Elaboration (1) ACLITU017
noticing Italian words and phrases used in everyday life in Australia, for example, in the world of food (gelato, spaghetti), music (opera, forte, piano) and the arts (fresco)
Elaboration (1) | ACLITU017 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Italian | Languages | F-10 curriculum
Elaboration (4) ACLITC006
describing aspects of their immediate world by drawing and writing captions, such as: people, for example, Ecco la mamma/mio fratello; É la mamma, Mario è il mio amico objects, for example, Ho dieci matite. Ho la bambola, Si chiama Belindafamily celebrations, …
Elaboration (4) | ACLITC006 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Italian | Languages | F-10 curriculum
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 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
Elaboration ACLITU032
developing pronunciation between sound blends in Italian in comparison to English, for example, sc followed by h or i/e (schiavo, piscine, pesce); letter combinations such as gn in lavagna and gnocchi, and gl in figlio and famiglia
Elaboration | ACLITU032 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Italian | Languages | F-10 curriculum
Elaboration (3) ACLITU037
identifying cognates, for example, nouns such as cioccolata, cinema, pera, parco and stazione; adjectives such as intelligente and interessante; and verbs such as arrivare, studiare, telefonare and visitare
Elaboration (3) | ACLITU037 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Italian | Languages | F-10 curriculum
Elaboration (4) ACLITC027
creating greeting cards, for example, Caro/Cara …; … Saluti da …
Elaboration (4) | ACLITC027 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Italian | Languages | F-10 curriculum
Elaboration (7) ACLITU033
expressing preferences and reasons for preferences, for example, mi piace ... perché
Elaboration (7) | ACLITU033 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Italian | Languages | F-10 curriculum
Elaboration (12) ACLITU033
using suffixes to add nuance, for example, -ino (fratellino, piccolino) or -etto (poveretto, casetta)
Elaboration (12) | ACLITU033 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Italian | Languages | F-10 curriculum
Elaboration ACLITC029
creating simple bilingual texts for different purposes and audiences, for example, school/classroom signs, captions for a school event or a class/school display of ‘homes around the world’ or ‘classrooms around the world’
Elaboration | ACLITC029 | Content Descriptions | Years 3 and 4 | 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 (1) ACLITC011
noticing, recalling and responding to teacher prompts, such as Cosa vedi? Cosa pensi di …?
Elaboration (1) | ACLITC011 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Italian | Languages | F-10 curriculum
Elaboration (3) ACLITU014
observing gender in patterns of naming, for example, Paolo/Paola, Alessandro/Alessandra
Elaboration (3) | ACLITU014 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Italian | Languages | F-10 curriculum
Elaboration (1) ACLITC024
generating questions such as Quanti … A che ora? Dov’ è la festa?
Elaboration (1) | ACLITC024 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Italian | Languages | F-10 curriculum
Elaboration (1) ACLITU051
learning to pronounce z and t sounds
Elaboration (1) | ACLITU051 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Italian | Languages | F-10 curriculum
Elaboration (1) ACLITU033
observing gender in patterns of naming, for example, Paolo/Paola and Alessandro/Alessandra, but that Luca, Andrea and Simone are all male names in Italian
Elaboration (1) | ACLITU033 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Italian | Languages | F-10 curriculum
Elaboration ACLITU018
understanding that Italian is the national language of Italy and is spoken in Italian-speaking communities around the world
Elaboration | ACLITU018 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Italian | Languages | F-10 curriculum