Achievement Standard Italian Years 7 and 8

By the end of Year 8, students use spoken and written Italian to interact in a range of personal and social contexts. They describe or present people, places, events or conditions; discuss likes, dislikes and preferences; present information; recount …

Achievement Standard | Achievement Standards | Years 7 and 8 | Years F–10 Sequence | Italian | Languages | F-10 curriculum

ACLITC058

Initiate and maintain social interaction with peers and known adults by seeking and offering ideas, thoughts and feelings about people, events and experiences[Key concepts: relationship, experience, community; Key processes: sharing perspectives, exchanging, …

Elaborations ScOT Terms

ACLITC058 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Italian | Languages | F-10 curriculum

Elaboration (1) ACLITU035

choosing appropriate formal and informal language for greetings, farewells and good wishes in social interactions, for example, Ciao Angela/Buongiorno Signora. Come stai?/Come sta? Questo/a è … ti presento ... Piacere!

Elaboration (1) | ACLITU035 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Italian | Languages | F-10 curriculum

Elaboration (1) ACLITC065

creating and performing own texts which reflect Italian cultural behaviours, attitudes and social conventions (for example, writing the script and creating a video recording to introduce aspects of family life, school life, local community life or virtual …

Elaboration (1) | ACLITC065 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Italian | Languages | F-10 curriculum

Elaboration (6) ACLITC077

debating pros and cons related to topics such as adolescenti a dieta or the l’uso dei social media, for example, Sono pro/contro ... perché ... Di pro/contro c’è

Elaboration (6) | ACLITC077 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Italian | Languages | F-10 curriculum

Elaboration (1) ACLITC083

investigating the social context in which a text was created and how these factors influenced the ideas and expression of the text, for example, considering the author’s background, prior or related events and figures of importance, for example, Mi piace …

Elaboration (1) | ACLITC083 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Italian | Languages | F-10 curriculum

Elaboration (2) ACLITU095

explaining how certain sentence structures reveal differences in social status, cultural background and generation, for example, use of voi form instead of Lei in Nonno, cosa pensate di questo?

Elaboration (2) | ACLITU095 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Italian | Languages | F-10 curriculum

Elaboration (2) ACLITC084

creating reflective texts to present feelings about themes of personal or social relevance, such as friendships/relationships and contemporary issues, Mi fa paura. Mi fa arrabbiare. Mi sorprende. Mi dà coraggio. Non sopporto la violenza dell’uomo sulla …

Elaboration (2) | ACLITC084 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Italian | Languages | F-10 curriculum

Elaboration ACLITC082

using models of media texts such as television reports, video clips and social media to create informative texts in spoken and written form, to achieve different purposes, for example, to persuade, to entertain or to inspire, such as a weather report, …

Elaboration | ACLITC082 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Italian | Languages | F-10 curriculum