Search

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

Elaboration (3) ACLITC020

describing things and routines, for example, La camicia è rossa/nuova/piccola. A pranzo mangio ..., bevo ...

Elaboration (3) ACLITC023

asking for repetition, for example, Non ho capito, Puὸ ripetere?

Elaboration (3) ACLITC024

ordering and categorising information, for example, cibi sani e cibi poco sani

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) ACLITC027

creating a story based on a set of images (for example, Il papà si alza. Il papà mangia. Il papà parte); matching or sequencing a set of images

Elaboration (3) ACLITC030

noticing similarities between Australian and Italian cultures in major celebrations like Christmas (l’albero di Natale) and Easter (l’uovo di cioccolata), as well as differences, for example, the presence of il presepe at Christmas, and the presence of …

Elaboration (3) ACLITC031

considering their own perspective on personal experiences of Italian language and culture by asking questions such as: Am I familiar with this? Have I experienced something like this? What does this mean for me? Is this similar to or different from my …

Elaboration (3) ACLITU032

understanding that an accent may change the meaning of the word, for example, è and e, il papà, il Papa

Elaboration (3) ACLITU033

using the definite and indefinite articles and understanding how to specify a particular person or object, for example, la mamma, una mamma; il quaderno, un quaderno; l’arancia, un’ arancia

Elaboration (3) ACLITU037

identifying cognates, for example, nouns such as cioccolata, cinema, pera, parco and stazione; adjectives such as intelligente and interessante; and verbs such as arrivare, studiare, telefonare and visitare

Elaboration (3) ACLITU038

making connections and comparisons between questions and responses among members of the class, noting different perspectives

Elaboration (2) ACLITC020

describing location, for example, the position of objects in the home (Il vaso è sopra il tavolo; l’albero è a sinistra; l’auto è dentro il garage)

Elaboration (2) ACLITC021

following procedures and instructions together, for example, recipes such as una macedonia di frutta, or making a model of an Italian garden or piazza

Elaboration (2) ACLITC022

participating in a visit to the local market to buy ingredients for making minestrone, or participating in ordering food at the school canteen, for example, Io prendo un panino con il formaggio. E tu, cosa prendi?

Elaboration (2) ACLITC023

asking how to say or write a word, for example, Come si dice …? Come si dice in italiano? Come si scrive …?

Elaboration (2) ACLITC024

reading profiles and other information about children in different cultural contexts, in print and digital form

Elaboration (2) ACLITC025

planning and giving short presentations on topics such as holidays, favourite computer games or favourite playground, using a combination of language and images (for example, photos, illustrations, captions, diagrams) to report information

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) ACLITC027

making picture storybooks (including digital versions) with captions to share with younger students

Curriculum Types

Curriculum Elements Types