Years 7 to 8
Languages
ASLANITA7_10Y78
Years 7 to 8 Italian Achievement Standard
9 statements aligned to content descriptors and elaborations
Achievement standard (as ACARA publishes it)
Achievement standard
Click any sentence to jump to its statement and linked content descriptors.
By the end of Year 8, students use Italian language to interact and collaborate with others, and to share information and plan activities in familiar contexts. They respond to others’ contributions, and recognise familiar gestures, questions and instructions in exchanges. They recognise relationships between spoken and written forms. They locate and respond to information in texts and use non-verbal, visual and contextual cues to help make meaning. They respond in Italian or English, and demonstrate understanding of context, purpose and audience in texts. They use familiar language, and modelled sentence and grammatical structures to create texts, and demonstrate understanding of how some language reflects cultural practices.
Students approximate Italian sound patterns, intonation and rhythms, and demonstrate understanding that Italian has conventions and rules for non-verbal, spoken and written communication. They comment on aspects of Italian and English language structures and features, using metalanguage. They demonstrate awareness that the Italian language is connected with culture and identity, and that this is reflected in their own language(s), culture(s) and identity.
Years 7 to 10 sequence
The 9 achievement standard statements
Open a statement to see the content descriptors ACARA links to it, then open a descriptor's elaborations.
By the end of Year 8, students use Italian language to interact and collaborate with others, and to share information and plan activities in familiar contexts.
Content descriptorAC9LIT8EC01 Communicating meaning in Italian
interact with others using modelled language to exchange information in familiar contexts about self and personal world
Elaborations (5)
- Elaboration greeting others, introducing themselves, expressing state of health and wellbeing, appreciation and good wishes, and leave-taking, using appropriate familiar or formal language, for example, Mi chiamo … e tu? Come ti chiami? Ho 12 anni. Sono Simonetta. Ciao Gianni, come stai? (Sto) bene/male, e tu? Mi dispiace. Ci vediamo domani. A domani. Buongiorno, ArrivederLa. Come si chiama? Buongiorno professoressa, come sta?
- Elaboration sharing information about themselves, family, friends and pets using subject+verb+adjective, including negative expressions, for example, Non sono alto/a, Ho gli occhi castani, mio nonno e` simpatico, la mia amica del cuore e` …; sono australiano/a di origine italiana/inglese; il mio gatto e' molto carino.
- Elaboration describing an object or event in their local environment using article+subject+verb+adjective, including negative expressions, for example, è/non è grande/bello/di cotone/di seta; è interessante/difficile/noisoso/divertente
- Elaboration interviewing classmates about themselves, their family, pets, likes and dislikes, hobbies and leisure time activities, for example, Hai una sorella/ un fratello? Hai un animale domestico?
- Elaboration discussing their interests and leisure time activities and preferences, for example, Cosa fai nel tempo libero? Mi piace/non mi piace lo sport perché non sono molto atletico, faccio il nuoto ma preferisco giocare a pallacanestro, gioco a calcio ogni sabato mattina con i miei amici, vado in città ogni venerdì sera con gli amici /al centro commerciale, suono la chitarra ogni lunedì.
They respond to others’ contributions, and recognise familiar gestures, questions and instructions in exchanges.
Content descriptorAC9LIT8EC02 Communicating meaning in Italian
develop language to interact in exchanges, routines, tasks and responsibilities related to classroom and interests
Elaborations (6)
- Elaboration following classroom instructions to convey understanding, for example, Siediti! Sedetevi! Seduti! In piedi! Aprite il quaderno! Silenzio! Alzate la mano! Adesso tocca a te!
- Elaboration posing and responding to questions to elicit information, for example, C'e Marco? Presente! Hai una penna? Sì, eccola! Hai il quaderno? Sì, ce l'ho. No, non ce l'ho! Come vai a scuola? Vado in macchina. A piedi.
- Elaboration asking for and giving an explanation, for example, Perché? Come si scrive? Può/puoi ripetere? Come si dice …? Come? Come si fa? Di chi è? È mio/è di Sara.
- Elaboration requesting permission, for example, Posso andare in bagno? Mi presti la matita?
