Italian

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Context statement

The place of the Italian language and culture in Australia and the world
Italian, also known as Standard Italian or italiano standard, is the official language of Italy, the Vatican City, San Marino and parts of Switzerland.

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PDF documents

Resources and support materials for the Australian Curriculum: Languages - Italian are available as PDF documents. 
Languages - Italian: Sequence of content
Languages - Italian: Sequence of Achievement - F-10 Sequence
Languages - Italian: Sequence …

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Years 7 and 8

Years 7 and 8 Band Description

The nature of the learners

These years represent a transition to secondary school. Students in this pathway are continuing to study Italian, bringing with them an established capability to interact in different situations, to engage with a variety of texts and to communicate with some assistance about their own immediate world and that of Italy and other Italian-speaking communities. They have experience in analysing the major features of the language system and in reflecting on the nature of intercultural exchanges in which they are involved.

Italian language learning and use

Learners work both collaboratively and independently, exploring different modes and genres of communication with reference to their current social, cultural and communicative interests. They use modelled and rehearsed language in both familiar and unfamiliar contexts and begin to generate some original language. They work in groups to pool language knowledge and resources, and to plan, problem-solve, monitor and reflect. They are encouraged to make cross-curricular connections and explore intercultural experiences and perspectives, particularly through comparison.

Contexts of interaction

Italian is used for classroom interactions and transactions, for creating and maintaining a class dynamic, for explaining and practising language forms, and for developing cultural understanding. Additional opportunities for using Italian are provided by purposeful and integrated use of ICTs.

Texts and resources

Learners read, view and interact with a widening range of texts for a variety of purposes (for example, informational, transactional, imaginative, expressive). They draw upon Italian-speaking people in the local community and beyond to extend their experience of using Italian beyond the classroom and to gain different perspectives on aspects of Italian culture. They use a range of processing strategies and draw on understanding of text conventions and patterns in language to comprehend and create texts. They are supported to identify how cultural values and perspectives are embedded in language and how language choices influence how people, ideas and circumstances are represented. They compose and present texts (for example, media and hypermedia texts, shared stories, poetry, songs/raps, blogs, advertisements, reports, journal entries). They plan, draft and present informative, imaginative and persuasive texts, and participate in collaborative tasks and in discussions.

Features of Italian language use

This stage involves learners consolidating their understanding and use of regular forms and familiar grammatical structures. They expand their understanding through noticing variation and non-standard forms, for example, dialects used in the local community. They also notice exceptions to rules, for example, irregular forms. They learn to experiment with past and future tenses in their own texts.

Students learn how to closely analyse the relationship between language and culture to identify cultural references in texts and consider how language communicates perspectives and values. They compare their own language(s) and Italian, and reflect on intercultural experiences, including the process of moving between languages and cultural systems.

Level of support

This is a period of reviewing and consolidating students’ prior learning and providing engaging and relevant new experiences and connections. Students continue to benefit from scaffolding and support, such as the provision of visual and contextual cues when accessing texts. They use models, teacher feedback and resources such as word lists and dictionaries when constructing their own texts.

The role of English

Italian is used in classroom routines, tasks and structured discussions. English is used, when appropriate, as a basis for comparison of language and cultural systems. It is also used to allow for explanation, reflection and substantive, open-ended discussions to support the development of the use of Italian.


Years 7 and 8 Content Descriptions

Socialising

Initiate and maintain social interaction with peers and known adults by seeking and offering ideas, thoughts and feelings about people, events and experiences

[Key concepts: relationship, experience, community; Key processes: sharing perspectives, exchanging, corresponding] (ACLITC058 - Scootle )

  • Literacy
  • Critical and Creative Thinking
  • Personal and Social Capability
  • Intercultural Understanding
  • using appropriate forms of address to express and receive thanks and good wishes, and to apologise, for example, Tantissimi auguri. Cento di questi giorni. Grazie infinite. Mi dispiace, non posso/sono impegnato. Scusa se non vengo …
  • exchanging personal information such as routines and experiences, using essere, avere and other common verbs, including reflexive verbs (for example, Vengo da Sydney. Questo è mio fratello. Vesto leggero); and comparing their own experiences with those of others in different cultural contexts, for example, È più grande di me e studia economia
  • sharing views and creating spoken and written texts about favourite forms of entertainment, celebrities and significant figures, and expressing preferences, feelings and opinions, for example, Ogni weekend vado al cinema/al mare. Gioco a … Sono andato/ a … ho visto.. ho comprato … ho mangiato
  • recounting events, describing activities and personal experiences, for example, Dove sei andato/a? Con chi? Cosa hai fatto?; Mi sono divertito/a. Il cinema/teatro era interessante
Contribute to collaborative planning of events, experiences and activities, considering options and negotiating arrangements

