primary year syllabus

Year Level Description

Students enter the early years of school with established communication skills in one or more languages and varying degrees of early literacy capability. Typically, students come to Italian: Second Language with little to no prior experience of the Italian language and culture.

In Pre-primary students communicate in Italian, interacting and exchanging greetings and simple information about themselves with their teacher and peers, through action-related talk and structured play. They participate in shared activities facilitated by movement and gestures, to perform rhymes, songs and stories or to respond to teacher talk and instruction in Italian. Students recognise pictures, key words and phrases and written Italian in rhymes, songs and titles and convey factual information about themselves, using gestures and familiar words. They engage by listening to and viewing short imaginative texts, through action and other forms of expression and participate in shared performance of short imaginative texts, playing with sound patterns and non-verbal forms of expression.

Students become familiar with the systems of the Italian language, recognising and experimenting with reproducing the sounds and intonation patterns of the Italian language by singing, reciting, imitating and repeating words and phrases in context. They notice and use context-related vocabulary and recognise some first elements of grammar to generate Italian language for purposeful interaction.

In Pre-primary students recognise that while English is the official language spoken in Australia, Italian is one of many community languages, including Aboriginal languages and Torres Strait Islander languages, which is spoken in Australia. They also notice similarities and differences between Italian and English and begin to develop curiosity around the ideas of language and culture. Creative play in the classroom provides opportunities for exploring these differences.

Students learn Italian in the early years through rich language input. Regular opportunities to revisit, recycle and review, and continuous feedback, response and encouragement assist students in the language learning process.

Communicating

Socialising

Interact with the teacher and peers through  action-related talk and structured play, to exchange greetings such as Ciao!; Buongiorno Signora!; Arrivederci!; Come stai, Anna? Bene, grazie

Introduce and share information about themselves, for example, Chi sei?; Chi è …?; Sono …, e tu?; Come ti chiami? Mi chiamo Anna…e tu?; Quanti anni hai? Cinque; Ti piace…? Sì, no
(ACLITC001)

Participate in shared action with the teacher and peers using simple, repetitive key words, images, movement and songs such as Il coccodrillo come fa?
(ACLITC002)

Respond to teacher talk and instruction, for example, Ciao!; Presente/assente; In cerchio!; Insieme; Qui
(ACLITC002)

Informing

Recognise pictures, symbols, key words and phrases of spoken and written Italian in rhymes, songs, labels and titles related to their personal worlds
(ACLITC005)

Convey factual information about their personal worlds, using songs, rhymes, gestures, pictures, labels, captions and familiar words
(ACLITC006)

Creating

Engage by listening to and viewing a range of short, imaginative texts and responding through action, dance, singing, drawing, movement and other forms of expression
(ACLITC007)

Participate in the shared performance of songs or rhymes, playing with sound patterns, rhyming words and non-verbal forms of expression
(ACLITC008)

Translating

Share with others familiar Italian words, phrases, sounds and gestures, noticing how they may have similar or different meanings in English or other known languages
(ACLITC009)

Reflecting

Begin to notice how Italian feels/sounds different when speaking, singing a song or hearing it spoken by others compared with using and hearing their own language(s)
(ACLTC011)

Understanding

Systems of language

Recognise and experiment with reproducing the sounds and intonation patterns of the Italian language by singing, reciting, imitating and repeating words and phrases in context
(ACLITU013)

Notice and use context-related vocabulary to generate language

Recognise some first elements of grammar, including:

  • becoming aware of gender in patterns of naming, for example, Paolo/Paola; Alessandro/Alessandra
  • beginning to notice definite and indefinite articles with nouns, for example, la classe, una classe; il banco, un banco
  • recognising different words for asking questions and making requests, for example, Chi....?; Chi è?; Vieni qui!
  • noticing the structure of simple statements and questions based on models, for example, lo sono Anna; Non sto bene; È un gatto? Sì, è un gatto
  • learning simple verbs to describe actions and using them in formulaic expressions, for example, Mi piace cantare/giocare; Ti piace questo giocattolo?
  • expressing negation, for example, Non mi piace
  • developing number knowledge for numbers 0–10

(ACLITU014)

Recognise that language is organised as ‘text’ that can be spoken, written, digital, visual or multimodal
(ACLITU015)

Language variation and change

Recognise that in Italian, as in English and other languages, there are different ways of greeting and interacting with people, for example, Buongiorno Signora, come sta?; Ciao, Isabella
(ACLITU016)

Role of language and culture

Recognise that Italian is one of many community languages spoken in Australia, including Aboriginal languages and Torres Strait Islander languages, Asian languages and worlds languages
(ACLITU017) (ACLITU018)

Achievement standard

At standard, students interact in Italian through action-related talk, structured play, classroom instructions and routines to exchange greetings, such as Ciao! and Buongiorno Signora! and to provide simple information about themselves, such as Mi chiamo Anna and Non sto bene. They participate in shared performance of familiar stories, songs and make meaning using verbal and non-verbal forms of expression. Students identify most pictures, symbols, keywords and some phrases of spoken Italian relating to their personal worlds and convey most simple, factual information, with some guidance, using verbal and non-verbal forms of expression. They participate in shared performance of imaginative texts, such as familiar songs and rhymes and respond, with some guidance, using verbal and non-verbal forms of expression. Students share with others some familiar Italian words, phrases and gestures and explore how these may have similar or different meanings in English. They begin to talk about how Italian feels/sounds different when speaking or hearing it spoken by others.

Students experiment with reproducing the sounds and intonation patterns of spoken Italian with a satisfactory level of accuracy. They write simple texts, such as lists and labels, using vocabulary and some first elements of grammar with a satisfactory level of accuracy. Students begin to identify gender patterns in names, such as Paolo/Paola, and the use of definite and indefinite articles with nouns, such as il banco and un banco. They become aware of the structure of simple statements and questions and recognise different words for asking questions and making requests, describing actions and expressing negation, and use these in formulaic expressions, such as Non mi piace giocare. Students develop knowledge of numbers 0–10. They comment on how language is organised as ‘text.’ They recognise that Italian is one of many languages spoken in Australia and around the world and that there are different ways of greeting, addressing and interacting with people, and usually act accordingly.



Year 1 Syllabus

Year Level Description

Year 1 Italian: Second Language builds on the skills, knowledge and understanding required by students to communicate in the Italian language developed in Pre-primary and focuses on extending their oral communication skills. Typically, the students’ only exposure to and experience of the Italian language and culture is from their school learning environment.

Students communicate in Italian, interacting with their teacher and peers to share information about themselves, their age and where they live, and to talk about their favourite things. They participate in guided group activities, using simple repetitive language to support understanding and to convey meaning or to respond to teacher talk and instruction in Italian. Students locate key words and information in simple texts and convey factual information about their personal worlds using pictures, familiar words and simple statements. They participate in listening to and viewing a range of short imaginative texts and in shared performance of short imaginative texts.

Students become familiar with the systems of the Italian language, recognising and reproducing the sounds and intonation patterns of the Italian language noticing similarities and differences with English and pronounce the Italian alphabet – in particular the vowel sounds a, e, i, o, u and the rolled r. They notice and use context-related vocabulary and recognise some first elements of grammar such as grammatical gender and formulaic structures with ho and sono, to generate language for a range of purposeful interactions.

In Year 1 students recognise that Australia is a multilingual society with speakers of many different community languages, including Italian and that Italian and English borrow words and expressions from each other. They know that language is used differently in different situations and between different people. They identify differences and similarities between their own and others’ languages and cultures.

Students learn Italian in the early years through rich language input. Regular opportunities to revisit, recycle and review, and continuous feedback, response and encouragement assist students in the language learning process.

Communicating

Socialising

Interact with the teacher and peers, using simple modelled language and gestures to share information about themselves, their age and where they live and to talk about their favourite things, for example, Io ho sei anni; Io ho gli occhi verdi e i capelli rossi; Sono italiano, e tu? Sono australiana; Da dove vieni? Vengo da Torino; Abito a Subiaco; Hai una matita? Si, ho una matita; Ti piace il gelato? Sì, molto; Preferisco la pizza; Gioco a football
(ACLITC001)

Participate in guided group activities, using simple repetitive language in songs, rhymes, games such as tombola, songs such as canzone alfabeto italiano, gestures and pictures to support understanding and to convey meaning
(ACLITC002)

Respond to teacher talk and instruction,
for example, In cerchio!; Insieme; Qui; Attenzione!; Non parlare/ parlate!; Silenzio!; Alza/Alzate la mano!
(ACLITC003)

Informing

Locate key words and information in simple spoken and written texts such as charts, lists, labels and captions, rhymes and songs related to their personal worlds
(ACLITC005)

Convey factual information about their personal worlds using pictures, labels, captions, familiar words and simple statements
(ACLITC006)

Creating

Participate in listening to and viewing a range of short, imaginative texts and responding through action, dance, singing, drawing and collaborative retelling

(ACLITC007)

Participate in the shared performance of songs, rhymes, stories and the presentation of action stories using verbal and non-verbal forms of expression and modelled language
(ACLITC008)

Translating

Share with others simple Italian expressions, sounds and gestures, name familiar objects and use Italian and/or English to conduct simple conversations
(ACLITC009)

Reflecting

Notice ways of talking in Italian that appear different to their own ways and become aware of how voice, behaviour and body language may change when speaking Italian
(ACLITC011)

Understanding

Systems of language

Recognise and reproduce the sounds and intonation patterns of the Italian language noticing similarities and differences with English

Pronounce the Italian alphabet – in particular the vowel sounds a, e, i, o, u, the rolled r, the c as in ciao and the ch as in chi
(ACLITU013)

Notice and use context-related vocabulary and some first elements of grammar to generate language for a range of purposes, including:

