Year 9 SyllabusTest
Year 9 Syllabus
Year Level Description
Year 9 Italian: Second Language builds on the skills, knowledge and understanding required of students to communicate in Italian developed in Year 8 and focuses on extending their oral and written communication skills and their understandings of Italian language and culture. They expand the range and nature of their learning experiences, and the contexts within which they communicate with others.
Students communicate in Italian, initiating and maintaining interactions with others to discuss and compare events of significance in the lives of young people, including holidays, special events and travel. They engage in individual and collaborative tasks that involve exchanging information, making arrangements or obtaining goods or services. Students identify information and ideas from texts related to aspects of their personal and social worlds, comparing views and presenting information to inform or interest others. They convey information, ideas and opinions using different modes of presentation that take account of context, purpose and audience. Students respond to traditional and/or contemporary imaginative texts by summarising, expressing opinions, or modifying aspects. They create imaginative texts to inform or entertain, or to convey experiences or express ideas.
Students better understand the systems of the Italian language when encountered in spoken and written texts. They increase control of regular and irregular elements of the Italian sound system, through recognising some common interjections, the differences in pronunciation of words with similar spelling, and common cognate words in speech. They generate language for a range of purposes in spoken and written texts by extending their understanding and use of context-related vocabulary and elements of the Italian grammatical system, including adverbs of time, articulated or simple prepositions, modal verbs and the present perfect and imperfect tenses. Students continue to build a metalanguage in Italian to talk about vocabulary and grammar concepts. They engage with Italian speakers and texts, reflecting on how interaction involves culture as well as language, and being aware of audience and context.
In Year 9 learning is characterised by consolidation and progression. Students work increasingly independently to analyse, reflect on and monitor their language learning and intercultural experiences; however, they still require guidance through modelling, scaffolding and monitoring.
Communicating
Socialising
Initiate and maintain interactions with others orally and in writing to discuss and compare events of significance in the lives of young people, including holidays, special events and travel, for example, Quest’anno per il mio compleanno ...; Vuoi venire alla mia festa di compleanno? Si, certo!/Mi dispiace, non posso/sono impegnato/a.; Come festeggiate il Capodanno? Di solito ci riuniamo con i nostri parenti e amici per la cena.; Usiamo Instagram per condividere delle foto.; Siete andati/e in vacanza quest’estate? Sono andato/a a Broome per dieci giorni.; Cosa fai durante le vacanze di Pasqua?; Cosa fanno gli italiani a Ferragosto? Dove sei andato/a per le vacanze? Sono stato/a dai nonni.
Engage in individual and collaborative tasks, such as exchanging information, making arrangements or obtaining goods or services, for example, when travelling or in an Italian-speaking country, arranging an outing, purchasing souvenirs or using transport
Develop classroom language to contribute to structured discussions and reflect on learning experiences by making suggestions, asking questions for clarification and expressing agreement or disagreement, for example, (No) Non sono d'accordo.; È una buona idea.; Può ripetere?; Avete finito?; Posso ...
Informing
Identify information and ideas from a range of texts related to aspects of their personal and social worlds, state opinions, compare views and present information in different formats to inform or interest others
Convey information, ideas and opinions 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 summarising, expressing opinions, or modifying aspects, such as characters, events and/or ideas
Create own imaginative texts in different modes and formats, using imaginary characters, to inform or entertain, or to convey experiences or express ideas
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, reflecting on how interaction involves culture as well as language and being aware of audience and context
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 some common interjections, for example, Allora …; Oh!, E?, Cioè, beh?, boh!, Uffa!, the differences in pronunciation of words with similar spelling, for example, sùbito, subito, and common cognate words in speech, for example, organizzazione, programmare, arrivare
Generate language for a range of purposes in spoken and written texts, by extending understanding and use of context-related vocabulary and elements of the Italian grammatical system, including:
- using common irregular noun plurals, for example, la città/le città; il dito/le dita, and common collective nouns, for example, la gente
- beginning to use common regular superlative adjectives, for example, È bellissimo.
