Elaboration (4) ACLITU032
applying punctuation and capitalisation rules when writing, for example, omission of capitals with days of the week and months of the year
Elaboration (4) | ACLITU032 | Content Descriptions | Years 3 and 4 | 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 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
Elaboration (4) ACLITC001
indicating possession (as set phrases), for example, la mia penna, il mio cane, il mio papà, la mia mamma
Elaboration (4) | ACLITC001 | 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
Elaboration (4) ACLITC007
taking on the persona of a character through play
Elaboration (4) | ACLITC007 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Italian | Languages | F-10 curriculum
Elaboration (4) ACLITU014
exploring how to use singular and plural forms
Elaboration (4) | ACLITU014 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Italian | Languages | F-10 curriculum
Elaboration (4) ACLITC020
describing time, including days of the week and months, as well as ieri, oggi, domani, ora, dopo; Che ore sono? Sono le … Quando? Venerdì, Alle dieci
Elaboration (4) | ACLITC020 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Italian | Languages | F-10 curriculum
Elaboration (4) ACLITC023
praising and complimenting, for example, Bravo/a! Ottimo! È bello/molto bello! Esatto!
Elaboration (4) | ACLITC023 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Italian | Languages | F-10 curriculum
Elaboration (4) ACLITC024
asking and responding to questions that address information such as participants, characteristics of a person, and dates, times and locations of events of interest to the class, for example, la domenica; il dieci giugno; ha trentasette anni; è alto e …
Elaboration (4) | ACLITC024 | 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 (4) ACLITC030
noticing how their own language use influences expectations about Italian language use, such as seeing word order as ‘back to front’, for example, la macchina rossa = the red car
Elaboration (4) | ACLITC030 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Italian | Languages | F-10 curriculum
Elaboration (4) ACLITU033
using personal pronouns in context, for example, Chi ha finito? Io!
Elaboration (4) | ACLITU033 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Italian | Languages | F-10 curriculum
Elaboration (4) ACLITU038
observing the connection between some names and regional and family connections or religion
Elaboration (4) | ACLITU038 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Italian | Languages | F-10 curriculum
Elaboration (4) ACLITC039
asking about personal preferences, for example, Quale materia ti piace? Mi piace … /Non mi piace …, È facile/È difficile. Quale sport fai? E tu? Bravissimo! Eccezionale!
Elaboration (4) | ACLITC039 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Italian | Languages | F-10 curriculum
Elaboration (4) ACLITC042
participating in a class dis cussion on a theme, activity or experience, for example, La musica di … è più interessante di … Secondo me …
Elaboration (4) | ACLITC042 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Italian | Languages | F-10 curriculum
Elaboration (4) ACLITC043
viewing documentaries about Australian/Italian cities or the natural environment to complete a list of facts or to collect information to discuss and compare with peers
Elaboration (4) | ACLITC043 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Italian | Languages | F-10 curriculum
Elaboration (4) ACLITC047
observing and reporting on the Italian language present in the Australian community, for example, noticing public signs in Italian, texts such as magazines and television programs, and computer games
Elaboration (4) | ACLITC047 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Italian | Languages | F-10 curriculum
Elaboration (4) ACLITU052
expressing positive and negative preferences using adverbs to intensify the meaning, for example, Mi piace molto la cioccolata; Non mi piace tanto ballare
Elaboration (4) | ACLITU052 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Italian | Languages | F-10 curriculum
Elaboration (4) ACLITC059
negotiating options, for example, Vuoi fare un giro in bicicletta? Posso/non posso. Oggi no, domani sì. Forse sì/no. Vengo più tardi. Come possiamo contribuire al progetto di solidarietà con...?
Elaboration (4) | ACLITC059 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Italian | Languages | F-10 curriculum