- Elaboration playing interactive games such as Dammi il dado! Tocca a me! Tocca te! Bravo/a! Hai vinto! Ho cinque punti! Secondo me … Penso di sì/penso di no …
- Elaboration using formulaic, modelled expressions such as bisogna essere rispettosi/ puntuali/ organizzati!
Content descriptorAC9LIT8EC03 Communicating meaning in Italian
engage in modelled non-verbal, spoken and written exchanges with peers to organise activities relating to daily life and school environment
Elaborations (4)
- Elaboration exchanging details about an organised event such as time, day, place, activity and participants, for example, Vieni a … con me? Sì/no. D’accordo. A che ora? Quando? Dove? Con chi? Che tempo fa? Se fa bel tempo ... ma se piove ...
- Elaboration negotiating and making arrangements for social or sporting events by using texts such as messages, emails, invitations and text messages, and using expressions of possibility, need and obligation modal verb+infinitive in set phrases, for example, Vuoi venire a … Non voglio venire …, Voglio/non voglio … Posso/non posso venire, Cosa fai sabato? Vuoi venire da me? Forse sì/forse no Cosa facciamo questo fine settimana? Perché non andiamo ... allo stadio? alla partita? al cinema? possiamo andare in bicicletta; Vuoi venire a una festa a sopresa/ festa di compleanno/ invito/ pranzo di Natale/ la gita scolastica al ristorante italiano
- Elaboration organising and promoting a day of Italian food and culture at school, allocating duties and responsibilities, for example, Organizziamo una giornata italiana a scuola. Prepariamo cibo regionale. Chi vuole fare il poster? Chi vuole fare gli inviti? Io preparo la pubblicita' per il sito della scuola. Io creo il volantino.
- Elaboration participating in real and imagined transactions (purchasing a ticket for an event, choosing a gift for someone, etc.) for example, Quanto costa + definite article or demonstrative + noun? Cosa prendi? … un caffè … e tu?
They recognise relationships between spoken and written forms.
Content descriptorAC9LIT8EC03 Communicating meaning in Italian
engage in modelled non-verbal, spoken and written exchanges with peers to organise activities relating to daily life and school environment
Elaborations (4)
- Elaboration exchanging details about an organised event such as time, day, place, activity and participants, for example, Vieni a … con me? Sì/no. D’accordo. A che ora? Quando? Dove? Con chi? Che tempo fa? Se fa bel tempo ... ma se piove ...
- Elaboration negotiating and making arrangements for social or sporting events by using texts such as messages, emails, invitations and text messages, and using expressions of possibility, need and obligation modal verb+infinitive in set phrases, for example, Vuoi venire a … Non voglio venire …, Voglio/non voglio … Posso/non posso venire, Cosa fai sabato? Vuoi venire da me? Forse sì/forse no Cosa facciamo questo fine settimana? Perché non andiamo ... allo stadio? alla partita? al cinema? possiamo andare in bicicletta; Vuoi venire a una festa a sopresa/ festa di compleanno/ invito/ pranzo di Natale/ la gita scolastica al ristorante italiano
- Elaboration organising and promoting a day of Italian food and culture at school, allocating duties and responsibilities, for example, Organizziamo una giornata italiana a scuola. Prepariamo cibo regionale. Chi vuole fare il poster? Chi vuole fare gli inviti? Io preparo la pubblicita' per il sito della scuola. Io creo il volantino.
- Elaboration participating in real and imagined transactions (purchasing a ticket for an event, choosing a gift for someone, etc.) for example, Quanto costa + definite article or demonstrative + noun? Cosa prendi? … un caffè … e tu?
Content descriptorAC9LIT8EC04 Communicating meaning in Italian
locate and process information and ideas in familiar spoken, written and multimodal texts, responding in ways appropriate to cultural context, purpose and audience
Elaborations (11)
- Elaboration listening to, viewing or reading to identify key ideas across a range of familiar subject matter presented in different formats, for example, listening to interviews about what teenagers do at school and after school il compito in classe, le interrogazioni, la maturità, il Liceo Classico, le Scuole Professionali, il motorino, cosa mi metto per andare a scuola? la mia casa, il mio quartiere, la mia città, i miei viaggi. le faccende, sport e i passatempi
- Elaboration comparing and contrasting information on an issue from different sources and reporting about it to others using tools such as tables, graphic organisers, concept maps and charts, and summarising, for example, Il 30% degli student italiani preferisce andare alla spiaggia con amici ma solo il 18% degli student australiani va alla spiaggia con amici.
