Italian: Second Language — Year 7 to Year 10

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Italian: Second Language — Year 7 to Year 10

Year 7 Syllabus

Year Level Description

Students begin their study of Italian in secondary school with little to no prior experience of the Italian language and culture. Many will have learnt an additional language in primary school and bring existing language learning strategies, textual knowledge and intercultural awareness to the new experience of learning Italian. Skills in analysing, comparing and reflecting on language and culture in the languages are mutually supportive. Students may need encouragement to take risks in learning a new language at this stage in their social development and to consider issues of how the experience influences their first language and culture.

In Year 7, students communicate in Italian, interacting with peers and known adults to exchange information about self, family and friends, and interests. They engage in individual and collaborative tasks that involve making arrangements, inviting, planning, deciding and responding, or work together to highlight their language learning for family, friends and their school community. Students identify topic, gist and specific points of information from texts related to aspects of their personal and social worlds, convey the information and ideas and use them in new ways. They respond to imaginative texts by discussing aspects, such as characters, events and/or key ideas. Students create simple own or shared imaginative texts by reinterpreting or adapting familiar texts and/or using modelled structures and language.

Students become familiar with the systems of the Italian language when encountered in simple spoken and written texts. They develop awareness of features of the Italian sound system through distinguishing and reproducing in familiar contexts the sounds of Italian, vowel combinations and differences in tone and rhythm between statements, questions, exclamations, requests and commands. Students generate language for a range of purposes in spoken and written texts by recognising and using context-related vocabulary and elements of the Italian grammatical system. They use modelled sentence structure to construct simple sentences in Italian, make statements, ask questions and give/receive instructions, singular conjugations and the noi form of verbs describing state (essere), possession (avere) and regular verbs describing actions in the present tense. They build a metalanguage in Italian to talk about vocabulary and grammar concepts. Students reflect on their and others’ responses to interactions and intercultural experiences, and use these reflections to improve intercultural communication.

In Year 7, students learn Italian through rich and varied language input, and the provision of experiences that are challenging, but achievable. English is predominantly used for discussion, clarification, explanation, analysis and reflection. To assist students in the language learning process, support is provided from the classroom teacher in the form of scaffolding, modelling and monitoring, explicit instruction and feedback, structured opportunities for understanding and practising new language, and the chance to revisit, recycle and review.

Communicating

Socialising

Interact with peers and known adults orally and in writing to exchange information about self, family and friends and interests, for example, Ciao!; Buongiorno! Mi chiamo Alfredo, e tu?; Ho quattordici anni. Quanti anni hai?; Ho gli occhi verdi e i capelli rossi.; Sono di statura media.; Ti presento il mio amico Marco. Lui è intelligente e buffo!;  Ecco — la famiglia Barone!; Ho due sorelle e un fratello.; Mi piace giocare a pallacanestro/basket e giocare ai videogiochi.

(ACLITC096)

Engage in individual and collaborative tasks, such as making arrangements with a friend, planning for a class celebration or performance, or working together to create displays, presentations or performances to showcase their language learning for family, friends or school community

(ACLITC097)

(ACLITC098)

Participate in classroom routines and interactions by responding to teacher talk, following instructions, asking and answering questions, requesting assistance or permission, asking others how they are and offering wishes, for example, Ascoltate!; Come si dice …?; Signore, per favore …; Non capisco.; Clicca sull’immagine della scatola!; Rispondete alle domande!; Ciao Natalia, come stai? Non c’è male, e tu?; Buongiorno professore/professoressa/signore/signora. Come sta?; Buona giornata e arrivederci/La.; A domani, signor Pera.; A presto!; In bocca al lupo!; Buon compleanno, Silvana!

