Achievement Standard Italian Years 9 and 10
By the end of Year 10, students use written and spoken Italian to interact with others in a range of contexts and for a range of purposes. They discuss topics such as education, work, the environment and youth issues as well as concepts from a range of …
Achievement Standard | Achievement Standards | Years 9 and 10 | Years F–10 Sequence | Italian | Languages | F-10 curriculum
Elaboration (3) ACLITC077
using contextual clues and gestures to assist in comprehending and expressing meanings during spoken conversations, such as responding to facial expressions showing emotion or confusion, for example, Ah, ora capisco! È davvero interessante. Come hai/ha …
Elaboration (3) | ACLITC077 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Italian | Languages | F-10 curriculum
Elaboration (3) ACLITC078
making shared decisions, solving problems and discussing alternative solutions
Elaboration (3) | ACLITC078 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Italian | Languages | F-10 curriculum
Elaboration (3) ACLITC081
summarising the message or argument of a text such as an advertisement, poster or article, and using evidence from the text to consider how claims are supported
Elaboration (3) | ACLITC081 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Italian | Languages | F-10 curriculum
Elaboration (3) ACLITC083
listening to, viewing or reading traditional and contemporary texts such as stories, fables, films and songs to understand how moral values and characteristics are portrayed, such as being respectful, caring, clever and honest
Elaboration (3) | ACLITC083 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Italian | Languages | F-10 curriculum
Elaboration (3) ACLITC085
using strategies to maintain the integrity of meaning of original texts when translating and interpreting for different audiences, for example, considering the use of register, colloquialisms and idioms, and explaining culture-specific concepts such as …
Elaboration (3) | ACLITC085 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Italian | Languages | F-10 curriculum
Elaboration (3) ACLITC087
reflecting on and explaining practices that need to be considered when communicating across Italian- and English-speaking languages and cultures
Elaboration (3) | ACLITC087 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Italian | Languages | F-10 curriculum
Elaboration (3) ACLITC088
reflecting on how language and culture shape their identity, history and understanding
Elaboration (3) | ACLITC088 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Italian | Languages | F-10 curriculum
Elaboration (3) ACLITU090
describing events across different times, choosing appropriate tenses, including present, present perfect, imperfect and future tenses, conditional and the subjunctive mood
Elaboration (3) | ACLITU090 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Italian | Languages | F-10 curriculum
Elaboration (3) ACLITU092
analysing degrees of formality in correspondence and dialogue to discover features of language that affect formality, for example, the use of the subjunctive (Qualunque cosa vuoi, non fare complimenti. Qualunque cosa Lei voglia, non faccia compliment …
Elaboration (3) | ACLITU092 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Italian | Languages | F-10 curriculum
Elaboration (3) ACLITU093
analysing samples of Italian language captured in different contexts in which Italian is used, and identifying influences of other languages and cultures
Elaboration (3) | ACLITU093 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Italian | Languages | F-10 curriculum
Elaboration (3) ACLITU094
analysing Italian vocabulary related to art, music and cuisine and the impact this has had on other languages, for example, the use of terms such as opera, chiaroscuro, allegro con brio, le lasagne verdi
Elaboration (3) | ACLITU094 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Italian | Languages | F-10 curriculum
Elaboration (3) ACLITU095
keeping a journal to record perceptions of how using and learning Italian has impacted on their own assumptions about Italian language and culture
Elaboration (3) | ACLITU095 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Italian | Languages | F-10 curriculum
Elaboration ACLITC078
contributing suggestions about purposes, processes and roles in collaborative planning such as creating an itinerary for a visiting Italian student, for example, Come? Vorresti vedere …? Che ne dici di …? Cosa ne pensi di …? Vogliamo …? Ti piacerebbe …
Elaboration | ACLITC078 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Italian | Languages | F-10 curriculum
Elaboration ACLITC079
participating in face-to-face interactions with peers to persuade them to purchase items such as tickets, games or clothing, for example, Questa giacca è la più elegante di tutte; ma questa costa meno, pur essendo di un bel tessuto
Elaboration | ACLITC079 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Italian | Languages | F-10 curriculum
Elaboration (5) ACLITC077
sharing opinions with peers about experiences, events and interests incorporating language to express emotions and opinions such as approval, gratitude, regret, appreciation or boredom, for example, Ti è piaciuto/a la puntata/il concerto di …? Cosa pensi …
Elaboration (5) | ACLITC077 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Italian | Languages | F-10 curriculum
Elaboration ACLITC081
listening to, viewing and reading authentic texts and asking critical literacy questions such as Chi è l’autore?; Di cosa si tratta?; Per chi è stato scritto?; Qual è il tema?; Da quale/i punto/i di vista è presentato? Qual è lo scopo?
Elaboration | ACLITC081 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Italian | Languages | F-10 curriculum
Elaboration (2) ACLITC077
sustaining exchanges with others by acknowledging, asking for repetition or clarification, or questioning further, for example, Scusi non ho capito, può ripetere, per favore? Potrebbe ascoltare, per favore? Può aiutarmi a … Mi sono dimenticato/a di …
Elaboration (2) | ACLITC077 | Content Descriptions | Years 9 and 10 | 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 ACLITC087
exchanging correspondence with peers, reviewing and adapting own contribution when meaning is not clear, for example, providing further explanation or an alternative way of expressing an idea, for example, Intendo dire che … Sottolineo l’importanza di …
Elaboration | ACLITC087 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Italian | Languages | F-10 curriculum