Years 9 to 10
Languages
ASLANITA7_10Y910
Years 9 to 10 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 10, students initiate and sustain Italian language to exchange and compare ideas and experiences about their own and others’ personal world. They communicate using non-verbal, spoken and written language to collaborate, plan and reflect on activities and events. They interpret and analyse information and ideas in texts and demonstrate understanding of different perspectives. They synthesise information and respond in Italian or English, adjusting language to convey meaning and to suit context, purpose and audience. They use structures and features of spoken and written Italian to create texts.
Students apply features of the Italian sound system to enhance fluency and demonstrate understanding of the sound system in spoken exchanges. They select and apply knowledge of language conventions, structures and features to interact, make meaning and create texts. They support discussion of structures and features of texts, using metalanguage. They reflect on their own language use and cultural identity, and draw on their experience of learning Italian, to discuss how this learning influences their ideas and ways of communicating.
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 10, students initiate and sustain Italian language to exchange and compare ideas and experiences about their own and others’ personal world.
Content descriptorAC9LIT10EC01 Communicating meaning in Italian
initiate and sustain interactions in familiar and some unfamiliar contexts to exchange ideas, experiences and opinions about their own and others’ personal worlds
Elaborations (7)
- Elaboration sharing experiences and describing events, for example, Ogni anno ...; Ogni weekend ...; Per il mio compleanno voglio ...
- Elaboration expressing hopes and ambitions, and giving reasons for plans, for example, Penso di +infinitive; Mi piacerebbe +infinitive
- Elaboration recounting personal experiences and expressing opinions through a range of texts, using present and past tenses as appropriate, for example, sharing information about their family history or discussing generational influences Ammiro … Giovanni perché è venuto in Australia da solo quando aveva diciotto anni.
- Elaboration exchanging opinions and agreement, for example, preferisco … e tu?; E tu, cosa pensi? Sono d’accordo con te/lei …; Sei d’accordo? Non m’interessa.
- Elaboration contrasting and comparing views on particular expectations and issues (the use of social media at school, etc.) by writing blogs, emails and letters, for example, sono d’accordo, non sono d’accordo; vorrei dare la mia opinione.
- Elaboration narrating past experiences and events of significance such as holidays, special events, travel, L'anno scorso ... prima siamo andati … poi abbiamo fatto … dopo … infine …; mi sono divertito/a, faceva caldo, c'erano tante persone …
- Elaboration participating in reflective activities and evaluations of classroom experiences, for example, Perché/come mai …? È giusto? Secondo te …? Forse …, Dal mio punto di vista …, A mio avviso …, Penso che sia …, Sono sicuro che …, È chiaro che …
Content descriptorAC9LIT10EC02 Communicating meaning in Italian
use Italian language in exchanges to question, offer opinions and compare and discuss ideas
Elaborations (5)
- Elaboration using communication strategies (questioning further, asking for repetition or clarification, etc.), for example, Scusi, non ho capito; puoi/potresti ripetere? Puoi aiutarmi a +infinitive?
- Elaboration participating in negotiations, in conversation and correspondence (discussing possibilities regarding travel to Italy, the purchase of fashion items, musical equipment or a mobile phone, etc.), for example, Quanto costa il biglietto per …? Vorrei il biglietto più economico. Posso vedere l’ultimo modello del telefonino/cellulare. Ha una custodia colorata? Queste scarpe sono piccole; ho bisogno di un numero più grande. I pantaloni sono troppo larghi. C’è la taglia più piccola?
- Elaboration applying for a part-time job and participating in a mock interview (il colloquio), for example, il posto fisso, fare domanda di lavoro: vorrei fare domanda per il lavoro di cassiera/ e, commessa/o presso ...
- Elaboration requesting a service such as changing a flight, exchanging currency, purchasing a SIM card or confirming accommodation
- Elaboration corresponding to express a complaint, formally and informally, about a poor-quality service and suggesting a way to improve, Ti apetto da più di mezz'ora! Non va bene! Le avviso che l'aria condizionata non funziona e bisogna chiamare il tecnico/ l'idraulico. La finestra non si apre ...
They communicate using non-verbal, spoken and written language to collaborate, plan and reflect on activities and events.
Content descriptorAC9LIT10EC02 Communicating meaning in Italian
use Italian language in exchanges to question, offer opinions and compare and discuss ideas
Elaborations (5)
- Elaboration using communication strategies (questioning further, asking for repetition or clarification, etc.), for example, Scusi, non ho capito; puoi/potresti ripetere? Puoi aiutarmi a +infinitive?
