Year 10 SyllabusTest
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!
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
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 ...
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
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
Creating
Respond to traditional and/or contemporary imaginative texts by discussing ideas and considering how these relate to contemporary society and own culture
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
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
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
Reflect on the experience of learning and using Italian and how it might add a further dimension
to own identity
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
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
Apply understanding of the interrelationship between text structures and language features to different types of texts, including simple narrative, informative and persuasive texts
Language variation and change
Analyse how Italian is used in varying ways to achieve different purposes, and changes over time and place
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
Role of language and culture
Explore the nature of the relationship between language, culture and communication and how it impacts on attitudes and beliefs
Achievement standard
To be developed in 2021 using (assessment) work sample evidence to ‘set’ standards through paired comparisons.
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.