- Elaboration discussing Italian itineraries, timetables, opening times, costs, for example, il preno parte alle 22,30 e l’autobus parte alle 22,00; la prima ora comincia alle 9,00; la ricreazione è alle 11,00; il treno regionale costa €12,35 e la Freccia Rossa costa €23,80; La banca chiude alle 13,00.
- Elaboration listening to, reading or viewing First Nations Australian authors’ stories and responding to them in spoken or written Italian
- Elaboration using print or digital maps of a real or imagined town to find locations and give directions for places of interest, for example, il supermercato è vicino alla scuola; La biblioteca è accanto alla mensa; La palestra è qui; Non c’è il bagno.
- Elaboration locating specific information about a person, place, object or event in their local environment, describing characters Chi? Com’è? Come fa?, events Cosa succede? Quando?, settings Dove?, and key ideas Perché?, and establishing sequence, for example, prima … poi … dopo
- Elaboration listening to, and reading weather reports and connecting to appropriate clothing, Oggi piove; C’è vento; Fa caldo/freddo; Quando piove indosso l’impermeabile. Quando fa freddo indosso la giacca. Cosa metti nella valigia per andare a ... al campeggio, al mare, a sciare
- Elaboration identifying cultural aspects of daily life in Italy and comparing these with Australia, for example, fare la passeggiata, fare bella figura, eating habits, In Australia le persone cenano presto, il centro commerciale e gli orari di apertura, school life and routines mi alzo, mi vesto, and presenting results in class in oral presentations or written descriptive texts
- Elaboration summarising the main points of familiar texts, deducing the meaning of some unknown words and phrases, and identifying cultural references as well as representations, images and other content, which contributes to the overall meaning, for example, Nella mia famiglia ci sono 5 persone e in casa ci sono anche i nonni materni. Vivo con mia madre una settimana e con mio padre l’altra; Anna ha un cane ma io ho due gatti; Io gioco a tennis e la mia amica gioca a calcio; Nella foto vedo una casa e tre alberi ma non c’è una macchina.
- Elaboration interviewing and/or surveying classmates about their daily routines (transport/mobile phone/internet use, text messaging habits, virtual and real relationships, television viewing, hours of sport played, etc.) and presenting the data in various forms (graphs, summarising data, etc.), for example, cinque persone non hanno un cellulare; tanti/pochi … la maggior parte …; il 15 per cento; due su venti, il cento per cento usa il cellulare …
- Elaboration listening to, reading or viewing stories, songs and poems, noticing aspects of meaning and style (the use of rhythm, rhyme, key words, etc.), for example, noticing aspects of meaning and style in Inno di Mameli (the rhythm of the music conveys the purpose of song), Ricicla Riusa (Bla Bla) (the use of repetition reinforces the vocabulary), La Mia Amica Del Cuore (Gazosa) – Dammi ...
They locate and respond to information in texts and use non-verbal, visual and contextual cues to help make meaning.
Content descriptorAC9LIT8EC04 Communicating meaning in Italian
locate and process information and ideas in familiar spoken, written and multimodal texts, responding in ways appropriate to cultural context, purpose and audience
Elaborations (11)
- Elaboration listening to, viewing or reading to identify key ideas across a range of familiar subject matter presented in different formats, for example, listening to interviews about what teenagers do at school and after school il compito in classe, le interrogazioni, la maturità, il Liceo Classico, le Scuole Professionali, il motorino, cosa mi metto per andare a scuola? la mia casa, il mio quartiere, la mia città, i miei viaggi. le faccende, sport e i passatempi
- Elaboration comparing and contrasting information on an issue from different sources and reporting about it to others using tools such as tables, graphic organisers, concept maps and charts, and summarising, for example, Il 30% degli student italiani preferisce andare alla spiaggia con amici ma solo il 18% degli student australiani va alla spiaggia con amici.