  • noticing definite and indefinite articles with nouns, for example, la matita, il libro, il quaderno; una maestra, uno studente; i ragazzi, le ragazze
  • noticing that Italian words end mostly with vowels to mark gender and number, for example, fratello, sorella, libro, libri
  • observing that some words which do not end with a vowel are the same in English, for example, computer, robot, yogurt, sport
  • identifying people using pronouns, for example, io, tu
  • noticing the use of formulaic structures with ho and sono when giving personal information about state or identity, for example, Ho due fratelli; Sono basso; Ho sei anni; Ho gli occhi verdi; Sono alto
  • understanding and responding to imperatives, for example, Vieni qui!; Fate attenzione!
  • learning the structure of simple statements and questions based on models, for example, lo ho sei anni; Io abito a Subiaco; È Marco? No, è Stefano
  • developing number knowledge for numbers
    0–31
    (ACLITU014)

Understand that language is organised as ‘text’ and different types of texts have different features
(ACLITU015)

Language variation and change

Recognise that Italian speakers use language differently in different situations such as when socialising with peers and friends or at home with the family, for example, Un bacio, papà!;Ti voglio bene, tesoro!
(ACLITU016)

Role of language and culture

Recognise that Australia is a multilingual society with speakers of many different worlds and community languages, including Italian and that Italian and English borrow words and expressions from each other such as opera, pasta, spaghetti, computer
(ACLITU017) (ACLITU018)

Achievement standard

At standard, students interact in Italian through guided group activities, classroom instructions and routines to share information about themselves, their age and where they live, and to talk about their favourite things. They use simple modelled language, gestures and other forms of expression with some guidance, to ask questions and make statements, such as Da dove vieni? and Abito a Subiaco. Students locate most key words and information in simple spoken and written texts and convey most factual information using verbal and non-verbal forms of expression. They respond to short spoken and visual imaginative texts and participate in the shared performance and presentation of short texts, using familiar verbal and non-verbal forms of expression and some modelled language. They share some familiar Italian words, greetings, questions and responses, sounds and gestures, and name some familiar objects. Students talk about some of the ways of talking in Italian that appear different from their own ways and how their voice and body language may change when speaking Italian.

Students recognise and reproduce the sounds and intonations patterns of spoken Italian including the alphabet, vowel sounds a, e, i, o, u, the rolled r, the c, as in ciao and the ch, as in chi, with a satisfactory level of accuracy. They use some first elements of grammar with a satisfactory level of accuracy to convey factual information and to write simple texts, such as lists, labels and captions. Students recognise subject pronouns used to identify people and use formulaic structures with ho and sono, such as Io ho gli occhi verdi and Sono alto. They structure simple statements and questions based on models, such as È Marco? and Io ho sei anni. Students identify some of the grammatical markers for gender and number, such as nouns ending mostly in vowels and the use of different definite and indefinite articles. Students develop knowledge of numbers 0–31 and respond to simple imperative verb forms, such as Vieni qui! They make some observations about how language is organised as ‘text.’ They recognise that speakers of Italian use language differently in different situations, that Italian is one of the many languages spoken in Australia, and that some Italian words are used when we speak English and vice versa.



Year 2 Syllabus

Year Level Description

Year 2 Italian: Second Language builds on the skills, knowledge and understanding required to communicate in the Italian language developed in Year 1 and focuses on extending the oral communication skills of students.

Students communicate in Italian, interacting with their teacher and peers in routine exchanges such as asking each other how they are, offering wishes and talking about events in the day and over the year. They participate in guided group activities, taking turns, exchanging and negotiating, or respond to teacher talk and instruction in Italian. Students identify specific points of information from familiar types of simple spoken, written or digital texts to complete guided tasks and convey factual information about their personal worlds. They engage with a range of imaginative texts through shared reading, collaborative retelling and performance and create stories and perform imaginative scenarios.

Students become familiar with the systems of the Italian language, noticing similarities and differences with English in pronunciation and intonation. They recognise and begin to write high-frequency words and expressions in familiar contexts. Students notice and use context-related vocabulary and understand some first elements of grammar such using simple verbs to describe actions in formulaic expressions to generate Italian for a range of purposeful interactions.

In Year 2 students recognise that all languages, including Italian, continuously change over time through contact with each other and through changes in society. They understand similarities and differences between aspects of Italian and Australian cultural practices and related language use.

Students learn Italian in the early years through rich language input. At this stage, play and imaginative activities, music, movement and familiar routines, opportunities to revisit, recycle and review, and continuous feedback, provide the essential scaffolding to assist students in the language learning process.

Communicating

Socialising

Interact with the teacher and peers, using simple descriptive or expressive modelled language and gestures, to participate in routine exchanges such as asking each other how they are, offering wishes and talking about events in the day and over the year, for example, Martedì, io vado al cinema; Il mio compleanno è il venticinque marzo; Buon compleanno Mauro! Tanti auguri!; Buon Natale!; Oggi fa bel tempo/piove
(ACLITC001)

Participate in guided group activities, simple tasks, transactions and games, taking turns, exchanging and negotiating, using simple language
(ACLITC002)

Respond to teacher talk and instruction, for example, Siediti/Sedetevi, per favore; Apri il quaderno!; Chiudi/Chiudete la porta!; Tira la palla; Tocca a te!
(ACLITC003)

Informing

Identify specific points of information from familiar types of simple spoken, written or digital texts to complete guided tasks related to their personal worlds
(ACLITC005)

Convey factual information about their personal worlds using familiar words and phrases, simple statements and modelled language
(ACLITC006)

Creating

Participate in listening to, viewing and reading a range of imaginative texts and responding through action, performance, shared reading and collaborative retelling
(ACLITC007)

Create stories and perform imaginative scenarios, through role-play, mime, drawing, oral discussion or scaffolded writing activities, using familiar words and modelled language
(ACLITC008)

Translating

Translate for others what they can express in Italian, interpreting simple expressions and songs and explaining how meanings are similar or different in English or other known languages
(ACLITC009)

Reflecting

Recognise similarities and differences between aspects of Italian and Australian cultural practices and related language use
(ACLITC011)

Understanding

Systems of language

Reproduce the sounds and intonation patterns of the Italian language, noticing that words with accents stress the final letter such as Papà and città

Notice similarities and differences with English in pronunciation and intonation
(ACLITU013)

Recognise and begin to write high-frequency words and expressions in familiar contexts
(ACLITU032)

Notice and use context-related vocabulary and understand some first elements of grammar to generate language for a range of purposes, including:

  • noticing and using definite and indefinite articles with nouns
  • noticing that adjectives are used to describe people, objects or places and are usually placed after the noun, for example, la giornata lunga; la torta grande/deliziosa
  • exploring how to use singular and plural forms
  • understanding different words for asking questions, for example, Chi?; Quando?; Quanti?
  • identifying people using pronouns, for example, io, tu, lui, lei
  • learning simple verbs to describe actions and using them in formulaic expressions, for example, Mi piace ballare; Ti piace andare al parco?
  • using simple conjunctions such as e
  • responding to imperatives, for example, Silenzio!; Alzate la mano!
  • using cardinal numbers for dates and ages
  • using vocabulary for months of the year
  • developing number knowledge for numbers
    0–50
    (ACLITU014)

Understand that language is organised as ‘text’ that takes different forms and uses different structures and features to achieve its purpose
(ACLITU015)

Language variation and change

Understand that Italian speakers use language differently in different situations and according to cultural norms such as when at home with the family or in the classroom, for example, Mi scusi signor Falcone; Mi dispiace ...
(ACLITU016)

Role of language and culture

Recognise that all languages, including Italian, change continuously through contact with each other and through changes in society
(ACLITU018)

Achievement standard

At standard, students interact in Italian using simple descriptive or expressive modelled language and gestures to participate in tasks or activities, to ask each other how they are, offer wishes and to talk about events in the day and over the year, such as Martedì, io vado al cinema. Students identify some specific points of information in simple texts and they listen to, view and read imaginative texts and respond through shared performance. They use familiar words, phrases and modelled language to convey factual information and to create stories and perform imaginative scenarios. Students translate for others some of what they can express in Italian, and state how meanings are similar or different. They talk about some of the similarities and differences between Italian and Australian cultural practices and use of language.

Students reproduce the sounds and intonation patterns of spoken Italian with a satisfactory level of accuracy, stressing the final letter of familiar words that end with an accent, such as papà and città. They use familiar vocabulary and expressions and some first elements of grammar to convey simple information and write simple texts, such as lists, captions and descriptions, with a satisfactory level of accuracy. Students identify people using subject pronouns and they are aware that adjectives are usually placed after the noun, such as la torta deliziosa. They use simple conjunctions, such as e, singular and plural forms of definite and indefinite articles with familiar nouns, and simple verbs in formulaic expressions, such as Mi piace la danza e il cricket. They experiment with different question words, numbers 0–50 and cardinal numbers for dates and ages. They identify some different forms of texts and some of the different structures and features of familiar text types. They identify some ways Italian speakers use language differently in different situations and between different people. They identify some ways in which languages can change over time through contact with other languages and changes in society.



Year 3 Syllabus

Year Level Description

Year 3 Italian: Second Language builds on the skills, knowledge and understanding required to communicate in the Italian language developed in Year 2 and focuses on extending the oral and written communication skills of students. They benefit from varied, activity-based learning that builds on their interests and capabilities and makes connections with other areas of learning.

Students communicate in Italian, interacting and socialising with their teacher and peers to exchange information about friends and family members. They participate in class experiences and everyday transactions that involve following instructions, asking questions and making statements. Students locate specific points of information in a range of short spoken, written or multimodal texts and convey factual information about their personal worlds in simple statements. They participate in and respond to a range of imaginative texts, identifying and comparing favourite elements and making simple statements about characters or themes. Students create and perform short imaginative texts that use familiar expressions and modelled language as well as simple visual supports.

