Year 7 SyllabusTest
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.
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
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!
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
Convey information and ideas from a range of texts related to aspects of their personal and social worlds, using different modes of presentation
Creating
Respond to imaginative texts by describing aspects, such as characters, events and/or key ideas
Create simple own or shared imaginative texts by reinterpreting or adapting familiar texts and/or using modelled structures and language
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
Reflecting
Reflect on own and others’ responses to interactions and intercultural experiences, and use these reflections to improve intercultural communication
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
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
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
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
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
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
Role of language and culture
Explore the relationship between language and culture
Achievement Standard
At standard, students use familiar language when participating in spoken and written interactions to exchange information about self, family and friends, and interests, and in classroom tasks and routines. They identify and use some information, including topic, gist and some specific points of information in Italian texts. Students convey, in a variety of ways, simple information and ideas from texts related to aspects of their personal and social worlds. They describe aspects of Italian imaginative texts, and use familiar and modelled language to create simple texts adapted from familiar imaginative texts. Students translate, with a satisfactory level of accuracy, familiar phrases and short texts, identifying some words or phrases that do not translate easily across languages. They reflect on aspects of language, culture, personal identity and experiences of learning a language, and how these may impact on intercultural communication.
Students apply most features of the Italian sound system with a high level of achievement when using familiar vocabulary and expressions related to self, family and friends and interests. They apply most features of the Italian writing system, including rules of grammar, spelling and punctuation, with a satisfactory level of accuracy, to write short texts in Italian. Students use familiar grammatical terms to talk about how language works. They identify some features of Italian that may need to be adjusted to suit different situations and relationships, and use most features and structures associated with familiar text types, to make comparisons between similar texts in Italian and English. They identify examples of the relationship between language and culture, and the place of Italian in the local, national and global context.
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.