[Key concepts: event, celebration, experience; Key processes: negotiating, suggesting, requesting, explaining] (ACLITC059 - Scootle )

  • Literacy
  • Information and Communication Technology (ICT) Capability
  • Critical and Creative Thinking
  • Personal and Social Capability
  • Intercultural Understanding
  • sharing suggestions with peers to organise class events such as an excursion to the market, a party, hosting a guest or giving a community performance, for example, Chi prenota il treno? Si parte alle …Si inizia con la visita di …Si invita il preside? Chi viene? Cosa dobbiamo potare?
  • arranging with a buddy Italian class to meet face to face or via virtual technology and discussing how the interaction will be organised, for example, L’appuntamento è per giovedì alle 14.00
  • describing plans, arrangements and actions, making suggestions, providing reasons for their own preferences and negotiating outcomes, for example, Organizziamo la vendita dei nostri lavori per raccogliere soldi per comprare … Sponsorizziamo … Come possiamo aiutare i rifugiati nella nostra scuola?... Scriviamo una lettera al Consiglio Comunale per chiedere un contributo …
  • comparing and contrasting alternatives, agreeing or disagreeing, accepting and declining when deciding what to do, where to go or what to choose, for example, Non posso, mi dispiace. Ho da fare. Venite al cinema questo sabato?
  • negotiating options, for example, Vuoi fare un giro in bicicletta? Posso/non posso. Oggi no, domani sì. Forse sì/no. Vengo più tardi. Come possiamo contribuire al progetto di solidarietà con...?
Participate in transactions related to purchasing goods and services, such as buying clothing and tickets and evaluating ‘value for money’

[Key concepts: exchange, etiquette; Key processes: transacting, negotiating, comparing] (ACLITC060 - Scootle )

  • Literacy
  • Numeracy
  • Critical and Creative Thinking
  • Personal and Social Capability
  • Intercultural Understanding
  • participating in real and imagined transactions and negotiating when shopping or ordering, for example, Quanto costa il biglietto per …? Preferisco viaggiare in seconda classe. Posso? Vorrei vedere l’ultimo modello della Nokia. I pantaloni vanno bene; la camicia è larga, c’è la taglia più piccola? Costa troppo! Che affare!
  • participating in role-plays to purchase goods and services, demonstrating understanding of shopping etiquette in Italy
Participate in classroom activities, giving and following instructions, asking questions to clarify purpose, and describing procedures and actions taken

[Key concepts: community, classroom culture; Key processes: reflecting, explaining, exemplifying] (ACLITC061 - Scootle )

  • Literacy
  • Critical and Creative Thinking
  • Personal and Social Capability
  • asking for, giving and following instructions, for example, Dov’è la casa di …? Come si usa …? Clicca sul pulsante. A cosa serve questo tasto? Scegli il programma dal menu e clicca sull’icona. Per quale motivo?
  • reflecting on and expressing opinions on experiences in the classroom and beyond, for example, Secondo me … Preferisco … Quest’esempio mi fa pensare a …

Informing

Analyse, summarise and share key ideas and information from a range of texts

[Key concepts: fact/fiction, representation, perspective, choice; Key processes: identifying, comparing, sequencing] (ACLITC062 - Scootle )

