Years 1 to 2
Languages
ASLANITAF10Y12
Years 1 to 2 Italian Achievement Standard
7 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 2, students use Italian language to interact and share information related to the classroom and themselves. They use cues to respond to questions and instructions, and use simple formulaic language. They locate and convey key items of information in texts using non-verbal, visual and contextual cues to help make meaning. They use familiar words and modelled language to create texts.
Students imitate the sounds and rhythms of Italian and demonstrate understanding that Italian has conventions and rules for non-verbal communication, pronunciation and writing. They give examples of similarities and differences between some features of Italian and English. They understand that language is connected with culture, and notice how this is reflected in their own language(s) and culture(s).
Foundation to Year 10 sequence
The 7 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 2, students use Italian language to interact and share information related to the classroom and themselves.
Content descriptorAC9LIT2C01 Communicating meaning in Italian
recognise and respond to modelled classroom-related greetings, instructions and routines, and personal introductions
Elaborations (9)
- Elaboration responding to classroom instructions such as In piedi! Seduti! In cerchio! Insieme, qui! Attenzione! Non parlare! Silenzio! Alza la mano!
- Elaboration using simple greetings relevant to the time of day, the celebration or event, and their relationship to the person, for example, Ciao! Salve! Buongiorno! Arrivederci! Tanti auguri! Buona Pasqua, Buon Natale
- Elaboration introducing themselves and answering simple questions, for example, Come ti chiami? Mi chiamo …, e tu? Quanti anni hai? Ho sette anni, e tu? Come stai? Così, così, Hai un animale domestico? Sì, ho un cane.
- Elaboration describing people and belongings, using familiar formulaic expressions such as Questo/a è … Ecco il mio pallone, un gelato al limone, buonissimo!
- Elaboration pointing to objects named in Italian
- Elaboration sharing information about simple everyday actions in the present tense, for example, Gioco a football; Mangio la pizza; Leggo il libro.
- Elaboration expressing likes and dislikes, for example, Sì mi piace; no, non mi piace
- Elaboration indicating possession (as set phrases), for example, la mia penna, il mio cane, il mio papà, la mia mamma
- Elaboration using formulaic Italian phrases for everyday interactions (thanking, apologising, offering wishes, congratulations, etc.), for example, Grazie mille! Prego. Mi dispiace; Auguri!
They use cues to respond to questions and instructions, and use simple formulaic language.
Content descriptorAC9LIT2C01 Communicating meaning in Italian
recognise and respond to modelled classroom-related greetings, instructions and routines, and personal introductions
Elaborations (9)
- Elaboration responding to classroom instructions such as In piedi! Seduti! In cerchio! Insieme, qui! Attenzione! Non parlare! Silenzio! Alza la mano!
- Elaboration using simple greetings relevant to the time of day, the celebration or event, and their relationship to the person, for example, Ciao! Salve! Buongiorno! Arrivederci! Tanti auguri! Buona Pasqua, Buon Natale
- Elaboration introducing themselves and answering simple questions, for example, Come ti chiami? Mi chiamo …, e tu? Quanti anni hai? Ho sette anni, e tu? Come stai? Così, così, Hai un animale domestico? Sì, ho un cane.
- Elaboration describing people and belongings, using familiar formulaic expressions such as Questo/a è … Ecco il mio pallone, un gelato al limone, buonissimo!
- Elaboration pointing to objects named in Italian
- Elaboration sharing information about simple everyday actions in the present tense, for example, Gioco a football; Mangio la pizza; Leggo il libro.
- Elaboration expressing likes and dislikes, for example, Sì mi piace; no, non mi piace
- Elaboration indicating possession (as set phrases), for example, la mia penna, il mio cane, il mio papà, la mia mamma
- Elaboration using formulaic Italian phrases for everyday interactions (thanking, apologising, offering wishes, congratulations, etc.), for example, Grazie mille! Prego. Mi dispiace; Auguri!
Content descriptorAC9LIT2C02 Communicating meaning in Italian
participate in a range of guided, play-based language activities using formulaic expressions, visual and spoken cues
Elaborations (6)
- Elaboration contributing to guided collective activities such as labelling and illustrating a poster
- Elaboration working in pairs or groups to select given options relating to foods, toys or classroom items, for example, Posso avere …? Vuoi …? Cosa vuoi? Voglio una pesca. E tu, cosa prendi? Ti piace l’orsacchiotto? Ecco la penna blu.