- Elaboration participating in negotiations, in conversation and correspondence (discussing possibilities regarding travel to Italy, the purchase of fashion items, musical equipment or a mobile phone, etc.), for example, Quanto costa il biglietto per …? Vorrei il biglietto più economico. Posso vedere l’ultimo modello del telefonino/cellulare. Ha una custodia colorata? Queste scarpe sono piccole; ho bisogno di un numero più grande. I pantaloni sono troppo larghi. C’è la taglia più piccola?
- Elaboration applying for a part-time job and participating in a mock interview (il colloquio), for example, il posto fisso, fare domanda di lavoro: vorrei fare domanda per il lavoro di cassiera/ e, commessa/o presso ...
- Elaboration requesting a service such as changing a flight, exchanging currency, purchasing a SIM card or confirming accommodation
- Elaboration corresponding to express a complaint, formally and informally, about a poor-quality service and suggesting a way to improve, Ti apetto da più di mezz'ora! Non va bene! Le avviso che l'aria condizionata non funziona e bisogna chiamare il tecnico/ l'idraulico. La finestra non si apre ...
Content descriptorAC9LIT10EC03 Communicating meaning in Italian
use non-verbal, spoken and written exchanges to discuss, plan and reflect on activities, events and experiences with peers
Elaborations (3)
- Elaboration inviting and responding to invitations, for example, Puoi venire a …? No, devo studiare / Non ora. Oggi … A presto. Divertiti!
- Elaboration participating in planning and decision-making with others, for example, arranging an event, class debate, performance, excursion, guest speaker, and organising a petition or a letter to the principal/local council, Devo/Dobbiamo organizzare … Cosa dobbiamo fare? Chi invitiamo? Bisogna+infinitive. Vuoi venire al dibattito con me? Come possiamo convincere il comune a …? Scriviamo una lettera per convincere il/la preside a …
- Elaboration negotiating options, for example, Forse potremmo cominciare alle 7. Potrebbe essere utile andare tutti insieme., and reflecting on outcomes, for example, E' andato tutto bene; E' stato un gran successo; Ci siamo riusciti!; Ce l'abbiamo fatta! La prosssima volta forse.
They interpret and analyse information and ideas in texts and demonstrate understanding of different perspectives.
Content descriptorAC9LIT10EC04 Communicating meaning in Italian
interpret information, ideas and perspectives in a wide range of spoken, written and multimodal texts and respond appropriately to cultural context, purpose and audience
Elaborations (8)
- Elaboration listening to, viewing or reading texts that depict aspects of Italian culture, art, history or geography, and sharing the information with others, for example, comparing online tourist brochures, reading or viewing a series of advertisements, and then creating their own advertisement to attract Italian tourists to an Australian city/town/area
- Elaboration conducting online surveys to report on attitudes about topics such as water usage, consumer choice, technology use, music or celebrities, and reporting on findings
- Elaboration locating data within a text, for example, locating data about career aspirations for Italian youth, and organising the data in a graph, il 15% degli intervistati vorrebbe diventare ingegnere informatico/ programmatore/ attore/ cantante
- Elaboration listening to or reading a First Nations Australian’s stories and discussing their opinions and ideas, and, in Italian, presenting their personal profile to the class
- Elaboration researching, recording and synthesising information from texts (television programs, reports, interviews, video clips, documentaries, graffiti and social networks, tables, concept maps, webbing and charts, etc.) to organise and order information and inform others of findings
- Elaboration reporting on current events and topics related to personal worlds, through reports, summaries, biographies or journal entries, for example, presenting a profile of a favourite artist or a famous person; or reporting the findings of a survey, such as languages spoken at home in Australia Il documentario … presenta la storia di …, L’articolo parla di …, rappresenta il punto di vista di …, Lo scrittore pensa …; La maggior part di/la minor parte di/il 20 per cento delle persone+verb …; Entrambi, tutti/pochi studiano ogni sera; A differenza di, però; Il dépliant australiano sottolinea di più …
- Elaboration connecting and presenting information showing varying perspectives (child/adult, Australian/Italian, insider/outsider, rural/urban, etc.) using present, past and future tenses as appropriate, for example, L'importanza degli spazi pubblici per la vita sociale; La piazza il cuore della città/ il centro commerciale; la passegiata e la domenica italiana; slowfood vs fastfood; la cura dell’ambiente e il riciclaggio; il senso civico; i mammoni; Made in Italy- Made in Australia, milestone birthdays, such as 18 and 21
- Elaboration analysing and using tone, gesture and body language to interpret/support making meaning, for example, viewing gestures in action and writing a bilingual script for a video
They synthesise information and respond in Italian or English, adjusting language to convey meaning and to suit context, purpose and audience.
