Foundation to Year 2 Italian

The nature of the learners Children enter the early years of schooling with established communication skills in one or more languages and varying degrees of early literacy capability. For young students, learning typically focuses on their immediate …

Foundation to Year 2 | Years F–10 Sequence | Italian | Languages | F-10 curriculum

Years 3 and 4 Italian

The nature of the learners At this level, children are developing awareness of their social worlds and of their memberships of various groups including the Italian class. They are developing literacy capabilities in English, such as writing in the Roman …

Years 3 and 4 | Years F–10 Sequence | Italian | Languages | F-10 curriculum

Years 5 and 6 Italian

The nature of the learners Students are expanding their social networks, experiences and communicative repertoires in both their first language and Italian. They continue to need guidance and participate in structured, collaborative tasks that both recycle …

Years 5 and 6 | Years F–10 Sequence | Italian | Languages | F-10 curriculum

Years 7 and 8 Italian

The nature of the learners These years represent a transition to secondary school. Students in this pathway are continuing to study Italian, bringing with them an established capability to interact in different situations, to engage with a variety of …

Years 7 and 8 | Years F–10 Sequence | Italian | Languages | F-10 curriculum

Years 9 and 10 Italian

The nature of the learners At this level, students bring existing knowledge of Italian language and culture and a range of language learning strategies to their learning. They are increasingly aware of the world beyond …

Years 9 and 10 | Years F–10 Sequence | Italian | Languages | F-10 curriculum

Achievement Standard Italian Foundation to Year 2

By the end of Year 2, students use Italian to communicate with their teacher and peers through action-related talk and play. They demonstrate comprehension by responding both verbally and non-verbally. They imitate simple words and phrases. They respond …

Achievement Standard | Achievement Standards | Foundation to Year 2 | Years F–10 Sequence | Italian | Languages | F-10 curriculum

Achievement Standard Italian Years 3 and 4

By the end of Year 4, students comprehend a range of spoken, written, and multimodal texts on familiar topics, including home life, friends and classroom activities. They use Italian to communicate and to interact, for example, to exchange greetings and …

Achievement Standard | Achievement Standards | Years 3 and 4 | Years F–10 Sequence | Italian | Languages | F-10 curriculum

Achievement Standard Italian Years 5 and 6

By the end of Year 6, students interact using spoken and written Italian to describe and give information about themselves, family, friends, home and school routines, experiences, interests, preferences and choices. They share aspects of their environment, …

Achievement Standard | Achievement Standards | Years 5 and 6 | Years F–10 Sequence | Italian | Languages | F-10 curriculum

Achievement Standard Italian Years 7 and 8

By the end of Year 8, students use spoken and written Italian to interact in a range of personal and social contexts. They describe or present people, places, events or conditions; discuss likes, dislikes and preferences; present information; recount …

Achievement Standard | Achievement Standards | Years 7 and 8 | Years F–10 Sequence | Italian | Languages | F-10 curriculum

ACLITU017

Recognise that Italian and English borrow words from each other

Elaborations ScOT Terms

ACLITU017 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Italian | Languages | F-10 curriculum

ACLITU019

Notice and reflect (mainly in English) on different cultural practices and the specific ways of using language in different cultures

Elaborations ScOT Terms

ACLITU019 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Italian | Languages | F-10 curriculum

ACLITC028

Translate texts to compare meanings and share understandings about aspects of Italian language and culture that are different from English[Key concepts: translation, comparison; Key processes: translating, explaining]

Elaborations ScOT Terms

ACLITC028 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Italian | Languages | F-10 curriculum

ACLITU075

Understand the value of communicating within and across languages, and discuss the interrelationship between Italian, English and other languages

Elaborations ScOT Terms

ACLITU075 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Italian | Languages | F-10 curriculum

Elaboration ACLITC009

identifying when Italian or English is being used in the classroom

Elaboration | ACLITC009 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Italian | Languages | F-10 curriculum

Elaboration (1) ACLITC009

comparing Italian and English songs and rhymes, noticing similarities and differences, for example, in numbers, in some words for family, animals and toys

Elaboration (1) | ACLITC009 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Italian | Languages | F-10 curriculum

Elaboration ACLITC010

collecting Italian and English words that are the same (for example, banana or similar, for example, pigiama

Elaboration | ACLITC010 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Italian | Languages | F-10 curriculum

Elaboration (1) ACLITC010

collecting Italian words used in English, for example, ciao, opera, pasta, spaghetti

Elaboration (1) | ACLITC010 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Italian | Languages | F-10 curriculum

Elaboration (2) ACLITC011

noticing similarities and differences in language use in Italian and English

Elaboration (2) | ACLITC011 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Italian | Languages | F-10 curriculum

Elaboration (1) ACLITU013

pronouncing the Italian alphabet, particularly vowel sounds, rolled ‘r’, the ‘c’ as in ciao and the ‘ch’ as in chi?, noticing similarities and differences with English

Elaboration (1) | ACLITU013 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Italian | Languages | F-10 curriculum

Elaboration (1) ACLITU014

noticing that Italian words end mostly with vowels to mark gender and number; observing that some words which do not end with a vowel are the same in English, for example, computer, robot, yogurt, sport

Elaboration (1) | ACLITU014 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Italian | Languages | F-10 curriculum