Achievement Standard Italian Years 3 and 4

By the end of Year 4, students comprehend a range of spoken, written, and multimodal texts on familiar topics, including home life, friends and classroom activities. They use Italian to communicate and to interact, for example, to exchange greetings and …

Achievement Standard | Achievement Standards | Years 3 and 4 | Years F–10 Sequence | Italian | Languages | F-10 curriculum

Achievement Standard Italian Years 5 and 6

By the end of Year 6, students interact using spoken and written Italian to describe and give information about themselves, family, friends, home and school routines, experiences, interests, preferences and choices. They share aspects of their environment, …

Achievement Standard | Achievement Standards | Years 5 and 6 | Years F–10 Sequence | Italian | Languages | F-10 curriculum

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

ACLITC005

Locate specific items of information in texts using early literacy skills[Key concepts: text, observation, number, meaning; Key processes: noticing, decoding, selecting]

Elaborations ScOT Terms

ACLITC005 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Italian | Languages | F-10 curriculum

Elaboration (1) ACLITU037

recognising that there is the standard language called ‘Italian’ as well as a number of different dialects spoken throughout Italy and the Italian diaspora, and that these may be used in hybrid ways

Elaboration (1) | ACLITU037 | Content Descriptions | Years 3 and 4 | 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 (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

Elaboration (1) ACLITC088

considering how their identity has changed over time, based on experiences recorded in a journal throughout the school year

Elaboration (1) | ACLITC088 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Italian | Languages | F-10 curriculum

Elaboration ACLITC077

corresponding with peers throughout the year (for example, by phone, Skype, email or wikis) to build relationships and share views about home, school, lifestyle, leisure activities and interests

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

Elaboration ACLITU070

examining differences in pronunciation of consonant and vowel combinations, double consonants, stress and accents, and applying to own work, for example, famiglie, gnocchi, chiese, barche, chiavi, buono, cena; sono and sonno, vale and valle; felicità, …

Elaboration | ACLITU070 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Italian | Languages | F-10 curriculum

Elaboration ACLITU071

learning to use:nouns: gender and number, regular and irregularsuffixes such as –ino/a, -issimo/a, -etto/a, -astro/a, for example, grande-grandissimo, piccolo-piccolino, casa-casetta, figlio-figliastro and figlia-figliastra; and prefixes such as pro- …

Elaboration | ACLITU071 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Italian | Languages | F-10 curriculum