- Elaboration participating in a guided role-play in a shop or at the market, for example, Una banana per favore … ecco …; Quanto costa? Un gelato per favore; Ecco il gelato.
- Elaboration participating in ‘show and tell’, for example, Questa è la mia bambola. Si chiama Teresa; Questo è il mio camion. È grande.
- Elaboration reciting and performing chants, rhymes and songs, adding music and actions to support meaning in their own performances, for example, the farfallina rhyme: Farfallina bella bianca, vola vola e mai si stanca, vola vola sempre in su, farfallina non c’è più, resti fuori proprio tu.
- Elaboration playing games such as counting games, sorting and order games, number games, tombola, ruba bandiera, bocce
Content descriptorAC9LIT2C04 Communicating meaning in Italian
notice that language carries cultural meaning in classroom-related greetings, introductions, instructions and routines
Elaborations (7)
- Elaboration noticing language associated with interactions such as the use of first names in Australian or American English compared with the use of titles and family names in Italian, for example, Professor/Professoressa with teacher and Signor/Signora with adults
- Elaboration differentiating between formal and familiar language using Buongiorno, ArrivederLa with the teacher and Ciao with classmates
- Elaboration noticing that teacher uses familiar form with students and students use formal form with teacher, for example, tu/Lei
- Elaboration collecting English words that are the same in Italian, for example, banana, pyjamas, picnic, and Italian words used in English pizza, ciao, spaghetti, gelato, and creating a picture dictionary or word wall
- Elaboration using formulaic phrases to show politeness, for example, Grazie! Prego. Scusa. Per favore. Bene. Molto bene. Perché? Buon appetito!
- Elaboration noticing formalities in Italy such as handshakes or standing up to greet a visitor to the classroom
- Elaboration noticing gestures, facial expressions and intonation patterns that accompany some expressions in Italian, for example, shrugs or exclamations with the expressions Boh! Mamma mia!
They locate and convey key items of information in texts using non-verbal, visual and contextual cues to help make meaning.
Content descriptorAC9LIT2C03 Communicating meaning in Italian
locate, with support, key information in familiar texts, and respond using gestures, images, words and formulaic phrases
Elaborations (9)
- Elaboration miming, drawing, onscreen pointing, clicking or dragging to show understanding of key points in a range of spoken, written and multimodal texts
- Elaboration identifying the main idea or an event based on images, for example, la festa, la scuola, lo zoo, la spiaggia, l’estate
- Elaboration responding to texts by sequencing pictures and simple text in the order that events occurred
- Elaboration recognising that gesture and body language are integral to communicating in language for First Nations Australians, and showing examples of how this is also reflected in Italian, and the language(s) they speak at home
- Elaboration recognising phrases from classroom routines, images and labels, word walls such as days of the week, subjects, rules, labels, weather, seasons and dates
- Elaboration retelling a story or information by creating a storyboard
- Elaboration responding to games or songs with actions or miming, for example, Testa, spalla, ginocchia e piedi
- Elaboration using intonation and visual cues (gestures, facial expressions, images, contextual clues, etc.) to assist understanding meaning in context
- Elaboration identifying words in a variety of texts by matching images with words
They use familiar words and modelled language to create texts.
Content descriptorAC9LIT2C05 Communicating meaning in Italian
use words, familiar phrases and modelled language to create spoken, written and multimodal texts
Elaborations (9)
- Elaboration giving descriptive information using simple structures, for example, È la mia mamma. La mia mamma è alta. È il cane. È carino.
- Elaboration describing aspects of their immediate world by drawing and writing captions for people Ecco il papà/mio fratello, Mario è il mio amico; family celebrations Oggi è il compleanno di ... Tanti auguri!; and places La casa di Tina è grande.
- Elaboration illustrating a shared class big book and presenting with gestures, miming the story, for example, È un uccello. È verde. L’uccello vola. La farfalla è gialla. La rana è verde. La zebra è bianca e nera.
- Elaboration matching bilingual captions/labels to images of First Nations Country/Place locations in their local area or elsewhere in Australia
- Elaboration sharing feelings about a book/video clip by participating in simple ‘reviews’, writing their names under one of the following statements: Mi piace; Mi piace molto; Non mi piace
- Elaboration choosing from words, phrases and sentences provided to express ideas, for example, È Marco. È grande. È bravo.