Students become familiar with the systems of the Italian language, experimenting with pronunciation and noticing the difference in intonation between statements, exclamations and commands. They recognise some of the rules of spelling and punctuation and begin to write high-frequency words and expressions in familiar contexts. They notice and use context-related vocabulary and apply elements of grammar in simple spoken and written texts to generate Italian for a range of purposeful interactions such as using possessive adjectives with io, tu, lui and lei to express ownership. They begin to develop a metalanguage in Italian for talking about language, using terms similar to those used in English.

Students are encouraged to describe their Italian learning experiences and explore their own sense of identity and ways that they use language differently when they are interacting with different people.

In Year 3 students require extensive support with their language learning. Tasks are carefully scaffolded, models and examples are provided along with support for self-monitoring and reflection. Students are encouraged to use Italian as much as possible for classroom routines, social interactions and for learning tasks.

Communicating

Socialising

Interact and socialise with the teacher and peers, using simple descriptive or expressive modelled language and gestures, to exchange information about friends and family members, for example, Ho due sorelle e un fratello; Mio fratello Carlo ha otto anni; Mio nonno Tom; La mia mamma; Il mio amico Pietro è molto bravo!; Il nonno è simpatico

Participate in routine exchanges such as asking each other how they are, for example, Buongiorno Signora Rossi, come sta?; Ciao Nicola, come stai? Bene, e tu?; Non sto bene, mi fa male il piede; Buonanotte papà!; A domani, Signorina!; Buonasera signori!
(ACLITC020)

Participate in class experiences, activities and everyday transactions that involve following instructions, asking questions and making statements, asking for help and permission
(ACLITC021) (ACLITC022)

Informing

Locate specific points of information in a range of short written, spoken, multimodal and digital texts related to their personal worlds
(ACLITC024)

Convey factual information about their personal worlds in simple statements, short descriptions and modelled texts
(ACLITC025)

Creating

Participate in and respond to a range of imaginative texts, acting out events, identifying and comparing favourite elements and making simple statements about characters or themes
(ACLITC026)

Create and perform short imaginative texts that use familiar expressions and modelled language as well as simple visual supports
(ACLITC027)

Translating

Translate high-frequency words and expressions in simple texts such as captions, story titles or recurring lines in a story, noticing which ones are difficult to interpret
(ACLITC028)

Reflecting

Notice what looks or feels similar or different to their own language(s) and culture when interacting in Italian
(ACLITC030)

Understanding

Systems of language

Experiment with pronunciation and notice the difference in intonation between statements, exclamations and commands such as Mia sorella si chiama Anita; Uno, due, tre, guardate a me!

Recognise some of the rules of spelling and punctuation such as capitalisation rules when writing, including Mamma, Papà

Recognise and write high-frequency words and expressions in familiar contexts
(ACLITU032)

Notice and use context-related vocabulary and apply elements of grammar in simple spoken and written texts to generate language for a range of purposes, including:

  • identifying gender, singular and plural nouns in the regular form, for example,
    il quaderno/i quaderni; la mela/le mele
  • observing gender in patterns of naming, for example, Paolo/Paola, but that Luca, Andrea and Simone are all male names in Italian
  • using singular and plural, recognising that some singular nouns do not follow the regular masculine/feminine pattern, for example,
    la mano, il papà
  • 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
  • using cardinal numbers for dates and ages
  • using adjectives to describe characteristics or qualities of a person or object such as nationality, shape and colour and noticing that they change with gender, for example, Mia nonna è carina; Il mio amico è indonesiano
  • using possessive adjectives with io, tu, lui and lei to express ownership, for example, la mia casa; la tua famiglia; il tuo cappello; mia nonna
  • recognising suffixes to add nuance, for example, -ino, fratellino, piccolino

Begin to develop a metalanguage in Italian for talking about language, using terms similar to those used in English
(ACLITU033)

Recognise the particular language features and textual conventions in simple, familiar, spoken, written and multimodal Italian texts
(ACLITU034)

Language variation and change

Understand that different ways of using Italian language reflect different relationships and different ways of making meaning, for example,
Permesso? — Avanti!; Grazie — Prego; Per favore/Per piacere; Buon appetito!; A domani!
(ACLITU035)

Role of language and culture

Understand and demonstrate how language use changes over time and that Italian has influenced many languages, including English
(ACLITU036)

Notice differences between Italian, Australian and other cultures’ practices and how these are reflected in language
(ACLITU038)

Achievement standard

At standard, students interact and socialise in Italian using simple descriptive or expressive modelled language and gestures to ask questions, make statements and exchange information about friends and family members, such as Ho due sorelle e un fratello, and Il mio amico Pietro è molto bravo! They locate some specific points of information in short texts and convey factual information using simple statements, short descriptions and modelled texts. Students make simple statements, mostly in English, about characters or themes in imaginative texts and create and perform short imaginative texts using familiar words, expressions and modelled language. Students translate
high-frequency words and most expressions in simple texts, sometimes identifying which ones are difficult to translate. They talk about some similarities or differences between Italian and their own language and culture.

Students recognise and reproduce the sounds and intonation patterns of spoken Italian, varying intonation between statements, exclamations and commands, such as Mia sorella si chiama Anita and Guardate a me!, with a satisfactory level of accuracy. They write familiar vocabulary and expressions with a satisfactory level of accuracy and use some first elements of grammar to convey simple information and write simple texts and descriptions with a satisfactory level of accuracy. Students follow patterns to form singular and plurals of regular nouns and show some awareness of nouns that do not follow the patterns. They experiment with definite and indefinite articles and the agreement of adjectives and possessive adjectives, such as Il mio amico è bravo. Students describe their Italian learning experiences using terms such as verb, adjective and gender to talk about language. Students identify some of the language features and conventions of simple texts and show how the Italian language may need to be adjusted to suit different situations and relationships. They identify some ways language use can change over time, how Italian has influenced other languages and how Australian and Italian culture may be different.



Year 4 Syllabus

Year Level Description

Year 4 Italian: Second Language builds on the skills, knowledge and understanding required to communicate in the Italian language developed in Year 3 and focuses on extending the oral and written communication skills of students.

Students communicate in Italian, interacting and socialising with the teacher and peers to exchange information about aspects of their personal worlds, including their daily routines at home and school, and their interests. They contribute collaboratively to class experiences that involve asking for help, clarification and permission, solving problems and sharing decisions. Students locate and process factual information in written, spoken and multimodal texts and gather and convey factual information and short descriptions from familiar texts related to their personal and social worlds. They participate in and respond to a range of imaginative texts, discuss messages and make statements about characters or themes. Students create and perform short imaginative texts that allow for exploration and enjoyment of language and cultural expression, using familiar expressions and modelled language.

Students become familiar with the systems of the Italian language, developing pronunciation and intonation in Italian and recognise some of the rules of spelling and punctuation. They notice and use context-related vocabulary and apply elements of grammar in simple spoken and written texts such as learning to conjugate common regular and irregular verbs in the singular (io/tu/lui/lei) in the present tense, to generate language for a range of purposeful interactions. Students begin to develop a metalanguage in Italian for talking about language, using terms similar to those used in English.

Students are encouraged to define their Italian learning experiences and make connections between culture and language use by identifying vocabulary and expressions that reflect different cultural values, traditions or practices.

In Year 4 students continue to require extensive support with their language learning. Purposeful communicative activities and experiences are planned, models and examples are provided, along with support for self-monitoring and reflection. Language experience and input include authentic texts that may require some modification to include familiar vocabulary and simple sentence structures. Students continue to be encouraged to use Italian as much as possible for social interactions and in learning tasks.

Communicating

Socialising

Interact and socialise with the teacher and peers, using simple descriptive or expressive modelled language, to exchange information about aspects of their personal worlds, including their daily routines at home and school and their interests, for example, Arrivo a scuola alle otto; Il sabato gioco a pallacanestro; La domenica mio fratello va alla spiaggia; Tu hai la classe di matematica questo pomeriggio?; Giochi domani? Sì/No/Forse; Amo lo sport e le vacanze – ma la mia amica adora la musica!
(ACLITC020)

Contribute collaboratively to class experiences, activities and transactions that involve asking for help, clarification and permission, solving problems and sharing decisions such as creating a display or conducting a role play or scenario, science experiments, cooking or craft activities
(ACLITC021) (ACLITC022)

Informing

Locate and process factual information in written, spoken, digital and multimodal texts related to their personal and social worlds
(ACLITC024)

Gather and convey factual information, simple statements and short descriptions from familiar texts related to their personal and social worlds
(ACLITC025)

Creating

Participate in and respond to a range of imaginative texts, discussing messages and using modelled language to make statements about characters or themes
(ACLITC026)

Create and perform short imaginative texts that allow for exploration and enjoyment of language, cultural expression and performance, using familiar expressions, simple statements and modelled language
(ACLITC027)

Translating

Translate words, phrases and simple texts to compare meanings and share understandings about aspects of Italian language and culture that are different from English, for example, la mensa scolastica; le vacanze estive; la passeggiata

Use visual, print or online dictionaries, word lists and pictures to translate simple familiar texts such as labels or captions
(ACLITC028)

Reflecting

Notice and describe how language reflects cultural practices and norms
(ACLITC030)

Understanding

Systems of language

Develop pronunciation and intonation in Italian, for example, sc followed by h or i/e (schiavo, piscina, pesce) and letter combinations such as gn (in lavagna) and gl (in famiglia)

Recognise some of the rules of spelling and punctuation such as capitalisation rules when writing, including sabato, dicembre
(ACLITU032)

Notice and use context-related vocabulary and apply elements of grammar in simple spoken and written texts to generate language for a range of purposes, including:

  • using gender, singular and plural nouns in the regular form
  • using subject pronouns in context, for example, Chi ha finito? Io!
  • learning to conjugate common regular and irregular verbs in the singular (io/tu/lui/lei) in the present tense, for example, Io gioco a calcio; Maria gioca a cricket, Anna va al parco con Alberto; Io vado a Albany il weekend
  • expressing preferences and reasons for preferences, for example, Mi piace ... perché…; Preferisco...
  • using cardinal numbers to tell the time and for dates and ages; using ordinal numbers such as primo; secondo; la prima classe
  • using simple prepositions to indicate location or direction such as a, in, a sinistra, a destra, sopra, sotto, dietro, for example, a casa; in città; a sinistra; sopra il tavolo
  • using suffixes to add nuance, for example, -ino (fratellino, piccolino) or -etto (poveretto, casetta)
  • using regular and reflexive verbs as formulaic expressions in the past tense, for example, Mi alzo alle sette; Sono andato/a al cinema alle nove e mezzo
  • using simple conjunctions such as e, poi and ma
  • recognising and using the names for the days of the week

Begin to develop a metalanguage in Italian for talking about language, using terms similar to those used in English
(ACLITU033)

Notice differences in familiar texts such as personal, informative and imaginative texts and explain how particular features of such texts help to achieve their purpose
(ACLITU034)

Language variation and change

Understand and demonstrate how language use varies according to the participants’ age, gender and relationship and the context of use, for example, Ciao Gilda; Buongiorno Signora; Come stai?/Come sta?; Questo/a è …; Ti presento ... . Piacere!
(ACLITU035)

Role of language and culture

Recognise that Italian is the official language of Italy, the Vatican City, San Marino and parts of Switzerland and is a major community language in other parts of the worlds, including Australia
(ACLITU037)

Make connections between culture and language use by identifying vocabulary and expressions that reflect different cultural values, traditions or practices
(ACLITU038)

Achievement standard

At standard, students interact and socialise in Italian using simple descriptive, or expressive modelled language with guidance, to participate in tasks or activities, to ask questions, make statements and to exchange information about aspects of their personal worlds, daily routines at home and school and their interests, such as Il sabato gioco a pallacanestro and Giochi domani? Students locate, process and convey some factual information and simple statements from texts. They respond to imaginative texts, discussing messages, using modelled language to make statements in Italian. They use familiar expressions, simple statements and modelled language to make statements and express opinions, sometimes in Italian, about characters or themes and to create and perform short imaginative texts. Students share meanings and some simple understandings about aspects of Italian language and culture by translating, with some accuracy, familiar words, phrases and simple expressions. They use dictionaries, with guidance, and word lists to translate simple familiar texts and make some observations in English about how language reflects cultural practices and norms.

Students pronounce and write familiar words accurately most of the time and experiment with pronunciation of words containing letter combinations, such as sc, sch, sci, gne and gl, with a satisfactory level of accuracy. They apply some of the rules of spelling and punctuation, such as capitalisation, with some consistency. They use familiar vocabulary and expressions, and apply elements of grammar in simple spoken and written texts, with a satisfactory level of accuracy. They use, in modelled texts, the singular forms of common regular, reflexive and high-frequency irregular verbs in the present tenses, such as Anna va al parco, and the past tense, such as Mi alzo alle sette. Students express preferences and reasons for preferences, tell the time, give the day, date and ages. They use simple prepositions to indicate location and direction. Students talk about language using some Italian terms with guidance. They make some simple comparisons between features of familiar texts and explain, with guidance, how particular features help to achieve a particular purpose. They list ways that language use may vary due to context and participants, and they list places where Italian is spoken around the world. They identify some vocabulary and expressions that reflect different cultural values and make some connections between culture and language use.



Year 5 Syllabus

Year Level Description

Year 5 Italian: Second Language builds on the skills, knowledge and understanding required of students to communicate in the Italian language developed in Year 4 and focuses on extending their oral and written communication skills and their understandings of Italian language and culture.

Students communicate in Italian, initiating interactions with the teacher and peers to exchange information about their home, neighbourhood and local community. They participate in guided tasks, planning outings or activities and completing transactions. They gather, compare and convey information from a range of spoken, written and multimodal texts related to their personal and social worlds. Students share responses to characters, events and ideas in imaginative texts and make connections with their own experience and feelings. They create or reinterpret, present or perform imaginative texts, based on or adapted from events, characters or settings.

Students are becoming more familiar with the systems of the Italian language, developing pronunciation and intonation of Italian-specific sounds and applying the rules of spelling to writing in familiar types of texts and contexts. They use context-related vocabulary and develop and apply knowledge of grammatical elements in simple spoken and written texts to generate language for a range of purposes such as using singular forms of the present tense of regular and some irregular verbs to convey present and immediate future situations and events. Students build a metalanguage in Italian to comment on vocabulary and grammar, describe patterns, grammatical rules and variations in language structures.

Students are encouraged to reflect on how their own and others’ language use is shaped by and reflects communities’ ways of thinking and behaving and may be differently interpreted by others.

In Year 5 students are widening their social networks, experiences and communication repertoires in both their first language and Italian. They are supported to use Italian as much as possible for classroom routines and interactions, structured learning tasks and language experimentation and practice. English is predominantly used for discussion, clarification, explanation, analysis and reflection.

Communicating

Socialising

Initiate interactions with the teacher and peers, using descriptive and expressive language to exchange information about their home, neighbourhood and local community, for example, La mia casa è a due piani; Abito in una fattoria piccola a Merredin, a breve distanza dalla linea ferroviaria che collega Merredin a Perth; Abito in un appartamento a East Fremantle, vicinissimo al fiume Swan ed accanto a un parco grandissimo; La scuola è a trenta minuti in treno; Il weekend vado alla spiaggia o a fare lo shopping al centro commerciale con gli amici; Il macellaio si chiama Signor Moro – è sempre felice!
(ACLITC039)

Participate in guided tasks related to organising displays, planning outings and conducting events such as performances, or activities such as building models and completing transactions in places such as a café or a market
(ACLITC040)

Informing

Gather and compare information and supporting details from a range of written, spoken, digital and multimodal texts related to their personal and social worlds
(ACLITC043)

Gather and convey information and ideas in different formats from a range of texts related to their personal and social worlds
(ACLITC044)

Creating

Share responses to characters, events and ideas in imaginative texts such as stories, dialogues, cartoons, television programs or films and make connections with their own experience and feelings
(ACLITC045)

Create or reinterpret, present or perform imaginative texts for different audiences, based on or adapted from events, characters or settings
(ACLITC046)

Translating

Translate simple texts from Italian to English and vice versa, noticing that there are words, phrases or expressions that require interpretation or explanation as meanings do not always correspond across languages, for example, Vietato entrare!; Ė Vietato calpestare l’erba!

Use visual, print or online dictionaries, word lists and pictures to translate short familiar texts
(ACLITC047)

Reflecting

Compare ways of communicating in Australian and Italian-speaking contexts and identify ways in which culture influences language use
(ACLITC049)

Understanding

Systems of language

Develop pronunciation and intonation of
Italian-specific sounds such as learning to pronounce double consonants, for example, in il cappello; la piazza; il freddo and z and t sounds

Apply the rules of spelling to writing in familiar types of texts and contexts
(ACLITU051)

Use context-related vocabulary and develop and apply knowledge of grammatical elements in simple spoken and written texts to generate language for a range of purposes, including:

  • using both regular and irregular plural nouns, for example, un negozio, due negozi
  • noticing adjective–noun agreement, for example, i giardini pubblici; Il supermercato più vicino è… ; La scuola vicina a casa mia è...
  • using suffix - issimo with adjectives instead of molto, for example, Vicino a casa mia c’ è un bellissimo parco giochi
  • expressing negation, for example, Non è una casa grande; Non è accanto al mercato
  • formulating questions and requests, for example, Dove abiti? Che ora è?; Pronto, chi parla?; Dove andiamo stasera?; Con chi..?; Cosa c’è da fare a Perth?
  • using possessive adjectives with noi, voi and loro to express ownership, for example, la nostra casa; la vostra famiglia; il loro vicino si chiama Alberto
  • using prepositions with a + definite article, for example, accanto a, davanti a, vicino a
  • recognising the position of adverbs in sentences, for example, Non vado mai al cinema; Corro velocemente
  • using singular forms of the present tense of regular and some irregular verbs to convey present and immediate future situations and events, for example, using avere, essere, stare, giocare, andare, in sentences such as Andrea va a casa alle sei; La mia casa ha sei camere da letto; Domani vado al cinema con Andrea
  • recognising Italian currency
  • developing number knowledge 0–100

Build a metalanguage in Italian to comment on vocabulary and grammar, describe patterns, grammatical rules and variations in language structures
(ACLITU052)

Recognise that spoken, written and multimodal Italian texts have certain conventions and can take different forms depending on the context in which they are produced
(ACLITU053)

Language variation and change

Understand that there are variations in Italian as it is used in different contexts by different people such as formal/informal register and regional variations
(ACLITU054)

Role of language and culture

Understand that there are different forms of spoken and written Italian used in different contexts within Italy and in other regions of the worlds
(ACLITU055) (ACLITU056)

Reflect on how their own and others’ language use is shaped by and reflects communities’ ways of thinking and behaving and may be interpreted differently by others
(ACLITU057)

Achievement standard

At standard, students initiate, with some guidance, interactions in Italian using mostly familiar descriptive and expressive language, and modelled language, to participate in guided tasks or activities and to exchange information about their home, neighbourhood and local community, such as il weekend vado alla spiaggia o a fare lo shopping al centro commericale con gli amici. Students gather and compare most information and some supporting details from texts, and convey adequate information and ideas related to their personal and social worlds. They use English and modelled Italian language to share simple responses to characters, events and ideas in imaginative texts and make simple connections with their own experience and feelings. They create or present simple imaginative texts for different audiences, adapted from events, characters or settings. Students translate simple texts from Italian to English and vice versa, showing some awareness that some words or expressions cannot be directly translated between languages. They use dictionaries, with some guidance, and word lists to translate short familiar texts. Students identify ways of communicating in Australian and Italian-speaking contexts and ways in which culture influences language use.