(ACLITC099)

Informing

Identify topic, gist and specific points of information from a range of spoken and written texts related to aspects of their personal and social worlds, and use the information in new ways

(ACLITC100)

Convey information and ideas from a range of texts related to aspects of their personal and social worlds, using different modes of presentation

(ACLITC101)

Creating

Respond to imaginative texts by describing aspects, such as characters, events and/or key ideas

(ACLITC102)

Create simple own or shared imaginative texts by reinterpreting or adapting familiar texts and/or using modelled structures and language

(ACLITC103)

Translating

Translate and interpret phrases and short texts from Italian to English and vice versa, noticing which words or phrases translate easily and which do not

(ACLITC104)

Reflecting

Reflect on own and others’ responses to interactions and intercultural experiences, and use these reflections to improve intercultural communication

(ACLITC106)

Reflect on experiences of learning and using another language, and share aspects of own identity, such as age, interests and family background, reflecting on how these impact on intercultural communication

(ACLITC126)

Understanding

Systems of language

Develop awareness of features of the Italian sound system, through distinguishing and reproducing in familiar contexts, consonant combinations, such as the gl (in famiglia), gn (in signora), ch (in chi), vowel combinations, such as in buono, chiave, ciliegia, dicembre, double consonants, for example, sono and sonno, and differences in tone and rhythm between statements, questions, exclamations, requests and commands, for example, Si chiama Roberto?, Si chiama Roberto.

Learn to pronounce the letters of the Italian alphabet and make connections between spoken and written forms of common context-related words and expressions, and experiment with the effect of grave and acute accents on pronunciation, for example, papà and perché

(ACLITU108)

Generate language for a range of purposes in simple spoken and written texts, by recognising and using
context-related vocabulary and elements of the Italian grammatical system, including:

  • recognising, and applying when writing own texts, some rules of spelling and punctuation of the Italian language, such as rules of capitalisation
  • noticing gender and using familiar singular and plural nouns in the regular forms
  • recognising that some singular nouns do not follow the regular masculine/feminine pattern, for example, il papà, la mano
  • using definite and indefinite articles with familiar nouns
  • learning to use adjectives to describe people or objects, including agreement and position
  • learning to use possessive adjectives in the first, second and third person forms when talking about family and possessions, for example, la mia famiglia, il tuo libro, i suoi fratelli
  • observing that definite articles may be omitted in some contexts, such as when using possessive adjectives with family members in the singular form, for example, Mia sorella si chiama Anna.
  • expressing likes and dislikes using mi piace and non mi piace + noun/infinitive verb, for example, Mi piace Sandro. È un caro amico.; Non mi piace fare i compiti.
  • using interrogatives in modelled structures, for example, Di che colore hai i capelli?; Come ti chiami?
  • recognising subject pronouns and using the singular io, tu, lui, lei and the plural noi
  • recognising and using singular conjugations and the noi form of verbs describing state (essere), possession (avere) and regular verbs describing actions in the present tense, for example, parlare, cantare, giocare, abitare
  • distinguishing between the infinitive and a conjugated verb
  • using irregular conjugations of the present tense of common irregular verbs in modelled sentences, for example, Nella mia famiglia ci sono cinque persone.
  • developing number knowledge and using cardinal numbers to state age and give the date
  • recognising and using articulated prepositions with a, in modelled structures
  • using modelled sentence structure to construct simple sentences in Italian  (subject–verb–object), make statements, ask questions and give/receive instructions  (verb + object), for example, Chiudi il libro!
  • beginning to use simple conjunctions, such as e, ma and perché, to connect ideas, for example, Ho due sorelle ma non ho fratelli.
  • using the negation non to form negative statements and questions, for example, Non ti piace il gelato?; Non ho sorelle.

Build metalanguage to talk about vocabulary and grammar concepts

(ACLITU109)

Identify and use text structures and language features of common spoken, written and multimodal texts, and compare with structures and features of similar texts in English

(ACLITU110)

Language variation and change

Examine linguistic features in texts to develop an understanding that languages vary according to elements, such as register

Understand that Italian, like all languages, varies according to participants, roles and relationships, situations and cultures

(ACLITU111)

Recognise the place of Italian locally and internationally, including the relationship between Standard Italian and regional dialects, and Italian in the ecology of languages in Australia

(ACLITU112)

Role of language and culture

Explore the relationship between language and culture

(ACLITU114)

Achievement Standard

To be developed in 2021 using (assessment) work sample evidence to ‘set’ standards through paired comparisons.



Year 8 Syllabus

Year Level Description

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

Students communicate in Italian, maintaining interactions with peers and known adults to exchange information and discuss aspects of home, school and social life, compare routines, interests and leisure activities. They engage in individual and collaborative tasks that involve making arrangements, or organising events or outings. Students identify key information and supporting details from texts related to aspects of their personal and social worlds, and use the information in new ways. They convey information and ideas from texts, using different modes of presentation to suit audience and context. Students respond to imaginative texts, describing and discussing aspects, such as characters, events and/or ideas. They create imaginative texts by experimenting with different modes and formats, and creating moods and effects suitable for different audiences.