- Elaboration discussing Italian itineraries, timetables, opening times, costs, for example, il preno parte alle 22,30 e l’autobus parte alle 22,00; la prima ora comincia alle 9,00; la ricreazione è alle 11,00; il treno regionale costa €12,35 e la Freccia Rossa costa €23,80; La banca chiude alle 13,00.
- Elaboration listening to, reading or viewing First Nations Australian authors’ stories and responding to them in spoken or written Italian
- Elaboration using print or digital maps of a real or imagined town to find locations and give directions for places of interest, for example, il supermercato è vicino alla scuola; La biblioteca è accanto alla mensa; La palestra è qui; Non c’è il bagno.
- Elaboration locating specific information about a person, place, object or event in their local environment, describing characters Chi? Com’è? Come fa?, events Cosa succede? Quando?, settings Dove?, and key ideas Perché?, and establishing sequence, for example, prima … poi … dopo
- Elaboration listening to, and reading weather reports and connecting to appropriate clothing, Oggi piove; C’è vento; Fa caldo/freddo; Quando piove indosso l’impermeabile. Quando fa freddo indosso la giacca. Cosa metti nella valigia per andare a ... al campeggio, al mare, a sciare
- Elaboration identifying cultural aspects of daily life in Italy and comparing these with Australia, for example, fare la passeggiata, fare bella figura, eating habits, In Australia le persone cenano presto, il centro commerciale e gli orari di apertura, school life and routines mi alzo, mi vesto, and presenting results in class in oral presentations or written descriptive texts
- Elaboration summarising the main points of familiar texts, deducing the meaning of some unknown words and phrases, and identifying cultural references as well as representations, images and other content, which contributes to the overall meaning, for example, Nella mia famiglia ci sono 5 persone e in casa ci sono anche i nonni materni. Vivo con mia madre una settimana e con mio padre l’altra; Anna ha un cane ma io ho due gatti; Io gioco a tennis e la mia amica gioca a calcio; Nella foto vedo una casa e tre alberi ma non c’è una macchina.
- Elaboration interviewing and/or surveying classmates about their daily routines (transport/mobile phone/internet use, text messaging habits, virtual and real relationships, television viewing, hours of sport played, etc.) and presenting the data in various forms (graphs, summarising data, etc.), for example, cinque persone non hanno un cellulare; tanti/pochi … la maggior parte …; il 15 per cento; due su venti, il cento per cento usa il cellulare …
- Elaboration listening to, reading or viewing stories, songs and poems, noticing aspects of meaning and style (the use of rhythm, rhyme, key words, etc.), for example, noticing aspects of meaning and style in Inno di Mameli (the rhythm of the music conveys the purpose of song), Ricicla Riusa (Bla Bla) (the use of repetition reinforces the vocabulary), La Mia Amica Del Cuore (Gazosa) – Dammi ...
They respond in Italian or English, and demonstrate understanding of context, purpose and audience in texts.
Content descriptorAC9LIT8EC05 Communicating meaning in Italian
develop and begin to apply strategies to interpret, translate and convey meaning in Italian in familiar contexts
Elaborations (7)
- Elaboration translating short texts, recognising when literal translation is or is not possible, for example, in idiomatic expressions In bocca al lupo!, and discussing reasons for equivalence or non-equivalence
- Elaboration translating and interpreting short phrases or texts, noting culture-specific words and phrases and discussing alternatives, equivalence or non-equivalence, for example, Boh! Magari! Uffa! Andare a trovare qualcuno
- Elaboration making and using glossary lists for different purposes and people (children, international students, visitors, etc.), and learning how to use print and digital dictionaries
- Elaboration considering what will require an explanation, elaboration or illustration to be understood by an Italian audience, for example, explaining BBQ, suburb, and distances when describing the local environment, lifestyle and events
- Elaboration identifying Italian-English cognates such as dizionario /dictionary, farmacia/pharmacy, intelligente/intelligent, mercato/market, and using them to predict meaning
- Elaboration developing awareness of Italian-English ‘false friends’ and reflecting on how they assist or inhibit meaning, for example, parenti = relatives (not parents), libreria = bookstore (not library), crudo = uncooked (not crude), bravo = good (not brave)
- Elaboration explaining how translated labels do not necessarily capture cultural nuances when creating captions and labels relating to the immediate environment, for example, producing bilingual school timetables and signage such as la mensa, il campo sportivo, le scale
They use familiar language, and modelled sentence and grammatical structures to create texts, and demonstrate understanding of how some language reflects cultural practices.
