Year 8 SyllabusTest
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.
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
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!
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
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
Creating
Respond to imaginative texts by describing and discussing aspects, such as characters, events and/or ideas
Create own or shared imaginative texts by experimenting with different modes and formats, and creating moods and effects suitable for different audiences
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
Reflecting
Engage with Italian speakers and texts, reflecting on how interaction involves culture as well as language
Reflect on own identity, including identity as a learner and user of Italian, through experiences or in attitudes to culture and intercultural communication
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
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
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
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
Understand the dynamic nature of Italian, and how it influences and is influenced by other languages and cultures
Role of language and culture
Explore the relationship between language and significant cultural values or practices in Italian, English and other languages
Achievement Standard
At standard, students use mostly familiar language when participating in spoken and written interactions to exchange information in Italian about their home, school and social life, and in classroom tasks and routines. They identify and use most key information and some supporting ideas and detail in Italian texts related to aspects of their personal and social worlds, and convey these in a variety of ways. They describe aspects of Italian imaginative texts and use modelled language to adapt and create simple imaginative texts. Students translate short texts with a satisfactory level of accuracy, identifying some variations across different translations of a text. They reflect on aspects of language, culture, personal identity and experiences of learning a language, and how these may influence communication.
Students apply most features of the Italian sound and writing systems with a high level of accuracy when using familiar vocabulary and expressions about home, school and social life, and with a satisfactory level of accuracy when using less-familiar language. They use elements of grammar, spelling and punctuation, with a satisfactory level of accuracy, to write short texts in Italian. Students use some metalanguage when discussing aspects of language learning. They use most structures and some language features associated with familiar text types. They identify some features of Italian that may need to be adjusted to suit different situations and relationships, and examples of how languages change and are influenced by each other.
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.