Search

ACLITU032

Experiment with pronunciation and intonation and use rules of spelling

Elaborations ScOT Terms

Elaboration (6) ACLITC066

using monolingual and bilingual dictionaries and word lists to assist in developing meaning

Elaboration ACLITC011

viewing images of home, school and neighbourhood in Italy and Australia, and choosing from word lists to express reactions

Elaboration ACLITC048

creating bilingual texts such as invitations to class or school events, posters to advertise an upcoming event, charts and lists to inform a range of audiences

Elaboration (1) ACLITU127

recognising the differences in pronunciation of words with similar spelling, for example, sùbito, subito

Elaboration (5) ACLITC081

using dictionaries effectively and accessing reference materials such as word lists and grammar references in print and online resources to assist and refine understanding of content

Elaboration (1) ACLITC104

making and using glossary lists for different purposes and people , for example children, international students, visitors, and learning how to use print and digital dictionaries

Elaboration (5) ACLITC001

answering simple questions with short spoken and written responses and using flashcards, word lists, posters, photos and multimedia slides, for example, Quanti anni hai? Hai un animale?

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

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 …

Curriculum Types

Curriculum Elements Types

General Capabilities