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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

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 …

Elaboration (2) ACLITC001

naming family members and friends, for example, mio fratello Carlo; il papà Tom

Elaboration (2) ACLITC004

using simple gestures to add emphasis to expressions such as sì, no, bene!, così così

Elaboration (2) ACLITC005

identifying words in written Italian

Elaboration (2) ACLITC006

participating in ‘show and tell’, for example, Questa è la mia bambola. Si chiama Teresa

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) ACLITC008

matching or sequencing pictures to create a story

Elaboration (2) ACLITC009

explaining to others the meanings of particular words and when they are used, for example, ciao

Elaboration (2) ACLITC010

creating a picture dictionary

Elaboration (2) ACLITC011

noticing similarities and differences in language use in Italian and English

Elaboration (2) ACLITU013

noticing that words which have accents stress the final letter, for example, papà, città

Elaboration (2) ACLITU014

noticing that adjectives are used to describe people, objects or places and are usually placed after the noun, for example, la penna rossa

Elaboration (2) ACLITU017

observing that some of the Italian words which do not end with a vowel are also used in English, for example, robot, yogurt

Elaboration (2) ACLITU018

noticing the different languages used by peers in their class and in their local community

Elaboration (2) ACLITU019

understanding that culture influences representations of sounds such as those made by animals, for example, bau bau (dog), pio pio (chicken), gru gru (pig)

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

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

Curriculum Types

Curriculum Elements Types

General Capabilities