Students apply rules of pronunciation and spelling to familiar words accurately most of the time. They experiment with the pronunciation of Italian specific sounds, such as double consonants, z and t sounds, and they apply knowledge of familiar vocabulary and grammatical elements in simple spoken and written texts with a high level of accuracy, and less familiar elements with a satisfactory level of accuracy. Students show understanding of formation of both regular and irregular plural nouns, plural forms of possessive adjectives and adjective-noun agreement. Students use both molto and the -issimo suffix to translate ‘very.’ They convey action in the present and immediate future using the singular forms of regular and irregular verbs in the present, such as Domani vado al cinema con Andrea. They formulate questions using dove, che, cosa and con chi and use the preposition a with the definite article to indicate location, such as Che cosa c’è vicino al parco? Students use numbers 0–100 and explore Italian currency. They comment, sometimes using some Italian terms, on how Italian works and include most of the features of familiar texts when writing. Students explain with guidance, that differences in how people use Italian may be due to regional variations and differences in register, and that different forms of spoken and written Italian are used within Italy and Italian-speaking communities around the world. They discuss how their own and others’ language use is shaped by and reflects communities’ ways of thinking and behaving, and may be differently interpreted by others.



Year 6 Syllabus

Year Level Description

Year 6 Italian: Second Language builds on the skills, knowledge and understanding required of students to communicate in the Italian language developed in Year 5 and focuses on extending their oral and written communication skills and their understandings of Italian language and culture. Students gain greater independence and become more conscious of their peers and social context. As they gain a greater awareness of the world around them they also become more aware of the similarities and differences between the Italian language and culture and their own.

Students communicate in Italian, initiating interactions with others to exchange information and relate experiences about free time. They participate in routine exchanges to express feelings, opinions and personal preferences about people, things and places. Students collaborate with peers in guided tasks to plan events or activities or to showcase their progress in learning and using Italian. They gather, compare and respond to information and supporting details from a range of written, spoken, digital and multimodal texts related to their personal and social worlds and convey information, ideas and opinions, selecting appropriate texts to suit specific audiences and contexts. Students share and compare responses to a variety of imaginative texts. They create or reinterpret, present or perform alternative versions of imaginative texts for different audiences to suit different modes or contexts.

Students are becoming more familiar with the systems of the Italian language, explaining and applying features of intonation, pronunciation and writing conventions in a variety of contexts and types of texts. They use context-related vocabulary and develop and apply knowledge of grammatical elements in simple spoken and written texts to generate language for a range of purposes such as using the perfect tense of common verbs such as essere + andare, avere + vedere and giocare to relate experiences. Students begin to build a metalanguage in Italian to describe patterns, grammatical rules and variations in language structures.

Students understand that the Italian language is constantly changing due to contact with other languages and to the impact of new technologies and knowledge. They also understand that language and culture are integral to the nature of identity and communication.

In Year 6 students continue to widen their social networks, experiences and communication repertoires in both their first language and Italian. They are encouraged to use Italian as much as possible for interactions, structured learning tasks and language experimentation and practice.

Communicating

Socialising

Initiate interactions with others, using descriptive and expressive language to exchange information and relate experiences about free time, for example, La sera faccio i compiti e gioco ai video giochi. E tu, cosa fai la sera dopo cena?; Quale sport fai il weekend?; Mi piace/non mi piace la musica classica; Sabato ho incontrato i miei amici al centro commerciale; Quando fa bel tempo vado al mare

Participate in routine exchanges to express feelings, opinions and personal preferences about people, things and places such as È mio fratello – è molto simpatico; E tu?; È vero; Davvero?; Va bene; Non sono d’accordo; Bravissimo!; Eccezionale!; Mi piace/piacciono...; Non mi piace/piacciono...; Preferisco...
(ACLITC039)

Collaborate with peers in guided tasks to plan events or activities to showcase their progress in learning and using Italian, developing projects or budgeting for a shared event
(ACLITC040) (ACLITC041)

Informing

Gather, compare and respond to information and supporting details from a range of written, spoken, digital and multimodal texts related to their personal and social worlds
(ACLITC043)

Convey information, ideas and opinions related to their personal and social worlds, selecting appropriate written, spoken, digital and multimodal texts, to suit specific audiences and contexts
(ACLITC044)

Creating

Share and compare responses to characters, events and ideas and identify cultural elements in a variety of imaginative texts
(ACLITC045)

Create or reinterpret, present or perform alternative versions of imaginative texts for different audiences, adapting stimulus, theme, characters, places, ideas and events to suit different modes or contexts
(ACLITC046)

Translating

Translate and interpret short texts from Italian to English and vice versa, recognising that words and meanings do not always correspond across languages and expanding descriptions or giving examples where necessary to assist meaning, for example, explaining the use of idioms such as Diamoci del tu!; Dai!; Via!; Evviva!; Non vedo l’ora!

Experiment with bilingual dictionaries and/or online translators, considering the relative advantages or limitations of each resource
(ACLITC047)

Reflecting

Engage in intercultural experiences, describing aspects of language and culture that are unfamiliar and discussing their own reactions and adjustments
(ACLITC049)

Understanding

Systems of language

Explain and apply features of intonation, pronunciation and writing conventions such as understanding that there are both grave accents (è)and acute accents (perché)

Apply the rules of spelling to writing in a variety of types of texts and contexts
(ACLITU051)

Use context-related vocabulary and develop and apply knowledge of grammatical elements in simple spoken and written texts to generate language for a range of purposes, including:

  • noticing adjective - noun agreement, for example, le riviste sportive; la musica classica; i video giochi nuovi
  • expressing positive and negative preferences using adverbs to intensify the meaning, for example, Mi piace molto la cioccolata; Non mi piace tanto ballare
  • expressing negation, for example, Noi non guardiamo la televisione; Non pratico lo sport
  • formulating questions and requests, for example, Cosa fai il weekend?; Dove andiamo stasera?
  • recognising the position of adverbs in sentences, for example, Non vado mai in città/al cinema
  • using plural subject pronouns noi, voi and loro
  • using all forms of the present tense of regular and some irregular verbs to present situations and events, including those in the immediate future, for example, using avere, essere, stare, giocare, dormire, fare, leggere, scrivere, andare in sentences such as Ti piace giocare a carte o preferisci giocare a pallone?; Domani sera andiamo al ristorante per la cena
  • using the perfect tense of common verbs such as essere + andare, avere + vedere and giocare to relate experiences, for example, Domenica pomeriggio Alex ed io siamo andati in citta. Abbiamo visto un film e poi abbiamo mangiato una pizza

Build a metalanguage in Italian to describe patterns, grammatical rules and variations in language structures
(ACLITU052)

Understand how Italian texts use language in ways that create different effects and suit different audiences
(ACLITU053)

Language variation and change

Understand that the Italian language is used differently in different contexts and situations
(ACLITU054)

Role of language and culture

Understand that the Italian language is constantly changing due to contact with other languages and to the impact of new technologies and knowledge
(ACLITU055) (ACLITU056)

Understand that language and culture are integral to the nature of identity and communication
(ACLITU057)

Achievement standard

At standard, students initiate, with guidance, interactions in Italian using descriptive, expressive and modelled language to collaborate in guided tasks or activities and to exchange information and relate experiences about free time. Students gather, compare and respond to most information and some supporting details from texts related to their personal and social worlds and they convey simple information, ideas and opinions. With some guidance, students select texts to suit specific audiences and contexts. They share and compare responses to characters, events and ideas, and identify some cultural elements in imaginative texts. They create, adapt or present, with guidance, their own simple alternative versions of imaginative texts for different audiences, modes or contexts. They translate short texts from Italian to English and vice versa, explaining or providing a description, with guidance, some familiar words or expressions that do not directly translate between languages. Students experiment with and discuss the usefulness of various forms of dictionaries. They engage in intercultural experiences, describing simply aspects of language and culture that are unfamiliar, and discuss their own reactions and adjustments.

Students explain and use appropriate intonation, pronunciation, spelling and writing conventions with a satisfactory level of accuracy. They generate simple written and spoken texts by applying knowledge of familiar vocabulary and grammatical elements with a high level of accuracy and less familiar elements with a satisfactory level of accuracy. Students apply understanding of adjective-noun agreements, formulate questions and requests using dove, che, cosa and con chi and express preferences using adverbs, such as tanto and molto to intensify the meaning. They talk about present events and situations, and those in the near future, using the present tense. They relate experiences in the past using the perfect tense of common verbs, such as Domencia pomeriggio Alex ed io siamo andati in città. Students discuss language patterns and rules, how Italian texts use language to create different effects and suit different audiences, and how Italian is used differently in different contexts and situations. They discuss how the Italian language is constantly changing due to contact with other languages and the impact of new technologies, and explain that language and culture are integral to the nature of identity and communication.



Year 7 Syllabus

Year Level Description

Year 7 Italian: Second Language builds on the skills, knowledge and understanding required of students to communicate in the Italian language developed in Year 6 and focuses on extending their oral and written communication skills and their understandings of Italian language and culture. Some students begin Year 7 with proficiency in languages other than Italian and bring existing language learning strategies and intercultural awareness to the new experience of learning Italian. Their growing textual knowledge, developed through English literacy, supports their developing Italian literacy. Skills in analysing, comparing and reflecting on language and culture in both languages are mutually supportive.

Students communicate in Italian, initiating and participating in spoken and written interactions with peers and known adults to talk about, give opinions, share thoughts and feelings on people, social events and school experiences. They engage in tasks and activities that involve planning, negotiating arrangements and participating in transactions. Students access and summarise key information and supporting details from texts. They organise and present information and ideas on texts, using descriptive and expressive language and modes of presentation to suit different audiences and contexts. Students respond to a range of imaginative texts by expressing opinions about the themes, values and techniques used to engage audiences. They create and present simple imaginative texts such as songs or stories that involve imagined characters, places and experiences.

