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

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

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

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

Elaboration ACLITU017

noticing words in Italian that are the same as in English, for example, computer, sport

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

Elaboration (2) ACLITU017

observing that some of the Italian words which do not end with a vowel are also used in English, for example, robot, yogurt

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