  • Literacy
  • Numeracy
  • Critical and Creative Thinking
  • Personal and Social Capability
  • Intercultural Understanding
  • comparing Italian travel brochures and itineraries, identifying aspects such as transport arrangements, costs, places of interest and accommodation options, for example, to advise visitors or to plan an itinerary for a particular group of visitors, Si può andare a …; sia in treno che in autobus; l’autobus è più economico; costa meno …; può fermarsi a ….
  • interviewing peers (from their own class or from Italian schools) about routines, practices, preferences and choices, and presenting the findings using formats such as profile posters, charts and timelines, for example, L’esito del questionario sulla musica: il cantante italiano è più popolare, ma quello americano è …
  • viewing television programs and listening to radio news, and identifying key information, for example, Attenzione, elencare solo le città e i film
  • summarising the main points of texts, deducing the meaning of some unknown words and phrases, and identifying cultural references, as well as representations, images and other content which contribute to the overall meaning, for example, Alcuni ragazzi vivono in famiglie numerose, con i nonni o in famiglie allargate con nuovi genitori e altri fratelli e sorelle
  • using a range of tools such as graphs, tables, mind maps, concept maps and charts to organise findings and present them to others
  • comparing different perspectives on specified topics
Convey ideas and opinions by creating spoken, written and multimodal texts

[Key concepts: youth issues, representation; Key processes: informing, persuading, responding] (ACLITC063 - Scootle )

  • Literacy
  • Critical and Creative Thinking
  • Personal and Social Capability
  • Intercultural Understanding
  • Sustainability
  • creating spoken, written and multimodal texts to inform others about local places, events, activities, recommended places to visit and activities to do with family and friends, for example, Vi consigliamo di visitare … Vi invitiamo a fare il giro della città
  • designing persuasive texts such as posters and brochures (for example, to advocate for sustainable water use for example, La doccia non deve durare più di tre minuti), or creating a report on the best games or apps to buy
    • Sustainability
  • experimenting with language appropriate to particular text types, such as descriptive language in short magazine articles, or emotive language in diary and journal entries, for example, Il concerto è stato un gran successo. Caro diario, che bella giornata! Oggi non ho voglia di andare a scuola. Il documentario parla di …tratta il tema di/si tratta di …

Creating

Respond to a range of imaginative texts by expressing ideas and opinions about the themes, characters, events and cultural attitudes conveyed, and relate to personal experience

[Key concepts: narrative, relationships, values; Key processes: interpreting, comparing; Key text types: story, film] (ACLITC064 - Scootle )

  • Literacy
  • Critical and Creative Thinking
  • Personal and Social Capability
  • Ethical Understanding
  • Intercultural Understanding
  • responding to the key ideas of a story, film or poem by giving a personal opinion, describing pros and cons, or expressing perspectives about the characters
  • comparing different students’ responses to the same story, event, character or place to consider different perspectives
  • considering the language, beliefs and values of characters in traditional and modern literature and Italian popular culture, for example, viewing excerpts from contemporary films and discussing personal responses to and the sociocultural context of the film
  • comparing aspects of Italian texts to the way similar issues are portrayed in English-language texts
Create texts for particular audiences that depict experiences or topics of interest

[Key concepts: imagination, audience; Key processes: describing, contextualising, narrating, recounting, expressing; Key text types: narrative, description, recount] (ACLITC065 - Scootle )

  • Literacy
  • Critical and Creative Thinking
  • Personal and Social Capability
  • Intercultural Understanding
  • creating cartoons, picture stories, plays or big books for younger audiences
  • creating and performing own texts which reflect Italian cultural behaviours, attitudes and social conventions (for example, writing the script and creating a video recording to introduce aspects of family life, school life, local community life or virtual life), and comparing own texts to others’
  • creating a short film with subtitles depicting an aspect of contemporary teenage life from an Italian, Australian or diasporic perspective

Translating

Translate texts, discussing different versions and why these might occur

[Key concepts: equivalence, meaning; Key processes: translating, experimenting, comparing] (ACLITC066 - Scootle )

  • Literacy
  • Information and Communication Technology (ICT) Capability
  • Critical and Creative Thinking
  • Personal and Social Capability
  • Intercultural Understanding
  • translating short phrases or texts, noting culture-specific words and phrases and discussing alternatives, equivalence or non-equivalence, for example, fare la passeggiata
  • translating texts describing events occurring in present and past, considering that Italian expresses concepts across time in different ways to English
  • selecting from options to translate short phrases and texts, and explaining choices
  • taking note of ‘false friends’ in translation, for example, that the English word ‘annoyed’ does not translate to ‘annoiato’ in Italian
  • comparing own translation to one done by using an electronic translator, and discussing the advantages and disadvantages of using electronic translators and the sort of issues that emerge from their use
  • using strategies to avoid literal translation
  • using monolingual and bilingual dictionaries and word lists to assist in developing meaning
Create short bilingual texts such as captions, stories and commentaries