- using adverbs of time and manner, for example, ieri, di solito
- using articulated or simple prepositions to indicate destinations and directions, for example, in Italia, a Roma, al parco
- using interrogatives, for example, Come si chiama il tuo migliore amico?; Quando hai cominciato a suonare il flauto?
- beginning to use modal verbs, potere, volere and dovere, to indicate ability/willingness/necessity, for example, Non posso andare al cinema perché devo studiare.
- using verbs in the present tense to indicate action in the present (including irregular verbs and reflexives), for example, Ci divertiamo molto insieme.
- beginning to use verbs in the present perfect tense, for example, Siamo andati al festival sabato.
- learning to use the imperfect tense of verbs in formulaic expressions, such as Il festival era divertente.
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
Understand that language has power and changes over time as a result of influences, such as contact with other languages, globalisation and new technologies and knowledge
Role of language and culture
Explore the ways in which language and culture are used to establish relationships, indicate social values and enhance intercultural exchange
Achievement standard
At standard, students use mostly familiar language when participating in spoken and written interactions in Italian to describe and discuss events of significance in the lives of young people, and to reflect on learning experiences. They identify and present information and ideas, opinions and views in Italian texts to inform or interest others and convey these considering audience, purpose and context. They attempt to modify aspects of Italian imaginative texts and adapt familiar language to create own imaginative texts that convey experiences and ideas, to inform or entertain. When translating and interpreting texts, students identify how culture is embedded in language and they describe differences in meaning. They identify aspects of language, culture, personal identity and experiences of learning Italian, and how these may help when engaging with Italian speakers and texts.
Students apply the regular and irregular features of the Italian sound system with a reasonable degree of control. When speaking or writing in Italian, they use familiar vocabulary related to events of significance in the lives of young people, and use elements of grammar, spelling and punctuation, with a satisfactory level of accuracy. Students use some metalanguage to describe grammatical forms and functions. They describe the relationship between text structures and language features in texts. Students identify varying ways Italian language and culture are used to establish relationships and in intercultural exchange.
Year Level Description
Year 9 Italian: Second Language builds on the skills, knowledge and understanding required of students to communicate in Italian developed in Year 8 and focuses on extending their oral and written communication skills and their understandings of Italian language and culture. They expand the range and nature of their learning experiences, and the contexts within which they communicate with others.
Students communicate in Italian, initiating and maintaining interactions with others to discuss and compare events of significance in the lives of young people, including holidays, special events and travel. They engage in individual and collaborative tasks that involve exchanging information, making arrangements or obtaining goods or services. Students identify information and ideas from texts related to aspects of their personal and social worlds, comparing views and presenting information to inform or interest others. They convey information, ideas and opinions using different modes of presentation that take account of context, purpose and audience. Students respond to traditional and/or contemporary imaginative texts by summarising, expressing opinions, or modifying aspects. They create imaginative texts to inform or entertain, or to convey experiences or express ideas.
Students better understand the systems of the Italian language when encountered in spoken and written texts. They increase control of regular and irregular elements of the Italian sound system, through recognising some common interjections, the differences in pronunciation of words with similar spelling, and common cognate words in speech. They generate language for a range of purposes in spoken and written texts by extending their understanding and use of context-related vocabulary and elements of the Italian grammatical system, including adverbs of time, articulated or simple prepositions, modal verbs and the present perfect and imperfect tenses. Students continue to build a metalanguage in Italian to talk about vocabulary and grammar concepts. They engage with Italian speakers and texts, reflecting on how interaction involves culture as well as language, and being aware of audience and context.
In Year 9 learning is characterised by consolidation and progression. Students work increasingly independently to analyse, reflect on and monitor their language learning and intercultural experiences; however, they still require guidance through modelling, scaffolding and monitoring.