Content descriptorAC9LIT8EC06 Communicating meaning in Italian
create spoken, written and multimodal, informative and imaginative texts using appropriate vocabulary, expressions, grammatical structures, and some textual conventions
Elaborations (10)
- Elaboration producing and presenting texts (cartoons, big/picture books, digital stories/books, plays, etc.) for different learners, for example, producing and presenting characters such as cartoon characters, Commedia dell’Arte characters
- Elaboration providing bilingual captions for texts, for example, creating picture dictionaries and photo stories with captions in Italian and English
- Elaboration highlighting aspects of culture (school life, etc.), for example, aula magna, bidello/a, mensa, andare a scuola in motorino, by creating digital texts such as annotated maps or building plans
- Elaboration creating a print or digital poster in Italian to promote travel to a significant cultural location on a First Nations Country/Place, including what to see and do
- Elaboration designing a pop-up picture book about self, based on coursework mi presento; la mia famiglia; la scuola e la mia giornata; l’animale domestico; i miei passatempi
- Elaboration writing a short poem about il tuo animale domestico or creating a poster about an endangered animal such as La tigre è un animale a rischio
- Elaboration composing texts such as raps, poems, lyrics, fotoromanzi, blogs, social media pages, website homepage based on personal experiences and cultural events, for example, creating a song featuring body parts or titles such as Pasqua in Australia, Natale al sole, la mia pagina facebook
- Elaboration reinterpreting and performing stories and songs in spoken or written form, by retelling the sequence, reordering the events in a story, or creating an alternative representation or ending
- Elaboration performing their own texts which reflect daily routines such as family life and school life, for example, a video about your daily routine using reflexive verbs, Mi sveglio alle 7; Mi alzo alle 7,30; Questa è la mia famiglia, Questa è la mia scuola … devo lavare i piatti, posso uscire con gli amici, guardare le sitcom/le serie alla TV/YouTube/chattare/postare sui social etc.
- Elaboration creating and performing their own texts which reflect Italian cultural behaviours (a skit of different people greeting each other in a range of social settings or reflecting social conventions and attitudes, etc.), or skits of appropriate behaviours in context, for example, Bisogna essere puntuali/organizzati/rispettosi!
Students approximate Italian sound patterns, intonation and rhythms, and demonstrate understanding that Italian has conventions and rules for non-verbal, spoken and written communication.
Content descriptorAC9LIT8EU01 Understanding language and culture
recognise and use features of the Italian sound system, including pitch, rhythm, stress, pronunciation and intonation, and demonstrate understanding of how these are represented in familiar contexts
Elaborations (7)
- Elaboration recognising that Standard Italian is used in Italy and in diverse communities throughout the world, and that many speakers of Italian may also speak a regional and/or local dialect
- Elaboration examining differences in pronunciation of consonant and vowel combinations, double consonants, stress and accents, and applying to their own work, for example, famiglie, gnocchi, chiese, barche, chiavi, buono, cena, azione; sono and sonno, vale and valle; felicità, capacità, papa and pappa, casa and cassa, nono and nonno
- Elaboration imitating the sound combinations of Italian, for example, consonant combinations ‘ce’, ‘ci’, ‘co’, ‘cu’, ‘ca’, ‘chi’, ‘che’, ‘gi’, ‘ge’, ‘go’, ‘gu’, ‘ghi’, ‘ghe’, ‘sci’, ‘sce’, ‘schi’, ‘sche’
- Elaboration 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!