Students better understand the systems of the Italian language, developing an understanding of differences in pronunciation of consonant and vowel combinations and stress and accents. They extend their knowledge of context-related vocabulary and additional elements of grammar such as learning to use the imperfect tense of verbs in formulaic expressions and connecting or elaborating clauses by using conjunctions when encountered in familiar expressions and scaffolded language contexts. Students continue to build a metalanguage in Italian to describe grammatical concepts and to organise learning resources.

In Year 7 students reflect on changes in their own use of language(s) over time, noticing how and when new ways are adopted or existing ways adapted. The practice of reviewing and consolidating prior learning is balanced against the provision of engaging and relevant new experiences and connections.

Communicating

Socialising

Initiate and participate in spoken and written interactions with peers and known adults, using rehearsed descriptive and expressive language to talk about, give opinions, share thoughts and feelings on people, social events and school experiences, for example, Mi piace il mio amico perché è buffissimo; Dove sei andato/a?; Con chi?; Cosa hai fatto?; Il weekend sono andato/a alla partita a vedere... Mi sono divertito/a; Le materie che studio quest’anno sono l’inglese, l’ítaliano, la matematica,...; La professoressa di matematica è molto simpatica ma il professore di educazione fisica è qualche volta troppo severo
(ACLITC058)

Engage in tasks and activities that involve planning such as hosting an Italian class or visitor, an excursion to an Italian restaurant, the local Italian aged-care home, the cinema, a music concert or a mercato all‘aperto, considering options, negotiating arrangements and participating in transactions
(ACLITC059) (ACLITC060)

Informing

Access and summarise key information and supporting details from texts related to aspects of their personal and social worlds
(ACLITC062)

Organise and present information and ideas on texts related to aspects of their personal and social worlds, using descriptive and expressive language and modes of presentation to suit different audiences and contexts
(ACLITC063)

Creating

Respond to a range of imaginative texts by expressing opinions about the themes and key ideas, values and techniques used to engage and entertain audiences
(ACLITC064)

Create and present simple, individual and shared imaginative texts such as songs, poems, plays or stories that involve imagined characters, places and experiences, to entertain peers and younger audiences
(ACLITC065)

Translating

Translate texts and compare their own translation to classmates’, noticing when it is difficult to transfer meaning from one language to the other
(ACLITC066)

Reflecting

Interact and engage with members of the
Italian-speaking community to share and compare aspects of culture that affect communication and notice how their own culture impacts on language use, for example, ways of expressing feelings or politeness protocols associated with social events
(ACLITC068)

Consider how their own biography, including personal experiences, family origins, traditions and beliefs, interests and experience, influences their identity and communication
(ACLITC069)

Understanding

Systems of language

Develop an understanding of differences in pronunciation of consonant and vowel combinations such as famiglie, gnocchi, chiese, barche, chiavi, buono, cena and stress and accents such as sono and sonno, vale and valle, felicità
(ACLITU070)

Extend knowledge of context-related vocabulary and additional elements of grammar, including:

  • beginning to use nouns: gender and number, regular and irregular
  • using subject pronouns for emphasis, for example, Sei andato alla partita, anche tu?
  • beginning to use articulated prepositions a, di, da, in, su plus article and prepositions that do not combine, for example, tra and per
  • learning to use adverbs to qualify verbs, for example, proprio, troppo, abbastanza, specialmente, spesso, nemmeno, purtroppo
  • beginning to use verbs to express action in time
  • using a range of regular and some irregular verbs in the present tense and perfect tense, for example, Imparo l’Italiano da tre anni; L’anno scorso ho imparato il tedesco
  • recognising and beginning to use the imperfect tense of verbs in formulaic expressions such as Il festival era divertentissimo!
  • connecting or elaborating clauses by using conjunctions, including anche

Continue to build a metalanguage to describe grammatical concepts and to organise learning resources
(ACLITU071)

Understand the structures, conventions and purpose associated with a range of texts created for information exchange or social interaction
(ACLITU072)

Language variation and change

Identify features of Italian that vary according to audience, context and purpose in familiar spoken and written texts
(ACLITU073)

Recognise that Italian, like other languages, continues to change over time due to global and cultural influences
(ACLITU074) (ACLITU075)

Role of language and culture

Understand that language use reflects cultural expression, assumptions and perspectives
(ACLITU076)

Achievement standard

At standard, students initiate and participate in spoken and written interactions in Italian with others through collaborative tasks, activities and transactions to exchange information on people, social events and school experiences. They use rehearsed descriptive and expressive language to talk about, give some opinions and share thoughts and feelings, such as Mi piace il mio amico perché è buffissimo. Students engage in the planning of Italian events or activities by considering options, negotiating arrangements and participating in transactions. They identify and provide most key information, and some supporting details, from texts related to aspects of their personal and social worlds and they present information and ideas on texts using rehearsed descriptive and expressive language. They select modes of presentation to suit audiences or contexts. Students express simple opinions on and describe some of the themes and key ideas, values and techniques in imaginative texts. They create and present their own or shared simple imaginative texts with imagined characters, places and experiences, to entertain peers and younger audiences. They translate texts, with some inaccuracies, and compare their own translation to their peers’, noticing when it is difficult to transfer meaning from one language to the other. They notice how aspects of culture may affect communication, and how their own culture impacts on language use. Students also consider how their biography influences their identity and communication.

Students begin to notice and apply, with a satisfactory level of accuracy, differences in the pronunciation of consonants and vowel combinations. They generate written and spoken texts by applying knowledge of familiar vocabulary and grammatical elements and some less familiar elements, with a satisfactory level of accuracy. Students use regular and irregular nouns, subject pronouns for emphasis, adverbs to qualify verbs and conjunctions to connect or elaborate clauses, such as Mi piace il mio amico perché è buffissimo.They use verbs, both regular and some irregular, in the present and perfect tenses, such as Imparo l’italiano da tre anni. They begin to use articulated prepositions, verbs to express action in time and the imperfect tense in formulaic expressions, such as Il festival era divertentissimo! Students describe how the Italian language works, using some relevant metalanguage to organise learning resources. They consider and frequently apply the structures, conventions and purposes associated with a range of texts created for information exchange or social interaction. They identify some features of Italian that vary according to audience, context and purpose, some ways in which language use reflects cultural expression, assumption and perspective, and consider how Italian continues to change due global and cultural influences.



Year 8 Syllabus

Year Level Description

Year 8 Italian: Second Language builds on the skills, knowledge and understanding required of students to communicate in the Italian language developed in Year 7 and focuses on extending their oral and written communication skills and their understandings of Italian language and culture. Students may need encouragement to take risks in learning a language at this stage of social development and to consider issues of how the experience impacts on the sense of ‘norms’ associated with their first language and culture.

Students communicate in Italian, initiating and maintaining spoken and written interactions with peers and known adults to discuss and share ideas, views, opinions and experiences of special holidays and travel. They engage in tasks that involve planning, considering options, negotiating arrangements, solving problems and participating in transactions. Students summarise and share information from texts related to aspects of their personal and social worlds and present them in different formats for the intended audience. Students respond to a range of imaginative texts, analysing ideas and techniques used to entertain audiences and make connections with personal experiences and other imaginative texts in their own language and culture. They create and present a range of simple imaginative texts to enrich the visual or listening experience.

Students better understand the systems of the Italian language, recognising differences in tone and rhythm between statements and questions, exclamations and commands. They continue to extend their knowledge of context-related vocabulary and additional elements of grammar such as using modal verbs to express ability, possibility, likelihood and permission when encountered in familiar expressions and scaffolded language contexts. Students continue to build a metalanguage in Italian to describe patterns, grammatical rules and variations in language structures.

Students are encouraged to participate in intercultural interactions with members of the Italian-speaking community to discuss cultural practices, demonstrating awareness of the importance of shared understanding and reflecting on adjustments made as a result of reactions and responses.

In Year 8 students are supported to develop increasing autonomy as language learners and users, to
self-monitor and peer-monitor and to adjust language in response to their experiences in different contexts. Italian language is being used in more extended and elaborated ways for classroom interactions and routines, task participation and structured discussion.

Communicating

Socialising

Initiate and maintain spoken and written interactions with peers and known adults, using both rehearsed and spontaneous language to discuss and share ideas, views, opinions and experiences of special holidays and travel, for example, Dove sei andato/a per le vacanze?; Ti è piaciuto/a lo spettacolo/la gita ...?; Cosa pensi di...?; Secondo me...; Sono completamente d'accordo...; Vuoi venire alla mia festa di compleanno? Si, certo!/Mi dispiace, non posso/sono impegnato; Scusa se non vengo …; Come festeggiate il Capodanno? Di solito ci riuniamo con i nostri parenti e amici per la cena. Quest'anno abbiamo giocato a carte fino a mezzanotte prima di uscire sul balcone a guardare i fuochi d'artificio
(ACLITC058)

Engage in tasks that involve planning experiences and activities such as a birthday party, Christmas or New Year’s Eve festivities, preparing for a real or virtual event, trip or excursion, a sporting event or community festival, considering options, negotiating arrangements, solving problems and participating in transactions that include purchasing goods and services
(ACLITC059) (ACLITC060)

Informing

Access, summarise and share key ideas and information from a range of texts related to aspects of their personal and social worlds and present them in different formats for the intended audience
(ACLITC062)

Organise and present information and ideas to raise awareness of and inform others about texts related to aspects of their personal and social worlds, using descriptive and expressive language to compare perspectives and experiences
(ACLITC063)

Creating

Respond to a range of imaginative texts, analysing ideas, themes, values and techniques used to engage and entertain audiences and make connections with personal experiences and other imaginative texts in their own language and culture
(ACLITC064)

Create and present a range of simple texts that involve imagined contexts and characters such as raps, poems, picture books or cartoons, selecting appropriate language, rhythms and images to enrich the visual or listening experience
(ACLITC065)

Translating

Translate and/or interpret texts, including those that use language with colloquial or cultural association and consider why there might be differences in interpretation and how language reflects elements of culture
(ACLITC066)