Content descriptorAC9LIT10EC04 Communicating meaning in Italian
interpret information, ideas and perspectives in a wide range of spoken, written and multimodal texts and respond appropriately to cultural context, purpose and audience
Elaborations (8)
- Elaboration listening to, viewing or reading texts that depict aspects of Italian culture, art, history or geography, and sharing the information with others, for example, comparing online tourist brochures, reading or viewing a series of advertisements, and then creating their own advertisement to attract Italian tourists to an Australian city/town/area
- Elaboration conducting online surveys to report on attitudes about topics such as water usage, consumer choice, technology use, music or celebrities, and reporting on findings
- Elaboration locating data within a text, for example, locating data about career aspirations for Italian youth, and organising the data in a graph, il 15% degli intervistati vorrebbe diventare ingegnere informatico/ programmatore/ attore/ cantante
- Elaboration listening to or reading a First Nations Australian’s stories and discussing their opinions and ideas, and, in Italian, presenting their personal profile to the class
- Elaboration researching, recording and synthesising information from texts (television programs, reports, interviews, video clips, documentaries, graffiti and social networks, tables, concept maps, webbing and charts, etc.) to organise and order information and inform others of findings
- Elaboration reporting on current events and topics related to personal worlds, through reports, summaries, biographies or journal entries, for example, presenting a profile of a favourite artist or a famous person; or reporting the findings of a survey, such as languages spoken at home in Australia Il documentario … presenta la storia di …, L’articolo parla di …, rappresenta il punto di vista di …, Lo scrittore pensa …; La maggior part di/la minor parte di/il 20 per cento delle persone+verb …; Entrambi, tutti/pochi studiano ogni sera; A differenza di, però; Il dépliant australiano sottolinea di più …
- Elaboration connecting and presenting information showing varying perspectives (child/adult, Australian/Italian, insider/outsider, rural/urban, etc.) using present, past and future tenses as appropriate, for example, L'importanza degli spazi pubblici per la vita sociale; La piazza il cuore della città/ il centro commerciale; la passegiata e la domenica italiana; slowfood vs fastfood; la cura dell’ambiente e il riciclaggio; il senso civico; i mammoni; Made in Italy- Made in Australia, milestone birthdays, such as 18 and 21
- Elaboration analysing and using tone, gesture and body language to interpret/support making meaning, for example, viewing gestures in action and writing a bilingual script for a video
Content descriptorAC9LIT10EC05 Communicating meaning in Italian
apply strategies to interpret and translate non-verbal, spoken and written interactions and texts to convey meaning and intercultural understanding in familiar and unfamiliar contexts
Elaborations (7)
- Elaboration translating and discussing idiomatic expressions in both Italian and English, for example, Non vedo l’ora! (I can’t wait!), Era ora! (finally! it was about time!), Lasciami stare! (leave me alone!), Ma dai! (come on!), Tocca ferro (touch wood)
- Elaboration exploring, expanding and consolidating word usage using online applications relating to idioms, proverbs, sayings and set phrases
- Elaboration comparing different translations of the same message in Italian and English, for example, Devo scappare/andare/correre can be translated as “I must/have to run/go” or “I got to run/go”
- Elaboration analysing the appropriateness of language choices for a given context and purpose according to age, relationship and gender, for example, the context of use for phrases such as non mi va as compared to non mi piace
- Elaboration comparing different translations of a text, including versions created by online translators, and discussing any issues that emerge
- Elaboration using print and digital dictionaries, selecting appropriate meaning from alternatives provided and comparing translations with peers, explaining cultural references and expressions such as fuori (literally ‘outside’; ‘out of your mind’) or su di giri (literally ‘revved up’; ‘excitable, elated’) and any aspects ‘lost in translation’
- Elaboration translating texts (public signs, etc.) and explaining choices in different renderings such as Non calpestare l’erba (Keep off the grass, Don’t walk on the lawn, Don’t trample the grass)
They use structures and features of spoken and written Italian to create texts.