Students become more familiar with the systems of the Italian language when encountered in simple spoken and written texts. They continue to build awareness of the features of the Italian sound system, identifying and producing consonant and vowel combinations, and experimenting with differences in tone and rhythm between statements, questions, exclamations, requests and commands. Students generate language for a range of purposes in spoken and written texts by using context-related vocabulary and applying elements of the Italian grammatical system, including reflexive pronouns and verbs in formulaic expressions, and applying rules of sentence structure to construct simple sentences, make statements, ask questions and give/receive instructions. They continue to build a metalanguage in Italian to talk about vocabulary and grammar concepts. Students engage with Italian speakers and texts, reflecting on how interaction involves culture as well as language.

In Year 8, students are widening their social networks, experiences and communication repertoires in Italian. The practice of reviewing and consolidating prior learning is balanced against the provision of engaging and relevant new experiences and connections. 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.

Communicating

Socialising

Maintain interactions with peers and known adults orally and in writing to exchange information and discuss aspects of home, school and social life, compare routines, interests and leisure activities, for example, Vado a scuola a piedi.; Dopo scuola mia sorella gioca a tennis.; Non mi piace/Mi piace molto la musica/la matematica/l’italiano.; Mi piace giocare a calcio ma non mi piace per niente suonare il pianoforte.; Amo guardare YouTube.; Ti piace leggere?; Il weekend vado alla partita con gli amici/le amiche a vedere ...; Mi alzo alle sette.

(ACLITC096)

Engage in individual and collaborative tasks, such as making arrangements to cater for events, celebrations or outings, for example, an excursion to an Italian restaurant or organising a class event

(ACLITC097)

(ACLITC098)

Participate in classroom routines and interactions by asking and answering questions, requesting information, expressing feelings, opinions and personal preferences and responding to others’ contributions, for example, Ecco mio fratello – è simpatico!; Mi scusi signora, ma ...; Preferisco …; Mi piace.; Certo.; È meraviglioso!

(ACLITC099)

Informing

Identify key information and supporting details from a range of spoken and written texts related to aspects of their personal and social worlds, and use the information in new ways

(ACLITC100)

Convey information and ideas from a range of texts related to aspects of their personal and social worlds, using different modes of presentation that take account of context and audience

(ACLITC101)

Creating

Respond to imaginative texts by describing and discussing aspects, such as characters, events and/or ideas

(ACLITC102)

Create own or shared imaginative texts by experimenting with different modes and formats, and creating moods and effects suitable for different audiences

(ACLITC103)

Translating

Translate and interpret short texts from Italian to English and vice versa, comparing different versions of a text and suggesting reasons for differences and mistranslations

(ACLITC104)

Reflecting

Engage with Italian speakers and texts, reflecting on how interaction involves culture as well as language

(ACLITC106)

Reflect on own identity, including identity as a learner and user of Italian, through experiences or in attitudes to culture and intercultural communication

(ACLITC126)

Understanding

Systems of language

Continue to build awareness of the features of the Italian sound system, through identifying and producing consonant and vowel combinations, for example, diciotto, scuola, sci, piazza, insegnante, and experimenting with differences in tone and rhythm between statements, questions, exclamations, requests and commands, for example, Vai a casa?,Vai a casa!

Apply features of intonation and pronunciation, such as grave and acute accents when speaking, and apply rules of spelling when writing own texts in familiar contexts

(ACLITU108)

Generate language for a range of purposes in simple spoken and written texts, by using context-related vocabulary and applying elements of the Italian grammatical system, including:

  • applying rules related to nouns, such as gender and number, regular and common irregular singular and plural regular forms, gender and some exceptions
  • developing awareness of various categories of nouns with common endings, such as –ista, –zione, –tore and –trice, for example, il/la dentista, la stazione, il vincitore/la vincitrice, and comparing them to their English equivalents
  • learning to use and building understanding of the rules of use and omission of definite and indefinite articles
  • learning to use adjectives to describe things (including agreement and exceptions), and possessive adjectives, for example, Il mio libro.
  • using the demonstrative questo, for example, Questa è la mia scuola.
  • using interrogatives in familiar contexts, for example, Chi?, Che?, Cosa?, Quale? and Come?, for example, Quali materie studi?; Cosa fai lunedì dopo scuola?
  • using subject pronouns with the present tense
  • using cardinal and ordinal numbers in familiar contexts and modelled language, such as with age, date, time and describing the school day, for example, La prima ora comincia alle 8 e venti, ho matematica.
  • using prepositions of time and place to describe when and where, for example, Ogni giorno prima di andare a scuola vado in piscine.
  • using articulated prepositions with a, da, in, di and su in modelled structures, for example, Dopo scuola vado dalla mia amica.
  • beginning to use commonly used adverbs, such as molto, mai, sempre, ancora and bene to qualify verbs and adjectives, for example, Noi usciamo sempre il sabato pomeriggio.
  • recognising and using subject pronouns
  • using verbs describing state (essere), possession (avere) and regular verbs describing actions in the present tense, for example, parlare, abitare, scrivere, dormire and common irregular verbs, such as andare and fare
  • beginning to use reflexive pronouns and verbs in modelled sentences, for example, La mattina mi alzo alle sette.
  • applying rules of sentence structure to construct simple sentences in Italian  (subject–verb–object); make statements, ask questions and give/receive instructions  (verb + object), for example, Chiudi il libro!
  • using simple conjunctions, such as e, ma, con and perché, to connect ideas, for example, Mi piace la matematica perché è interessante.; Il sabato gioco a calcio con gli amici.

Continue to build metalanguage to talk about vocabulary and grammar concepts

(ACLITU109)

Identify, analyse and use text structures and language features of common spoken, written and multimodal texts, and explain how different types of texts are structured and use particular language features to suit different contexts, purposes and audiences

(ACLITU110)

Language variation and change

Examine linguistic features in texts to understand that Italian, like all languages, varies according to participants, roles and relationships, situations and cultures

(ACLITU111)

Understand the dynamic nature of Italian, and how it influences and is influenced by other languages and cultures

(ACLITU112)

Role of language and culture

Explore the relationship between language and significant cultural values or practices in Italian, English and other languages

(ACLITU114)

Achievement Standard

To be developed in 2021 using (assessment) work sample evidence to ‘set’ standards through paired comparisons.



Year 9 Syllabus

Year Level Description

Year 9 Italian: Second Language builds on the skills, knowledge and understanding required of students to communicate in Italian developed in Year 8 and focuses on extending their oral and written communication skills and their understandings of Italian language and culture. They expand the range and nature of their learning experiences, and the contexts within which they communicate with others.

Students communicate in Italian, initiating and maintaining interactions with others to discuss and compare events of significance in the lives of young people, including holidays, special events and travel. They engage in individual and collaborative tasks that involve exchanging information, making arrangements or obtaining goods or services. Students identify information and ideas from texts related to aspects of their personal and social worlds, comparing views and presenting information to inform or interest others. They convey information, ideas and opinions using different modes of presentation that take account of context, purpose and audience. Students respond to traditional and/or contemporary imaginative texts by summarising, expressing opinions, or modifying aspects. They create imaginative texts to inform or entertain, or to convey experiences or express ideas.

Students better understand the systems of the Italian language when encountered in spoken and written texts. They increase control of regular and irregular elements of the Italian sound system, through recognising some common interjections, the differences in pronunciation of words with similar spelling, and common cognate words in speech. They generate language for a range of purposes in spoken and written texts by extending their understanding and use of context-related vocabulary and elements of the Italian grammatical system, including adverbs of time, articulated or simple prepositions, modal verbs and the present perfect and imperfect tenses. Students continue to build a metalanguage in Italian to talk about vocabulary and grammar concepts. They engage with Italian speakers and texts, reflecting on how interaction involves culture as well as language, and being aware of audience and context.

In Year 9 learning is characterised by consolidation and progression. Students work increasingly independently to analyse, reflect on and monitor their language learning and intercultural experiences; however, they still require guidance through modelling, scaffolding and monitoring.