- Elaboration answering simple questions with short formulaic spoken and written responses, for example, Quanti anni hai? Hai un animale domestico?
- Elaboration naming family members and friends using flashcards, word lists, posters, photos and multimedia slides, for example, mio fratello Carlo; la mia amica del cuore, Gina
- Elaboration sequencing pictures, with support, to describe events
Students imitate the sounds and rhythms of Italian and demonstrate understanding that Italian has conventions and rules for non-verbal communication, pronunciation and writing.
Content descriptorAC9LIT2U01 Understanding language and culture
recognise and imitate the sounds and rhythms of Italian
Elaborations (12)
- Elaboration imitating the pronunciation of the 21 letters of the Italian alphabet
- Elaboration reproducing Italian sounds and intonation patterns through imitation, and reciting nursery rhymes, tongue twisters and songs
- Elaboration imitating Italian speech using Italian patterns of intonation, pronunciation and stress, and incorporating appropriate gestures, facial expressions and body language
- Elaboration practising rolling ‘r’ by reciting rhymes and chants
- Elaboration comparing vowel sounds in Italian and English
- Elaboration recognising ‘c’ as in ciao sounds like ‘ch’ in English and that ‘ch’ as in chi sounds like a ‘k’ in English
- Elaboration observing that words which stress the final letter have an accent on that letter, for example, papà, città
- Elaboration noticing syllable patterns in words such as la/sa/gna; pa/ta/ta
- Elaboration acknowledging that rising intonation denotes a question
- Elaboration noticing that Italian is a phonetic language and is written as it sounds
- Elaboration comparing similarities and differences in pronunciation of cognates with English, for example, università, animale, appartamento
- Elaboration recognising that there are different dialects spoken in Italy and variations of accents in Italian-speaking communities in the diaspora
Content descriptorAC9LIT2U02 Understanding language and culture
recognise that the Roman alphabet is used to construct meaning in texts in Italian
Elaborations (15)
- Elaboration copying and tracing the Italian alphabet
- Elaboration identifying that the letters ‘j’, ‘k’, ‘w’, ‘x’, ‘y’ are not part of the Italian alphabet
- Elaboration noticing that Italian is a phonetic language and is written as it sounds
- Elaboration recognising that there are spelling rules in Italian that affect pronunciation, for example, ci, ce, gi, ge/ca, co, cu ga, go, gu
- Elaboration noticing that most words in Standard Italian end with vowels ‘a’, ‘e’, ‘i’, ‘o’
- Elaboration observing that some words which do not end with a vowel are the same in English, for example, computer, robot, yoghurt, sport
- Elaboration observing that days of the week and months of the year are written with lower case letters
- Elaboration recognising singular and plural forms
- Elaboration noticing that adjectives are used to describe people, objects or places and are usually placed after the noun, for example, la penna rossa
- Elaboration using pronouns to identify people, for example, io, tu, lui, lei, noi, voi, loro
- Elaboration recognising formulaic use of the verbs essere and avere when used to give personal information about state or identity, for example, Ho due fratelli, Sono basso, Ho 6 anni, Ho gli occhi verdi, sono alto.
- Elaboration learning the structure of simple statements and questions based on models, for example, lo sono Anna. Non sto bene. È un gatto? Sì è un gatto.
- Elaboration learning simple verbs to describe actions and using them in formulaic expressions, for example, Guardo la television, Ascolto la musica, Leggo il libro.
- Elaboration noticing how likes and dislikes are expressed in Italian, for example, Ti piace fare lo sport? Mi piace cantare/giocare; Non mi piace nuotare.
- Elaboration expressing negation, for example, Non sono bassa, Non ho un cane.
They give examples of similarities and differences between some features of Italian and English.
Content descriptorAC9LIT2U02 Understanding language and culture
recognise that the Roman alphabet is used to construct meaning in texts in Italian
Elaborations (15)
- Elaboration copying and tracing the Italian alphabet
- Elaboration identifying that the letters ‘j’, ‘k’, ‘w’, ‘x’, ‘y’ are not part of the Italian alphabet
- Elaboration noticing that Italian is a phonetic language and is written as it sounds
- Elaboration recognising that there are spelling rules in Italian that affect pronunciation, for example, ci, ce, gi, ge/ca, co, cu ga, go, gu
- Elaboration noticing that most words in Standard Italian end with vowels ‘a’, ‘e’, ‘i’, ‘o’
- Elaboration observing that some words which do not end with a vowel are the same in English, for example, computer, robot, yoghurt, sport
- Elaboration observing that days of the week and months of the year are written with lower case letters
- Elaboration recognising singular and plural forms
- Elaboration noticing that adjectives are used to describe people, objects or places and are usually placed after the noun, for example, la penna rossa
- Elaboration using pronouns to identify people, for example, io, tu, lui, lei, noi, voi, loro
- Elaboration recognising formulaic use of the verbs essere and avere when used to give personal information about state or identity, for example, Ho due fratelli, Sono basso, Ho 6 anni, Ho gli occhi verdi, sono alto.