[Key concepts: equivalence, comparison; Key processes: translating, experimenting] (ACLITC067 - Scootle )

  • Literacy
  • Critical and Creative Thinking
  • Intercultural Understanding
  • creating bilingual resources such as glossaries, signage, recipes, children’s stories, factual reports, timelines or brochures, both individually and collaboratively
  • creating and presenting a bilingual oral history (possibly including fragments of dialects) of an older Italian person

Reflecting

Participate in intercultural experiences to discuss cultural practices, comparing own and others’ reactions and responses

[Key concepts: cultural comfort, cultural assumption; Key processes: reflecting, comparing, questioning, relating] (ACLITC068 - Scootle )

  • Literacy
  • Information and Communication Technology (ICT) Capability
  • Critical and Creative Thinking
  • Personal and Social Capability
  • Intercultural Understanding
  • interacting with members of Italian-speaking communities and sharing own experiences as a learner of Italian, for example, describing duration of learning, place of learning and opinions about the experience
  • engaging with young Italians, in the local community or virtually, to share and compare information, values and beliefs about topics of interest
  • reviewing and responding to aspects of cultural practices represented in authentic texts such as advertisements, brochures and menus to discuss the cultural differences that are evident and the reactions of members of the class to these differences
  • selecting and reflecting on aspects of the Italian language and culture that could easily be adopted in Australia, and explaining reasons for choices
  • considering how one’s own ideas, practices and responses may be perceived by Italians both in Italy and in Australia
  • recognising the culture-based assumptions that participants bring to intercultural exchanges
Reflect on own participation in intercultural exchange and consider how this shapes own identity over time

[Key concepts: identity, intercultural sensitivity; Key processes: comparing, reviewing, reflecting] (ACLITC069 - Scootle )

  • Literacy
  • Critical and Creative Thinking
  • Personal and Social Capability
  • Intercultural Understanding
  • creating a learning journal or autobiography relating intercultural experiences and their impact
  • recognising own culture-based understanding of ideas and experiences
  • reflecting on own positioning in exchanges with members of the Italian community

Systems of language

Develop an understanding and use the sound system of Italian (ACLITU070 - Scootle )
  • Literacy
  • Critical and Creative Thinking
  • 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, capacità
  • recognising the differences in tone and rhythm between statements, questions, exclamations and commands when speaking, interacting and expressing emotion, for example, Vai a casa? Va’ a casa! Oh! E? Ahimè!
Use grammatical knowledge to extend meanings, including knowledge of irregular, reflexive and modal verbs (ACLITU071 - Scootle )
  • Literacy
  • Critical and Creative Thinking
  • learning to use:
    • nouns: gender and number, regular and irregular
    • suffixes 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- and bis-, for example, prozio and bisnonno
    • pronouns, including subject pronouns and direct object pronouns
    • articulated prepositions, for example, di, tra, con plus articles a, di, da, in, su plus article; and prepositions which do not combine, for example tra, per
    • adverbs to qualify verbs, for example, proprio, troppo, abbastanza, specialmente, spesso, nemmeno, purtroppo, non... né... né...
    • negative constructions including the double negative, for example, Non vado mai in centro. Non c’è niente/nessuno...
    • verbs to express action in time, using a range of regular and some irregular verbs, reflexive verbs in the present tense, perfect and imperfect, and exposure to the impersonal si; using modal verbs to express ability, possibility, likelihood and permission
Apply understanding of distinctive features of text organisation (ACLITU072 - Scootle )
  • Literacy
  • Critical and Creative Thinking
  • describing and applying the main features of familiar text types in Italian, for example, letter, email, description, narrative, report
  • observing that texts are constructed for a variety of purposes (for example, to request, to instruct, to invite and to describe) and for a variety of audiences, for example, child/adult, known/unknown people