Communicating

Socialising

Initiate and maintain interactions with others orally and in writing to discuss and compare events of significance in the lives of young people, including holidays, special events and travel, for example, Quest’anno per il mio compleanno ...; Vuoi venire alla mia festa di compleanno? Si, certo!/Mi dispiace, non posso/sono impegnato/a.; Come festeggiate il Capodanno? Di solito ci riuniamo con i nostri parenti e amici per la cena.; Usiamo Instagram per condividere delle foto.; Siete andati/e in vacanza quest’estate? Sono andato/a a Broome per dieci giorni.; Cosa fai durante le vacanze di Pasqua?; Cosa fanno gli italiani a Ferragosto? Dove sei andato/a per le vacanze? Sono stato/a dai nonni.

(ACLITC115)

Engage in individual and collaborative tasks, such as exchanging information, making arrangements or obtaining goods or services, for example, when travelling or in an Italian-speaking country, arranging an outing, purchasing souvenirs or using transport

(ACLITC116)

(ACLITC117)

Develop classroom language to contribute to structured discussions and reflect on learning experiences by making suggestions, asking questions for clarification and expressing agreement or disagreement, for example, (No) Non sono d'accordo.; È una buona idea.; Può ripetere?; Avete finito?; Posso ...

(ACLITC118)

Informing

Identify information and ideas from a range of texts related to aspects of their personal and social worlds, state opinions, compare views and present information in different formats to inform or interest others

(ACLITC119)

Convey information, ideas and opinions on texts related to aspects of their personal and social worlds, using different modes of presentation that take account of context, purpose and audience

(ACLITC120)

Creating

Respond to traditional and/or contemporary imaginative texts by summarising, expressing opinions, or modifying aspects, such as characters, events and/or ideas

(ACLITC121)

Create own imaginative texts in different modes and formats, using imaginary characters, to inform or entertain, or to convey experiences or express ideas

(ACLITC122)

Translating

Translate and interpret texts from Italian to English and vice versa, identifying how cultural concepts are embedded in language and explaining differences in meaning

(ACLITC123)

Reflecting

Engage with Italian speakers and texts, reflecting on how interaction involves culture as well as language and being aware of audience and context

(ACLITC125)

Reflect on the experience of learning and using Italian and how it might add a further dimension to own identity

(ACLITC126)

Understanding

Systems of language

Understand and use the features of the Italian sound system, through recognising some common interjections, for example, Allora …; Oh!, E?, Cioè, beh?, boh!, Uffa!, the differences in pronunciation of words with similar spelling, for example, sùbito, subito, and common cognate words in speech, for example, organizzazione, programmare, arrivare

(ACLITU127)

Generate language for a range of purposes in spoken and written texts, by extending understanding and use of context-related vocabulary and elements of the Italian grammatical system, including:

  • using common irregular noun plurals, for example, la città/le città; il dito/le dita, and common collective nouns, for example, la gente
  • beginning to use common regular superlative adjectives, for example, È bellissimo.
  • using adverbs of time and manner, for example, ieri, di solito
  • using articulated or simple prepositions to indicate destinations and directions, for example, in Italia, a Roma, al parco
  • using interrogatives, for example, Come si chiama il tuo migliore amico?; Quando hai cominciato a suonare il flauto?
  • beginning to use modal verbs, potere, volere and dovere, to indicate ability/willingness/necessity, for example, Non posso andare al cinema perché devo studiare.
  • using verbs in the present tense to indicate action in the present (including irregular verbs and reflexives), for example, Ci divertiamo molto insieme.
  • beginning to use verbs in the present perfect tense, for example, Siamo andati al festival sabato.
  • learning to use the imperfect tense of verbs in formulaic expressions, such as Il festival era divertente.

Continue to build metalanguage to talk about vocabulary and grammar concepts

(ACLITU128)

Apply understanding of the interrelationship between text structures and language features to different types of texts, including simple narrative, informative and persuasive texts

(ACLITU129)

Language variation and change

Analyse how Italian is used in varying ways to achieve different purposes

(ACLITU130)

Understand that language has power and changes over time as a result of influences, such as contact with other languages, globalisation and new technologies and knowledge

(ACLITU131)

Role of language and culture

Explore the ways in which language and culture are used to establish relationships, indicate social values and enhance intercultural exchange

(ACLITU133)

Achievement standard

To be developed in 2021 using (assessment) work sample evidence to ‘set’ standards through paired comparisons.