- Elaboration learning the structure of simple statements and questions based on models, for example, lo sono Anna. Non sto bene. È un gatto? Sì è un gatto.
- Elaboration learning simple verbs to describe actions and using them in formulaic expressions, for example, Guardo la television, Ascolto la musica, Leggo il libro.
- Elaboration noticing how likes and dislikes are expressed in Italian, for example, Ti piace fare lo sport? Mi piace cantare/giocare; Non mi piace nuotare.
- Elaboration expressing negation, for example, Non sono bassa, Non ho un cane.
Content descriptorAC9LIT2U03 Understanding language and culture
notice that Italian has features that may be similar to or different from English
Elaborations (6)
- Elaboration noticing that Italian words end mostly with vowels which mark gender and number, for example, o–i (masculine singular and plural); a–e (feminine singular and plural); e–i (masculine/feminine, singular and plural)
- Elaboration observing gender in patterns of naming, for example, Paolo/Paola, Alessandro/Alessandra
- Elaboration noticing that Italian has definite and indefinite articles that are gender based, for example, la casa, una casa; il giardino, un giardino; lo zoo, uno zoo
- Elaboration noticing that Italian forms singular and plural differently from English
- Elaboration noticing some words for asking questions, for example, Chi? Cosa? Quando? are similar to English and do not change, and some change to denote number and gender, for example, Quanti?
- Elaboration noticing that rising intonation denotes a question
They understand that language is connected with culture, and notice how this is reflected in their own language(s) and culture(s).
Content descriptorAC9LIT2U04 Understanding language and culture
notice that people use language in ways that reflect cultural practices
Elaborations (7)
- Elaboration using formal greetings Buongiorno! Buonasera signor, ArrivederLa with adults other than family and friends, and using Ciao or Salve with family and friends
- Elaboration recognising common Italian gestures that express likes/dislikes and feelings, for example, Eccellente! Non lo so, Squisito!
- Elaboration recognising that the Italian tradition of fare la passeggiata is culturally more significant than just taking a walk
- Elaboration exploring symbols used by First Nations Australians and those used in Italian-speaking communities in a range of contexts, for example, finding out what the symbols on flags represent
- Elaboration viewing images of daily life in Italy and Australia and noticing similarities and differences, for example, comparing similarities and differences in l'autobus, il mercato, il supermercato, la fontana
- Elaboration exploring the range of languages and cultures in their classroom, and creating a collage using pictures and photos of cultural celebrations and events and formulaic expressions associated with them, for example, ferragosto, la befana - la festa del 6 gennaio
- Elaboration recognising that music, dance, food, celebrations and games are connected with culture
This achievement standard describes the expected learning for Years 1 to 2 Italian · Foundation to Year 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 | 2 | 15 |
| Communicating meaning in Italian | Mediating meaning in and between languages | 2 | 16 |
| Communicating meaning in Italian | Creating text in Italian | 1 | 9 |
| Understanding language and culture | Understanding systems of language | 3 | 33 |
| Understanding language and culture | Understanding the interrelationship of language and culture | 1 | 7 |
| Total | 9 | 80 | |
Frequently Asked Questions
What should students know by the end of Years 1 to 2 Italian?
By the end of Year 2, students use Italian language to interact and share information related to the classroom and themselves. They use cues to respond to questions and instructions, and use simple formulaic language. Read the full standard
How many Content Descriptors support this standard?
9 Content Descriptors support this Achievement Standard (Communicating meaning in Italian: 5, Understanding language and culture: 4).
How does this compare to Foundation?
The Foundation Italian standard (ASLANITAF10FY) covers the preceding curriculum level. Standards build progressively, with Years 1 to 2 expectations extending what was introduced in Foundation.
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.