Language variation and change

Recognise how language use varies depending on the context of the situation and the context of culture (ACLITU073 - Scootle )
  • Literacy
  • Critical and Creative Thinking
  • Personal and Social Capability
  • Intercultural Understanding
  • identifying the way in which the choice of vocabulary and grammar relates to variables such as age, social status, relationship and situation
  • recognising that language use changes according to the text type and modality, for example, comparing emails and letters, written notes and SMS, diary and interactive webpages
  • identifying and comparing the features of language that distinguish the purpose for which it is used, and the age and gender of the audience, for example, the difference between Non mi piace and Non mi piace per niente
Recognise the impact of media and technology on the way Italian is changing as a language of local and international communication (ACLITU074 - Scootle )
  • Literacy
  • Information and Communication Technology (ICT) Capability
  • Critical and Creative Thinking
  • Intercultural Understanding
  • discussing global and cultural influences on the Italian language and noticing when and how hybrid forms are used, for example, use of numbers, mathematical symbols, single letters and acronyms to replace words in SMS messaging, such as TVTB (ti voglio tanto bene), 6 (sei), x (per)
  • investigating the impact of the media on the Italian language by analysing headlines, advertisements and news reports, and comparing these with texts in English (for example, comparisons of vocabulary or syntax) noticing how English is modifying Italian in particular spheres, for example, language used in the entertainment industry, in movies and television series; and language used to express contemporary concepts (match, hardware, fast food, acquagym, relax, weekend, budget, fiction)
Understand the value of communicating within and across languages, and discuss the interrelationship between Italian, English and other languages (ACLITU075 - Scootle )
  • Literacy
  • Critical and Creative Thinking
  • Intercultural Understanding
  • discussing how loan words in both Italian and English have come from other from other languages such as Latin and Greek, for example, agenda, census, via, metafora, stigma
  • understanding differences between standardised language and dialects, comparing words used in the home and/or community to those used in formal settings such as school, for example, guaglione or toso and ragazzo
  • reflecting on the history of Italian migration to Australia, the formation of communities of speakers of Italian in specific cities and suburbs, and the resulting regional variations of language, such as Australo-Italian, and the impact of Australian English on the local Italian community
  • analysing the influence of the Italian language on English in areas such as food, music and fashion, and considering the value of this influence

Role of language and culture

Analyse the ways in which choices in everyday language use reflect cultural practices and values (ACLITU076 - Scootle )
  • Literacy
  • Critical and Creative Thinking
  • Personal and Social Capability
  • Intercultural Understanding
  • understanding the significance of cultural concepts and how these relate to social conventions and are reflected in language use, for example, Salute! Cin Cin! Buon appetito!
  • observing the connection between some names and regional and family connections or religion
  • discussing culturally significant concepts encountered in texts (for example, Fare la passeggiata. Fare bella figura. Andare a trovare qualcuno) and making comparisons with Australian culture
  • analysing the meaning and use of proverbs and sayings (for example, l’abito non fa il monaco) and considering equivalents in English and other languages

Years 7 and 8 Achievement Standards

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 and narrate events; and talk about personal, social and school worlds, for example, Ecco mio padre. Si chiama Edoardo. Ha quarantadue anni. They understand main points and some specific details in a range of texts organised around known content and including some unfamiliar language. They express and understand feelings when corresponding with others, making connections between language used and cultural concepts expressed. They respond to and create simple informational and imaginative texts, for example, Io comincio la scuola alle otto e mezzo. Le materie che studio sono l’inglese, la matematica, le scienze e la storia. They express views on familiar topics and make comparisons, adding their own opinions or reasons, for example, Mi piace il mio amico perché è buffissimo. Mi piace anche perché è veramente intelligente. They apply their understanding that texts vary according to purpose and audience, and use contextual clues, questioning and bilingual dictionaries to identify, interpret and summarise the meaning of familiar and some unfamiliar language. They give some justification for their interpretations of texts. They ask questions and seek clarification. Students create cohesive and coherent texts for different purposes on a range of familiar topics, using appropriate language structures and vocabulary, including different modal verbs and tenses, for example, Non posso venire alla partita perché devo studiare. They use conjunctions, adjectives and adverbs to elaborate meanings, for example, La professoressa di matematica è molto simpatica ma il professore di educazione fisica è qualche volta troppo severo.

Students understand and use metalanguage to explain aspects of language and culture. They identify features of text types such as letters, emails, descriptions and narratives. They know that language is chosen to reflect contexts of situation and culture, and identify differences between standard, dialectal and regional forms of Italian. They analyse the impact of technology and media on communication and language forms, the influence of Italian and English on one another, and the interrelationship of language and culture. They know that languages do not always translate directly. They reflect on how they interpret and respond to intercultural experience, and to aspects of Italian language and culture, and discuss how their responses may be shaped by their own language(s) and culture(s).