Year 10 Syllabus

Year Level Description

Year 10 Italian: Second Language builds on the skills, knowledge and understanding required of students to communicate in Italian developed in Year 9 and focuses on extending their oral and written communication skills and their understandings of the Italian language and culture. Students have a growing awareness of the wider world, including the diversity of languages, cultures and forms of intercultural communication. They are considering future pathways and prospects, including how Italian may feature in these.

Students communicate in Italian, initiating and participating in sustained interactions with others to exchange ideas, opinions, experiences and thoughts about making choices for today, and in the future. They engage in individual and collaborative tasks that involve debating with peers to exchange views and justify opinions, organising a forum or presenting a speech. Students identify information and ideas from texts related to aspects of their personal and social worlds, and establish how culture and context influence the presentation of ideas. They convey information, ideas and experiences, and compare diverse perspectives on texts related to aspects of their personal and social worlds, using different modes of presentation that take account of context, purpose and audience. Students respond to traditional and/or contemporary imaginative texts by discussing ideas, and considering how these relate to contemporary society and their culture. They create imaginative texts in different modes and formats to entertain, or express ideas, attitudes and/or perspectives.

Students understand the systems of the Italian language when encountered in spoken and written texts. They understand and use the features of the Italian sound system, through recognising and using some common interjections, and recognising and applying the differences in words with similar spelling. They generate language for a range of purposes in spoken and written texts by continuing to extend their understanding and use of context-related vocabulary and elements of the Italian grammatical system, including direct object and indirect object pronouns, using modal verbs, the conditional mood and the future tense. Students continue to build a metalanguage in Italian to talk about vocabulary and grammar concepts. They engage with Italian speakers and texts, recognising how their own cultural assumptions, practices and beliefs influence language and content, and choosing whether and how to make adjustments.

In Year 10, students are expanding the range and nature of their learning experiences, and the contexts in which they communicate with others, and are challenged to engage with some independent learning experiences. While they are becoming increasingly autonomous when using Italian in familiar contexts, they require continued scaffolding, modelling and monitoring when using the language in less familiar contexts.

Communicating

Socialising

Initiate and participate in sustained interactions with others orally and in writing to exchange ideas, opinions, experiences and thoughts about making choices for today and in the future, including health and physical activity, having a part-time job, learning a language and my future, for example, Cosa studierai l'anno prossimo e perché?; È difficile per te imparare l’italiano? A tuo parere ...?; Cosa fai per tenerti in forma?; È importante mangiare tanta verdura.; Quali sono i tuoi progetti per il futuro? Dopo la scuola, vorrei diventare ingegnere. E tu, cosa farai?; L’aspetto più interessante da capire è …; Internet ti aiuta con i tuoi studi d’italiano? Al contrario!

(ACLITC115)

Engage in individual and collaborative tasks, such as planning or debating with peers to initiate a school campaign to promote awareness of a wellbeing issue for teenagers, or organising a real or simulated forum to raise awareness of the use of social media at school, or presenting a speech on their language learning experiences

(ACLITC116)

(ACLITC117)

Use classroom language to question, elicit and  offer opinions, compare ideas and participate in reflective activities and evaluations, for example, A mio parere ...; Secondo me ...; Non sono d'accordo.; Dopotutto ...; Va detto ...

(ACLITC118)

Informing

Identify information and ideas from a range of texts related to aspects of their personal and social worlds, and establish how culture and context influence the presentation of ideas

(ACLITC119)

Convey information, ideas and experiences, and compare diverse perspectives on texts related to aspects of their personal and social worlds, using different modes of presentation that take account of context, purpose and audience

(ACLITC120)

Creating

Respond to traditional and/or contemporary imaginative texts by discussing ideas and considering how these relate to contemporary society and own culture

(ACLITC121)

Create own imaginative texts in different modes and formats, using imaginary characters, places and/or experiences, to entertain, or express ideas, attitudes and/or perspectives

(ACLITC122)

Translating

Translate and interpret texts from Italian to English and vice versa, identifying how cultural concepts are embedded in language and explaining differences in meaning

(ACLITC123)

Reflecting

Engage with Italian speakers and texts, recognising how own cultural assumptions, practices and beliefs influence language and content, and choosing whether and how to make adjustments

(ACLITC125)

Reflect on the experience of learning and using Italian and how it might add a further dimension
to own identity

(ACLITC126)