- Elaboration making connections between spoken and written forms, and understanding the effect of grave and acute accent marks on pronunciation and meaning, for example, papa/papà; città, perché, cioè
- Elaboration recognising and understanding the role of pause fillers and using them to assist the flow of conversation, for example, beginning to use Insomma; Allora; Dunque; Vediamo ... when appropriate
- Elaboration checking pronunciation of words using sound files and text-to-speech software
Content descriptorAC9LIT8EU02 Understanding language and culture
develop knowledge of, and use structures and features of, the Italian grammatical and writing systems, to understand and create spoken, written and multimodal texts
Elaborations (18)
- Elaboration understanding and using masculine and feminine nouns (the grammatical gender) to identify people and objects, using singular and plural regular forms
- Elaboration developing awareness of various categories of nouns with common endings such as ‘-ista’, ‘-zione’, ‘-tore’ and ‘-trice’, for example, il/la dentista, la stazione, il vincitore/la vincitrice, and comparing them to their English equivalents
- Elaboration using indefinite and definite articles (un, una, un’; il, la, l’, lo, i, le, gli)
- Elaboration understanding that adjectives agree in number and gender with the noun, including possessive adjectives (my, your, his/her), for example, il mio libro, mia sorella, il mio papà, il tuo compleanno, la sua penna
- Elaboration recognising that demonstratives also agree in number and gender to the noun, for example, Questa è la classe d’Italiano; Quella è la mia penna; Questo è lo zaino; Non mi piace quello
- Elaboration asking questions using appropriate interrogatives, for example, Chi? Che? Cosa? Quale? Come?
- Elaboration recognising that Italian uses cardinal and ordinal numbers differently to English, for example, dates, time
- Elaboration using prepositions of time, manner and place, to describe where and when, for example, alle 9, con mamma, a scuola, in bagno
- Elaboration understanding that some prepositions (a, da, in, di, su) are articulated and combine with the article, for example, al telefono, alla television, dal dentista, sullo scaffale, nell’armadio
- Elaboration using verbs describing state (essere), possession (avere), for example, Sto bene; Ho dodici anni; Non ho una penna.
- Elaboration conjugating regular verbs describing actions in the present tense, for example, parlare, vedere, dormire cantare; Parlo inglese a casa; Vedi il libro? Dormi abbastanza? Pranziamo a scuola. Ceniamo insieme.
- Elaboration recognising and using irregular verbs in formulaic expressions, for example, Vado a mangiare; Vengo a scuola a piedi; Faccio i compiti.
- Elaboration using high frequency reflexive verbs, for example, mi alzo; mi diverto
- Elaboration constructing simple sentences in Italian subject+verb+object; making statements, asking questions and giving/receiving instructions verb+object, for example, Chiudi il libro!
- Elaboration using common conjunctions such as e, ma, perché, così, però, siccome
- Elaboration forming negative statements and questions, for example, Non mi piace il gelato; Non mi piacciono gli spaghetti; Non ti piace sciare?
- Elaboration using temporal markers such as Prima … poi … dopo … alla fine/ la mattina, il pomeriggio, la sera to sequence events or actions
- Elaboration applying appropriate punctuation conventions, noting differences between Italian and English use of capital letters and using rules of capitalisation when creating their own texts, for example, omission of capitals with weekdays, months of the year and nationalities; different conventions with numbers: commas instead of full stops and colons, for example, alle 9,15 (at 9.15am); il 10,8% (10.8%)
They comment on aspects of Italian and English language structures and features, using metalanguage.
Content descriptorAC9LIT8EU03 Understanding language and culture
compare Italian language structures and features with English, using familiar metalanguage
Elaborations (5)
- Elaboration talking about language features and word order using relevant metalanguage such as verbs/processes – doing/being/having/thinking verbs such as gioco/sono/ho/penso/mi piace, nouns, articles, adjectives, pronouns, conjunctions and clauses, and comparing grammatical features in Italian and English
- Elaboration discussing the concept of number and gender – singular, plural, masculine, feminine, for example, Penna è femminile perché ha la ‘a’ finale ed è singolare
- Elaboration explaining the use of language (polite and familiar forms, etc.) and comparing the use of register in Italian and English texts; understanding cultural expectations in language use based on gender, age, social status, and purpose of interaction, for example, discussing appropriate greetings for people of different ages and/or status (a neighbour or teacher) and comparing register in a range of texts and explaining the use of language such as polite and familiar forms, Ciao/Buongiorno; Scusa/Scusi; Come stai?/Come sta?
