Years 3 and 4 Italian
The nature of the learners At this level, children are developing awareness of their social worlds and of their memberships of various groups including the Italian class. They are developing literacy capabilities in English, such as writing in the Roman …
Years 3 and 4 | Years F–10 Sequence | Italian | Languages | F-10 curriculum
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
Elaboration ACLITU035
noticing differences between spoken and written texts
Elaboration | ACLITU035 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Italian | Languages | F-10 curriculum
ACLITU034
Recognise how grammatical structures are used to form simple texts
Elaborations ScOT Terms
ACLITU034 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Italian | Languages | F-10 curriculum
Elaboration ACLITU034
creating paragraphs for a range of texts, including descriptions, cards, letters or emails
Elaboration | ACLITU034 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Italian | Languages | F-10 curriculum
Elaboration (1) ACLITU034
recognising how ideas are sequenced in simple texts (for example, prima, dopo), noticing patterns in the organisation of texts, for example, sequence in a narrative
Elaboration (1) | ACLITU034 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Italian | Languages | F-10 curriculum
ACLITC029
Create simple bilingual texts[Key concepts: meaning, equivalence; Key processes: comparing, explaining]
Elaborations ScOT Terms
ACLITC029 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Italian | Languages | F-10 curriculum
ACLITC027
Create short, simple imaginative texts for different audiences[Key concepts: character, narrative; Key processes: interacting, creating]
Elaborations ScOT Terms
ACLITC027 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Italian | Languages | F-10 curriculum
ACLITC025
Give factual information about people, objects, places and events in texts supported by graphics or illustrations[Key concepts: information, fact; Key processes: describing, presenting]
Elaborations ScOT Terms
ACLITC025 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Italian | Languages | F-10 curriculum
ACLITC028
Translate texts to compare meanings and share understandings about aspects of Italian language and culture that are different from English[Key concepts: translation, comparison; Key processes: translating, explaining]
Elaborations ScOT Terms
ACLITC028 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Italian | Languages | F-10 curriculum
Elaboration (3) ACLITC026
experimenting with voice to animate characters and using movement/drama to give expression to events in texts, for example, acting out scenes from a story, taking the role of a character
Elaboration (3) | ACLITC026 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Italian | Languages | F-10 curriculum
ACLITC026
Listen to, view and read a range of imaginative texts for children, and discuss messages and impressions[Key concepts: story, drama, message; Key processes: viewing, reading, predicting, describing, discussing; Key text types: narrative, song, poetry …
Elaborations ScOT Terms
ACLITC026 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Italian | Languages | F-10 curriculum
Elaboration (1) ACLITC028
explaining the ideas contained in texts to someone unfamiliar with Italian, for example, lunch, alla mensa scolastica; le vacanze estive; la passeggiata
Elaboration (1) | ACLITC028 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Italian | Languages | F-10 curriculum
Elaboration ACLITC029
creating simple bilingual texts for different purposes and audiences, for example, school/classroom signs, captions for a school event or a class/school display of ‘homes around the world’ or ‘classrooms around the world’
Elaboration | ACLITC029 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Italian | Languages | F-10 curriculum
Elaboration ACLITC026
experiencing different types of children’s texts (for example, Lo Zecchino d’Oro, video clips on Suonolandia and RAI Junior); appreciating elements of humour and drama, use of sound effects, and facial expressions; and responding to the characters and …
Elaboration | ACLITC026 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Italian | Languages | F-10 curriculum
Elaboration (2) ACLITC026
sharing feelings and ideas about texts (for example, La storia/canzone parla di …e di … Non mi piace …) and making connections between their own experiences and those of characters and places encountered in creative stories or images
Elaboration (2) | ACLITC026 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Italian | Languages | F-10 curriculum
Elaboration ACLITC025
creating texts in oral, print or digital form to provide information about: people, for example, Ha i capelli lunghi e ricci; ha gli occhi neri; fa il farmacista; abita a Napoli;pets and animals, for example, Mi piace … perchè … . Mangia …, Vive …;places, …
Elaboration | ACLITC025 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Italian | Languages | F-10 curriculum