Content descriptorAC9LIT10EC06 Communicating meaning in Italian
create spoken, written and multimodal, informative and imaginative texts, selecting vocabulary, expressions, grammatical structures and textual conventions for familiar and some unfamiliar contexts and purposes, to engage different audiences
Elaborations (10)
- Elaboration creating a different version of a well-known story, changing aspects such as the location, time setting, or developing an alternative ending and publishing it in the school magazine
- Elaboration writing poems, letters or emails to characters from a story or film that have left a significant impression
- Elaboration entertaining others by creating texts expressing real or imagined experiences, ideas and emotions, for example, a rap about being young, a video about a fictional school, a cartoon about a real or fictitious hero, or a short story about an inanimate object coming to life
- Elaboration writing a journal entry, or contributing to a school newsletter in Italian reflecting on the impact of a visit to a significant cultural location on a First Nations Country/Place, and, with permission, referring to cultural knowledge of the site
- Elaboration creating a video or a role-play to demonstrate the use of idiomatic expressions in context such as chatting with a friend – in gamba! Figurati! Permesso ...; a teacher leading an excursion –Non farmi fare brutta figura! Gambe in spalla!; explaining what is wrong with you – Ho sete, ho una fame da lupi.
- Elaboration writing to the editor of a print or online newspaper about an important issue, justifying personal opinions
- Elaboration promoting awareness of a particular issue, topic or behaviour, such as recycling, conservation, sustainability, traditional Italian cuisines, sport and fitness options, by creating a poster, blog or advertisement
- Elaboration encouraging people to choose a specific location for a future trip by writing an account of your last holiday there, using persuasive language and imagery
- Elaboration sharing a personal profile or biography with classmates, including memories from childhood, future aspirations and plans and reflections about learning Italian
- Elaboration making a ‘pros and cons’ list for continuing the study of Italian in the senior years of school
Students apply features of the Italian sound system to enhance fluency and demonstrate understanding of the sound system in spoken exchanges.
Content descriptorAC9LIT10EU01 Understanding language and culture
apply features of the Italian sound system, including pitch, rhythm, stress, pronunciation and intonation, and show how these are represented in familiar and some unfamiliar contexts
Elaborations (6)
- Elaboration recognising the differences in pronunciation and stress of words with similar spelling, for example, sùbito, subito
- Elaboration recognising and using some common interjections, for example, oh!, e?, cioè, ahimè, ohimè, uffa!
- Elaboration comparing and contrasting the pronunciation of similar-sounding words using text-to-speech software or the audio option in word processing programs
- Elaboration recognising common cognate words in speech, for example, organizzazione, programmare, arrivare
- Elaboration identifying and interpreting sounds and textual features and devices (onomatopoeia, repetition, simile, metaphor, etc.) and understanding how they can be used to express emotion and convey attitudes
- Elaboration recognising the difference between anglicised and Italian pronunciation in words such as hamburger, bruschetta, spaghetti, caffelatte
They select and apply knowledge of language conventions, structures and features to interact, make meaning and create texts.
Content descriptorAC9LIT10EU02 Understanding language and culture
select and use structures and features of the Italian grammatical and writing systems to enhance meaning and create spoken, written and multimodal texts
Elaborations (13)
- Elaboration applying the rules for inclusion or omission of the article, for example, mio padre and il mio papà; Buongiorno signora … È la signora …
- Elaboration understanding that some nouns have irregular plurals such as la città/le città, il dito/le dita, and some are collective nouns, for example, la gente
- Elaboration understanding the function of pronouns including possessive, reflexive, demonstrative and relative
- Elaboration making descriptions more precise by using comparatives and superlatives (regular and irregular), for example, Il film è più bello del romanzo; è bellissimo
- Elaboration indicating destinations and directions by using simple or articulated prepositions, for example, in Italia, a Roma, al parco
- Elaboration conjugating verbs indicating action in the present (including irregular verbs and reflexives) and action across time: present perfect; imperfect
- Elaboration recognising and using the future and conditional tenses in modelled contexts
- Elaboration understanding the use of the impersonal si and the function of modal verbs to indicate ability/willingness/necessity
- Elaboration using compound sentences, for example, Mi piace la pizza ma preferisco le lasagne, and complex sentences, for example, La città che ho visitato era bellissima.
- Elaboration using idiomatic expressions with fare and avere such as ho fame, ho sete, avevo sete, non ho mai avuto fame come oggi, avevo fame e così' ho mangiato un panino, ho paura, ho avuto paura così non mi sono tuffato/a nell' acqua, avevo paura del buio.
- Elaboration obtaining information by using appropriate interrogatives, for example, Chi …? Quando … ? Come …? Perché? Quale?
- Elaboration using adverbs of time and manner, for example, ieri, di solito
- Elaboration understanding the elements that create coherence at a whole text level (the use of cohesive devices, linked paragraphs, and sequencing of ideas, etc.), for example, perché, quindi, siccome, dato che
They support discussion of structures and features of texts, using metalanguage.