Reflecting

Participate in intercultural experiences with members of the Italian-speaking community to discuss cultural practices, demonstrating awareness of the importance of shared understanding and reflecting on adjustments made as a result of reactions and responses
(ACLITC068)

Consider how their own biography influences their identity and communication and shapes their own intercultural experiences
(ACLITC069)

Understanding

Systems of language

Recognise differences in tone and rhythm between statements and questions, exclamations and commands, when speaking, interacting and expressing emotion, for example, Vai a casa?; Va’ a casa!; Oh!; E?; Che disastro!
(ACLITU070)

Continue to extend knowledge of context-related vocabulary and additional elements of grammar, including:

  • beginning to use suffixes such as –etto/a, for example, casa-casetta
  • recognising the use of direct object pronouns
  • using articulated prepositions a, di, da, in, su plus article and prepositions that do not combine, for example, tra and per
  • using adverbs to qualify verbs, for example, proprio, troppo, abbastanza, specialmente, spesso, nemmeno, purtroppo
  • using negative constructions including the double negative, for example, Non c’è niente/nessuno...
  • using verbs to express action in time
  • using a range of regular and some irregular verbs in the present, perfect and imperfect tenses
  • using modal verbs to express ability, possibility, likelihood and permission

Continue to build a metalanguage to describe grammatical concepts and to organise learning resources
(ACLITU071)

Apply the structures and conventions associated with a range of text types and identify key features and functions of the different genres
(ACLITU072)

Language variation and change

Examine how elements of communication such as gestures, facial expressions and choice of language vary according to context and situation
(ACLITU073)

Understand that Italian, like other languages, is constantly expanding to include new words and expressions in response to changing environments due to globalisation, language shifts and exchange, technology and intercultural experience
(ACLITU074) (ACLITU075)

Role of language and culture

Reflect on different aspects of the cultural dimension of learning and using Italian and consider how this might be interpreted and responded to by members of the community
(ACLITU076)

Achievement standard

At standard, students initiate and maintain spoken and written interactions in Italian with others through collaborative tasks, activities and transactions to exchange information on special holidays and travel. They use mainly rehearsed and some spontaneous descriptive and expressive language to discuss occasionally and share ideas, views, opinions and experiences, such as Di solito ci riuniamo con i nostri parenti e amici per la cena. Quest'anno abbiamo giocato a carte fino a mezzanotte prima di uscire sul balcone a guardare i fuochi d'artificio. Students engage in the planning of experiences and activities by considering options, negotiating arrangements and participating in transactions that include purchasing goods or services. They identify and share most key ideas, and some information, from a range of texts related to aspects of their personal and social worlds, presenting information and ideas in a given format for the intended audience. They organises and present most key information and ideas on texts related to aspects of their personal and social worlds, using mostly rehearsed descriptive and expressive language to make comparisons on perspectives and experiences. Students analyse ideas, themes, values and techniques used to engage and entertain audiences in a range of imaginative texts, making some connections with personal experiences and other imaginative texts in their own language and culture. They also create and present a range of simple texts with imagined contexts and characters, selecting mostly appropriate language, rhythms and images to enrich the visual or listening experience. Students translate and/or interpret texts, with some accuracy, including those use language with colloquial or cultural associations, noticing some differences in interpretation and impacts of culture on language. Students discuss cultural practices, and reflect on adjustments made as a result of reactions and responses, when participating in intercultural experiences with speakers of Italian.

Students recognise and apply, with a satisfactory level of accuracy, tone and rhythm to distinguish between statements, questions, exclamations and commands. They generate written and spoken texts by applying knowledge of familiar vocabulary and grammatical elements and some less familiar elements, with a satisfactory level of accuracy. Students recognise the use of direct object pronouns and begin to use suffixes. They use articulated prepositions, adverbs to qualify verbs, such as Sono completamente d'accordo, and negative constructions, including the double negative, such as Non c’è nessuno. Students use verbs to express action in time and modal verbs to express ability, such as Vuoi venire alla mia festa di compleanno? Students describe how the Italian language works, using some relevant metalanguage to organise learning resources. They identify and apply most of the structures and conventions of a range of text types. They examine and sometimes vary elements of communication, such as gestures, facial expressions and choice of language according to context and situation. Students give examples of how Italian is constantly expanding to include new words and expressions in response to changing environments due to globalisation, language shifts and exchange, technology and intercultural experience.



Year 9 Syllabus

Year Level Description

Year 9 Italian: Second Language builds on the skills, knowledge and understanding required of students to communicate in the Italian language developed in Year 8 and focuses on extending their oral and written communication skills and their understandings of Italian language and culture.

Students communicate in Italian, initiating and participating in sustained interactions to share, compare and justify personal opinions about aspects of childhood, teenage life and relationships. They engage in shared activities such as planning and managing activities, events or experiences, exchanging resources and information. Students analyse ideas and information from a range of texts, identifying context, purpose and intended audience. They convey information and ideas and offer their own views on texts, using appropriate formats and styles of presentation. Students discuss how imaginative texts reflect Italian cultural values or experiences. They create and present imaginative texts designed to engage different audiences that involve moods and effects.

Students understand the systems of the Italian language, using appropriate Italian pronunciation, stress and intonation in sentences, developing control of pronunciation of consonant and vowel combinations, double consonants, intonation, stress and accents when speaking and reading. They increase control of
context-related vocabulary and extend knowledge of grammatical elements such as beginning to use pronouns to refer to the person carrying out an action or to refer to somebody or something, including personal, direct object and reflexive pronouns and describing events across present and past, choosing appropriate tenses, including present, present perfect and imperfect tenses, when encountered in familiar expressions and scaffolded language contexts. Students further develop a metalanguage to discuss and explain grammatical forms and functions.

Students increasingly monitor language choices when using Italian, considering their own and others’ responses and reactions in intercultural communication, questioning assumptions and values and taking responsibility for modifying language and behaviours in relation to different cultural perspectives.

In Year 9 learning is characterised by consolidation and progression. Students are provided with new challenges and engage in some independent learning experiences, always supported by modelling, scaffolding and monitoring.

Communicating

Socialising

Initiate and participate in sustained interactions, using informative and descriptive language to share, compare and justify personal opinions about aspects of childhood, teenage life and relationships, for example, Quando avevo sei anni…, adesso…, nel futuro…; Quando avevo dieci anni spesso giocavo a calcio. Ora preferisco nuotare. Nel futuro vorrei essere architetto; È complicato essere adolescente perché ...; Mi piace essere adolescente perché posso essere indipendente; Dovresti parlare con il tuo amico perché ...; Cosa faresti al posto mio?; Mi capita spesso discutere con ...
(ACLITC077)

Engage in shared activities such as planning and managing activities, events or experiences, exchanging resources and information, for example, plan a display or performance to illustrate their memories of aspects of their childhood or organise a forum to raise awareness of issues of interest to teenagers
(ACLITC078) (ACLITC079)

Informing

Analyse ideas and information from a range of texts related to aspects of their personal and social worlds, identifying context, purpose and intended audience
(ACLITC081)

Convey information and ideas and offer their own views on texts related to aspects of their personal and social worlds, using appropriate formats and styles of presentation
(ACLITC082)

Creating

Discuss how imaginative texts reflect Italian cultural values or experiences through structure, language and mood, to build action, develop character and position the reader/audience, for example, Mi piace da matti/da morire ... !; È una vita che aspetto!; C'è un ritmo che crea un'atmosfera di tristezza; la voce del narratore calma il lettore
(ACLITC083)

Create and present imaginative texts designed to engage different audience, that involve moods and effects, for example, poems, songs, monologues or dialogues, animated stories or short films
(ACLITC084)

Translating

Translate and interpret a range of texts and discuss how to convey concepts that do not translate easily across different linguistic and cultural contexts
(ACLITC085)

Reflecting

Monitor language choices when using Italian, considering their own and others’ responses and reactions in intercultural communication, questioning assumptions and values and taking responsibility for modifying language and behaviours in relation to different cultural perspectives
(ACLITC087)

Investigate and share family and cultural traditions and experiences, considering how these have shaped and continue to shape personal and cultural identity
(ACLITC088)

Understanding

Systems of language

Use appropriate Italian pronunciation, stress and intonation in sentences, developing control of pronunciation of consonant and vowel combinations, double consonants, intonation, stress and accents when speaking and reading aloud
(ACLITU089)

Increase control of context-related vocabulary and extend grammatical knowledge, including:

  • beginning to use pronouns to refer to the person carrying out an action or to refer to somebody or something, including personal pronouns (use, position and elusion), direct object pronouns and reflexive pronouns, for example, La mia amica del cuore si chiama Stella. Parlo con lei ogni giorno e la vedo ogni sabato sera
  • recognising that adverbs and adverbial phrases of manner, place and time modify the meaning of verbs and adjectives, for example, proprio, troppo, abbastanza, specialmente
  • describing events across present and past, choosing appropriate tenses, including present, present perfect and imperfect tenses
  • exposure to the conditional mood in formulaic expressions

Further develop a metalanguage to discuss and explain grammatical forms and functions
(ACLITU090)

Analyse how and why language is used differently in different contexts and relationships
(ACLITU091)

Language variation and change

Investigate how language varies according to context and speakers
(ACLITU092)

Explore changes to both Italian and Australian English and identify reasons for these changes such as education, media and new technologies, popular culture and intercultural exchange
(ACLITU093)(ACLITU094)

Role of language and culture

Explore how language both reflects and shapes cultural distinctions such as community, social class, gender and generation
(ACLITU095)

Achievement standard

At standard, students participate in, and sometimes initiate sustained spoken and written interactions in Italian with others through collaborative tasks, activities and transactions to exchange information on aspects of childhood, teenage life and relationships. They use familiar descriptive and expressive language to share, justify some personal opinions with examples, such as Mi piace essere adolescente perché posso essere indipendente. Students participate in shared activities, such as the planning and managing of activities, events or experiences, exchanging familiar resources and information. They analyse most ideas and information, and sometimes identify context, purpose and audience in texts related to aspects of their personal and social worlds. They convey some information and ideas and offer their views on texts, selecting some appropriate formats and styles of presentation. Students provide examples of how the structure, language and mood of imaginative texts reflect Italian cultural values or experiences and build action, develop character and position the reader/audience. They also create and present simple imaginative texts with moods and effects, in order to engage different audiences. Students translate and interpret texts, with some accuracy, providing examples of how to convey concepts that do not translate easily across different linguistic and cultural contexts. They select mostly relevant language, showing some consideration of their own and others’ responses and reactions in intercultural communication. Students question some assumptions and values, and at times modify language and behaviours in relation to different cultural perspectives. They also investigate and share family and cultural traditions and experiences, considering how these have shaped, and continue to shape, personal and cultural identity.