Understanding

Systems of language

Understand and use the features of the Italian sound system, through recognising and using some common interjections, for example, Oh!, E?, Cioè, Ahimè, Ohimè, Uffa!, and recognising and applying the differences in pronunciation of words with similar spelling, for example, sùbito, subito

(ACLITU127)

Generate language for a range of purposes in spoken and written texts, by continuing to extend understanding and use of context-related vocabulary and elements of the Italian grammatical system, including:

  • applying rules of inclusion/omission of definite articles, for example, mio padre and il mio papà; Buongiorno signora …; È la signora …
  • beginning to use possessive and demonstrative pronouns, for example, Questa è la mia bicicletta, quella è la tua.
  • recognising direct object pronouns and indirect object pronouns
  • using adverbs to modify meaning of verbs and adjectives, such as molto, troppo, abbastanza, for example, Devo studiare molto.
  • beginning to use the future tense
  • using the conditional mood in modelled sentences and formulaic expressions, for example, Mi piacerebbe molto studiare in Italia.
  • recognising the impersonal si, for example, Quali lingue si parlano in Australia?
  • using prepositions to introduce additional information when describing actions, people and objects, including articulated prepositions, for example, Vado in palestra per allenarmi.; Andrò negli Stati Uniti prima di cominciare all’università.
  • using modal verbs, potere, volere and dovere, to indicate ability/willingness/necessity, for example, Perché vuoi continuare a studiare l’italiano?; Vorrei andare negli Stati Uniti prima di cominciare all’università.
  • using the relative pronoun che to form complex sentences, for example, La città che ho visitato era bellissima.
  • beginning to use disjunctive pronouns in formulaic expressions, for example, Secondo  me ... ; A te piace ...?

Continue to build metalanguage to talk about vocabulary and grammar concepts

(ACLITU128)

Apply understanding of the interrelationship between text structures and language features to different types of texts, including simple narrative, informative and persuasive texts

(ACLITU129)

Language variation and change

Analyse how Italian is used in varying ways to achieve different purposes, and changes over time and place

(ACLITU130)

Understand that language has power and changes over time as a result of contact with other languages and with influences, such as globalisation and new technologies and knowledge

(ACLITU131)

Role of language and culture

Explore the nature of the relationship between language, culture and communication and how it impacts on attitudes and beliefs

(ACLITU133)

Achievement standard

To be developed in 2021 using (assessment) work sample evidence to ‘set’ standards through paired comparisons.



language functionsproductive language useunderstandingform-focused learning activitiestalkintensifiersphonicsmediumromanisationsynchronousintercultural language teaching and learningnounsuffixsocialisinggenreimaginative textsperformancegrapho-phonic knowledgefluencynarrativecognatesaccuracypurposeful learningidiomatic expressionsinformative textsreceptive languagetext processing strategiesmedia textsparalanguagelearning trajectorycreatingdialectcharactersinterpretquestionpragmaticsauthentic (texts/materials)adjectivediasporainformingtaskscriptdecodehomophoneprefixlanguage comprehensionculturemultimodal textadverbtext structurefillercommunicationlanguage patternsdigraphtextual features/textual conventionsmorphologyclauselexical cohesionreflectingfirst languagetoneoracyreaddirectionalitytext types (genres)code-switchinginputword borrowinglanguagestereotypemodeliteracy resourcescollocationbackground languagecomprehension strategiesmodal verbfacetextcommunicatingintercultural capabilitypredictioncomplexityreciprocatinginfinitivelanguage specificityhonorificpersuasive textscompound sentenceaccent markspronunciationintonationpedagogybilingualismtranslatinglanguage variation and changemorphemesyntaxtranslationspeakaudienceadverbialcontextsemantic knowledgeskimmingde-centreprepositionroot of a wordcohesionmediatephonological awarenessstressrole of language and culturemnemonicregisterverbencodecuesframingcomposingcontentphonemesecond languagelanguage featuresformulaic languagescanningcomprehension/comprehendingconjunctionbiographyenunciationdipthongscreatemacro skillscharacter componentsdigital textsidentitydigital mediapronounaccentalliterationmetalanguageconventionnarrative devicesauthororthographylanguage systems/systems of languageconcrete languagecomplex sentencecommunicative competenceauxiliary verbscaffolding
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