Content descriptorAC9LIT10EU03 Understanding language and culture
reflect on and evaluate Italian texts, using metalanguage to discuss language structures and features
Elaborations (5)
- Elaboration developing a metalanguage for discussing ideas, issues and experiences related to intercultural communication, such as being able to discuss polite forms of pronouns and verbs in order to use appropriate forms with others, for example, La ringrazio, arriveredLa
- Elaboration discussing grammatical structures, for example, relative clauses, relative pronouns and demonstrative adjectives, using metalanguage in order to be able to choose between che and quel
- Elaboration comparing procedural, recount and persuasive texts (recipes, advertisements, weather reports, etc.) in Italian and English, and using metalanguage to describe their similarities and differences
- Elaboration noticing changes in style, lexicon and grammatical structures, observing how the same facts may be communicated differently by different people in different contexts, for example, describing a school assignment, Non sono stato/a promosso/a; Sono stato/a bocciato/a.
- Elaboration using metalanguage to discuss the differences between Italian and English ways of communicating which involve cultural dimensions, for example, sono stato rimandato a settembre, ho la media del 7; ho fatto buca/forca; abbiamo occupato la scuola; abbiamo fatto sciopero; mangiare alla mensa; il rientro; or the language choices in the context of respect/politeness, for example, Mi scusi vs scusa, S'accomodi
They reflect on their own language use and cultural identity, and draw on their experience of learning Italian, to discuss how this learning influences their ideas and ways of communicating.
Content descriptorAC9LIT10EU04 Understanding language and culture
reflect on and explain how identity is shaped by language(s), culture(s), beliefs, attitudes and values and how these affect ways of communicating
Elaborations (9)
- Elaboration discussing the use of dialects or language variations within the context of Italian-speaking communities, and reflecting on how these shape regional identity and group belonging
- Elaboration noting changes over time in levels of formality in Italian, particularly in spoken Italian such as forms of address, for example, noting the use of tu/Lei compared with voi/Loro, in older texts and regional dialects
- Elaboration examining the link between language and cultural values and practices evident in Italy, for example, the appreciation of things of beauty and style expressed by the concept of la bella figura, or the connotations of the concept of mammone
- Elaboration reflecting on and explaining the protocols required to authentically co-create an Acknowledgement of Country/Place with a First Nations Australian, to present in Italian for a group of Italian-speaking visitors at a school assembly
- Elaboration understanding how language and culture convey values such as respect, for example, Cosa ne pensi? Sei d’accordo? È giusto? In Australia invece … A differenza di …
- Elaboration reflecting on being a communicator and user of Italian in a variety of social situations, for example, reflecting on the way Italian communication reflects values and beliefs such as in a retail setting it is considered rude not to greet the assistant; when entering a residence it is considered polite to say, Permesso, and handshaking between men and kissing on each cheek between women
- Elaboration reflecting on how their identity, values and beliefs may have changed as a result of their experiences of using and learning Italian
- Elaboration considering how their own and others’ identity may shift according to place and time; discussing cultural notions of ‘self’ as public or private, for example, con la mia famiglia sono …, mentre online cerco di essere …, Quando ero piccolo ero abbastanza … ma adesso che sono più grande …, and noticing the adjustments made when interacting with different people
- Elaboration reflecting on and learning to navigate aspects of Italian language and culture such as taboo topics, personal space, and perceptions of image, and considering what is ‘acceptable’, for example, È permesso parlare di politca/religione? Con chi? Perché no? Si fa? Non si fa.
This achievement standard describes the expected learning for Years 9 to 10 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 | 15 |
| Communicating meaning in Italian | Creating text in Italian | 1 | 10 |
| Understanding language and culture | Understanding systems of language | 3 | 24 |
| Understanding language and culture | Understanding the interrelationship of language and culture | 1 | 9 |
| Total | 10 | 73 | |
Frequently Asked Questions
What should students know by the end of Years 9 to 10 Italian?
By the end of Year 10, students initiate and sustain Italian language to exchange and compare ideas and experiences about their own and others’ personal world. They communicate using non-verbal, spoken and written language to collaborate, plan and reflect on activities and events. 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).
How does this compare to Years 7 to 8?
The Years 7 to 8 Italian standard (ASLANITA7_10Y78) covers the preceding curriculum level. Standards build progressively, with Years 9 to 10 expectations extending what was introduced in Years 7 to 8.
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.