- Elaboration noticing global and cultural influences on the Italian language and discussing when and how hybrid forms are used such as the influence of English in advertising/technology (cliccare, postare, chattare), numbers, mathematical symbols, sport (fare il footing), and single letters and acronyms TVTB (ti voglio tanto bene), 6 (sei), x (per)) to replace words in SMS messaging
- Elaboration understanding the influence of other cultures on Italian language, for example, the use of borrowed words such as un tailleur, la roulotte, il wurstel, il krapfen, il weekend, il footing and borrowing, and adapting of technical terms, for example, il mouse, la password, chattare
They demonstrate awareness that the Italian language is connected with culture and identity, and that this is reflected in their own language(s), culture(s) and identity.
Content descriptorAC9LIT8EU04 Understanding language and culture
recognise how identity is shaped by language(s), culture(s), beliefs, attitudes and values
Elaborations (7)
- Elaboration discussing the significance of cultural concepts and how these relate to social conventions and are reflected in language use, for example, Lo scontrino, Salute! Cin Cin! Buon appetito! Fare la passeggiata; Fare bella/brutta figura, and making comparisons with Australian culture, analysing the meaning and use of proverbs and sayings such as Non si fa! and considering equivalents in English and other languages
- Elaboration comparing Italian mannerisms in greetings with mannerisms of other cultures represented in the classroom, and exploring the idea of Fare festa, when you meet and welcome someone by means of voice, intonation to convey excitement, and understanding that there is a strong visual element to expressing one's feelings and emotions in Italian
- Elaboration understanding differences between standardised language and dialects or variations, and how these create a sense of identity and belonging; comparing words used in the home and/or community with those used in formal settings such as school, for example, guaglione (Neapolitan) or toso (Venetian) and ragazzo (Standard Italian)
- Elaboration examining how First Nations Australians’ languages have strong connections to Country/Place and how these can be compared to regional dialects and variations in Italy and language variation across Italian-speaking communities
- Elaboration connecting the history of Italian migration to Australia to the formation of communities of speakers of Italian in specific cities and suburbs who identify as ‘Italo-Australian’ and noticing the resulting regional variations of language and the impact of Australian English on the local Italian community, for example, la fenza, il carro, la crema (instead of la panna) which are not Italian words
- Elaboration reflecting on their own and others’ responses to intercultural experiences and interactions, for example, how people interact in Australia and in Italy (at school, while shopping, etc.), and comparing aspects such as the exchange of social niceties or the efficiency of the interaction, for example, Buongiorno. Mi dica … Desidera?
- Elaboration reflecting on their own identity through connecting observations made about experiences over time, as a learner of Italian, for example, comparing and contrasting their own experiences through a series of journal entries/reflections
This achievement standard describes the expected learning for Years 7 to 8 Italian · Years 7 to 10 sequence. Use it to plan teaching and assessment with the Australian Curriculum v9.
At a Glance
| Strand | Substrand | CDs | Elaborations |
|---|---|---|---|
| Communicating meaning in Italian | Interacting in Italian | 3 | 15 |
| Communicating meaning in Italian | Mediating meaning in and between languages | 2 | 18 |
| Communicating meaning in Italian | Creating text in Italian | 1 | 10 |
| Understanding language and culture | Understanding systems of language | 3 | 30 |
| Understanding language and culture | Understanding the interrelationship of language and culture | 1 | 7 |
| Total | 10 | 80 | |
Frequently Asked Questions
What should students know by the end of Years 7 to 8 Italian?
By the end of Year 8, students use Italian language to interact and collaborate with others, and to share information and plan activities in familiar contexts. They respond to others’ contributions, and recognise familiar gestures, questions and instructions in exchanges. Read the full standard
How many Content Descriptors support this standard?
10 Content Descriptors support this Achievement Standard (Communicating meaning in Italian: 6, Understanding language and culture: 4).
Is this from the latest Australian Curriculum?
Yes, this Achievement Standard is from the Australian Curriculum version 9.0 (AC v9), the most current version published by ACARA.