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)

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)

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

(ACLITU114)