Students use mostly comprehensible Italian pronunciation, including consonant and vowel combinations, double consonants and accents, including in some unfamiliar words, and they often vary stress and intonation in sentences. They generate written and spoken texts by applying knowledge of familiar vocabulary and grammatical elements and some less familiar elements, with a satisfactory level of accuracy. Students begin to use personal, direct object and reflective pronouns to refer to the person carrying out an action or to refer to somebody or something, such as La mia amica del cuore si chiama Stella. Parlo con lei ogni giorno e la vedo ogni sabato sera. They show understanding that adverbs and adverbial phrases of manner, place and time modify the meaning of verbs and adjectives, describe events across present and past, such as Quando avevo dieci anni spesso giocavo a calcio. Students begin to use the conditional mood in formulaic expressions, such as Nel futuro vorrei essere architetto. They discuss and explain some grammatical forms and functions using metalanguage, and they describe how and why language is used differently in different contexts and relationships. Students investigate and describe how language varies according to context and speakers and they provide some examples of changes to both Italian and Australian English, identifying some reasons for these changes. They describe how language both reflects and shapes cultural distinctions, such as community, social class, gender and generation.



Year 10 Syllabus

Year Level Description

Year 10 Italian: Second Language builds on the skills, knowledge and understanding required of students to communicate in the Italian language developed in Year 9 and focuses on extending their oral and written communication skills and their understandings of Italian language and culture. Students require continued guidance and mentoring at this stage of their language learning, but work increasingly independently to analyse, reflect on and monitor their language learning and intercultural experiences. They are considering future pathways and prospects, including how the Italian language may feature in these.

Students communicate in Italian, initiating and participating in sustained interactions in formal and informal exchanges to discuss young people’s experiences and interest in contemporary culture and social issues. They contribute ideas, opinions and suggestions in interactions related to shared activities, solving problems and managing diverse views. Students analyse, synthesise and evaluate ideas and information from a range of perspectives on texts related to aspects of their personal, natural and social worlds. They convey information, comments, perspectives and experiences on texts, using different modes of presentation to achieve different purposes. Students analyse how imaginative texts create effects in ways that reflect cultural influence. They create and present a range of imaginative texts on themes of personal or social relevance.

Students understand the systems of the Italian language, using appropriate Italian pronunciation, stress and intonation in sentences and texts. They increase control of context-related vocabulary and extend knowledge of grammatical elements such as describing events across different times, choosing appropriate tenses, when encountered in expressions and scaffolded language contexts. Students further develop a metalanguage to discuss and explain grammatical forms and functions.

Students understand that Italian language and culture are interrelated and that they shape and are shaped by each other in a given moment and over time.

In Year 10 students are challenged with more independent learning experiences, however, these experiences continue to be supported with scaffolding and monitoring.

Communicating

Socialising

Initiate and participate in sustained interactions, using descriptive and expressive language in formal and informal exchanges to discuss young people’s experiences and interest in contemporary culture and social issues, for example, la salute dei giovani, l'apprendimento delle lingue, le responsabilità ora e nel futuro

Express feelings and justify opinions, for example, È difficile per te imparare l’Italiano? Credo che…; Penso che…; Cosa possiamo fare per mantenere la salute della terra?; L’aspetto più interessante da capire è …; Cosa studierai l’anno prossimo e perche?; Mi piacerebbe …
(ACLITC077)

Contribute ideas, opinions and suggestions in interactions related to shared activities such as organising real or simulated forums, social media or daily news segments, protests or rallies to raise awareness of contemporary culture and social issues, exchanging resources and information, solving problems and managing diverse views
(ACLITC078) (ACLITC079)

Informing

Analyse, synthesise and evaluate ideas and information from a range of perspectives on texts related to aspects of their personal, natural and social worlds such as regional news headlines and local community announcements and advertisements and identify how context and culture affect how information is presented
(ACLITC081)

Convey information, comments, perspectives and experiences on texts related to aspects of their personal, natural and social worlds, using different modes of presentation to suit different audiences or to achieve different purposes
(ACLITC082)

Creating

Analyse how imaginative texts create aesthetic, humorous or emotional effects in ways that reflect cultural influence such as poems, songs, dance, street art and performance, or excerpts from texts such La vita è bella, Pane e tulipani, Pane e cioccolato, America, or Caterina va in città
(ACLITC083)

Create and present a range of imaginative texts on themes of personal or social relevance, to express ideas or that reflect cultural values, social issues or experience
(ACLITC084)

Translating

Consider the nature of translating and interpreting, explaining how cultural perspectives and concepts have been represented when transferring meaning from one language to another, for example, l’abito bianco nel matrimonio; la visita domenicale al cimitero
(ACLITC085)

Reflecting

Reflect on the experience of learning and using Italian, considering how intercultural exchange involves taking responsibility for contributing to mutual understanding, by modifying language and behaviours in relation to cultural perspectives
(ACLITC087)

Explore and express their own cultural identity and ability to act as a cultural mediator between Italian speakers and Australians
(ACLITC088)

Understanding

Systems of language

Use appropriate Italian pronunciation, stress and intonation in sentences and texts, recognising that pronunciation, intonation, rhythm and pace assist in making meaning in interactions and applying this knowledge to their own communication
(ACLITU089)

Increase control of context-related vocabulary and analyse how grammatical elements impact on the making of meaning in texts, including:

  • 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
  • using pronouns to refer to the person carrying out an action or to refer to somebody or something, including subject pronouns (use, position and elusion), reflexive pronouns, direct object pronouns and recognising indirect object pronouns
  • 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
  • describing events across different times, choosing appropriate tenses, including present, present perfect, imperfect and future tenses and the conditional mood
  • beginning to use the future tense
  • recognising to use the conditional tense in modelled language
  • exposure to the impersonal si, using modal verbs to express ability, possibility, likelihood and permission
  • connecting or elaborating clauses by using conjunctions, including, anche, dunque, siccome, invece and quindi, for example, Non c’era più niente da vedere, quindi sono tornato a casa

Further develop a metalanguage to discuss and explain grammatical forms and functions
(ACLITU090)

Analyse and explain how and why language is used differently in a range of texts, considering features such as dialects and register
(ACLITU091)

Language variation and change

Investigate how language varies according to context and speakers
(ACLITU092)

Explain how Italian language and culture have evolved and how they continue to change over time and understand that language use has the power to influence social relationships, beliefs and values
(ACLITU093)(ACLITU094)

Role of language and culture

Understand that Italian language and culture are interrelated and that they shape and are shaped by each other in a given moment and over time
(ACLITU095)

Achievement standard

At standard, students initiate and participate in sustained spoken and written interactions in Italian with others through collaborative tasks, activities and transactions to provide information on young people’s experiences and interest in contemporary culture and social issues, such as Cosa possiamo fare per mantenere la salute della terra? They use familiar descriptive and expressive language, in mostly informal exchanges,toexpress feelings and justify opinions, with some examples. They contribute ideas, opinions and suggestions in interactions related to exchanging resources and information, solving problems and managing diverse views. Students identify, analyse and discuss some ideas and information in texts related to aspects of their personal, natural and social worlds, and they identify how some aspects of context and culture affect how information is presented in texts. Students use modes of presentation generally appropriate to audience or purpose to convey information, comments, perspectives and experiences from texts. Students explain instances of how aesthetic, humorous and emotional effects are used in imaginative texts to reflect cultural influence, and they create and present simple imaginative texts on familiar personal or social themes that express ideas or reflect cultural values, social issues or experience. Students describe how some cultural perspectives and concepts have been presented when translating and interpreting from one language to another. They describe the experience of learning and using Italian, considering how intercultural communication involves taking responsibility by modifying language and behaviours. They also describe their own cultural identity and identify their ability to act as a cultural mediator between speakers of Italian and Australians.

Students often use comprehensible Italian pronunciation, stress and intonation in sentences and texts and sometimes adjust rhythm and pace of interactions to assist others in making meaning. They generate written and spoken texts by applying knowledge of familiar vocabulary and grammatical elements, with a satisfactory level of accuracy. Students use prepositions, including articulated prepositions, to introduce additional information when describing actions, people and objects and personal, direct object and reflexive pronouns to refer to the person carrying out an action or to refer to somebody or something. They use adverbs and adverbial phrases of manner, place and time to modify the meaning of verbs and adjectives. Students choose appropriate tenses, including present, present perfect, imperfect and future tenses, and the conditional mood, to describe events across different times, such as Cosa studierai l’anno prossimo e perché?, and they use modal verbs to express ability, possibility, likelihood and permission. They use conjunctions to connect or elaborate clauses, such as Non c’era più da vedere, quindi sono tornato a casa, and they begin to use the future tense and recognise the impersonal sì and the conditional mood in modelled sentences. Students discuss and explain some grammatical forms and functions using metalanguage, and they analyse and describe how and why language is used differently in a range of texts. Students describe how language varies according to context and speakers and they provide some examples how Italian language and culture have evolved, and how they continue to change over time. They describe how language use has the power to influence social relationships, beliefs and values. Students provide examples of how Italian language and culture are interrelated and how they shape, and are shaped by, each other.



Back to top of page