Pre-primary year syllabusTest
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
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 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.