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)

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)

Explore the relationship between language and culture

(ACLITU114)