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
Elaboration (2) ACLITC002
playing games, for example, counting games, sorting and order games, number games, tombola
Elaboration (2) | ACLITC002 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Italian | Languages | F-10 curriculum
Elaboration (2) ACLITU051
understanding that there are both grave, for example è and acute for example, perché accents and learning to insert these into their work electronically
Elaboration (2) | ACLITU051 | Content Descriptions | 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 7 and 8 Italian
The nature of the learners Students are beginning their study of Italian and typically have had little prior exposure to the language and associated cultures. Many will have learnt an additional language in primary school, some have proficiency in different …
Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Italian | Languages | F-10 curriculum
Years 9 and 10 Italian
The nature of the learners Students have prior experience of learning Italian and bring a range of capabilities, strategies and knowledge that can be applied to new learning. They are expanding the range and nature of their learning experiences and of …
Years 9 and 10 | Years 7–10 (Year 7 Entry) 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
Elaboration (3) ACLITU093
analysing samples of Italian language captured in different contexts in which Italian is used, and identifying influences of other languages and cultures
Elaboration (3) | ACLITU093 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Italian | Languages | F-10 curriculum
Context statement Italian
The place of the Italian language and culture in Australia and the world Italian, also known as Standard Italian or italiano standard, is the official language of Italy, the Vatican City, San Marino and parts of Switzerland. It is also …
Context statement | 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
Elaboration (2) ACLITC001
naming family members and friends, for example, mio fratello Carlo; il papà Tom
Elaboration (2) | ACLITC001 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Italian | Languages | F-10 curriculum
Elaboration (2) ACLITC004
using simple gestures to add emphasis to expressions such as sì, no, bene!, così così
Elaboration (2) | ACLITC004 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Italian | Languages | F-10 curriculum
Elaboration (2) ACLITC005
identifying words in written Italian
Elaboration (2) | ACLITC005 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Italian | Languages | F-10 curriculum
Elaboration (2) ACLITC006
participating in ‘show and tell’, for example, Questa è la mia bambola. Si chiama Teresa
Elaboration (2) | ACLITC006 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Italian | Languages | F-10 curriculum
Elaboration (2) ACLITC007
illustrating a shared class big book, for example, È un uccello. È verde. L’uccello vola. La farfalla è gialla. La rana è verde. La zebra è bianca e nera
Elaboration (2) | ACLITC007 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Italian | Languages | F-10 curriculum
Elaboration (2) ACLITC008
matching or sequencing pictures to create a story
Elaboration (2) | ACLITC008 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Italian | Languages | F-10 curriculum
Elaboration (2) ACLITC009
explaining to others the meanings of particular words and when they are used, for example, ciao
Elaboration (2) | ACLITC009 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Italian | Languages | F-10 curriculum
Elaboration (2) ACLITC010
creating a picture dictionary
Elaboration (2) | 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 (2) ACLITU013
noticing that words which have accents stress the final letter, for example, papà, città
Elaboration (2) | ACLITU013 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Italian | Languages | F-10 curriculum