Years 3 to 4
Languages
ASLANITAF10Y34
Years 3 to 4 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 4, students use Italian language to initiate structured interactions to share information related to the classroom and their personal world. They use modelled language to participate in spoken and written activities that involve planning. They locate and respond to key items of information in texts using strategies to help interpret and convey meaning in familiar contexts. They use modelled language and basic syntax to create texts.
Students imitate sound combinations and rhythms of Italian language. They demonstrate understanding that Italian has non-verbal, spoken and written language conventions and rules to create and make meaning. They recognise that some terms have cultural meanings. They identify patterns in Italian and make comparisons between Italian and English. They understand that the Italian language is connected with culture, and identify how this is reflected in their own language(s) and culture(s).
Foundation to Year 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 4, students use Italian language to initiate structured interactions to share information related to the classroom and their personal world.
Content descriptorAC9LIT4C01 Communicating meaning in Italian
initiate exchanges and respond to modelled questions about self, others, and the classroom environment, using formulaic expressions
Elaborations (7)
- Elaboration participating in classroom activities by asking permission, requesting help, asking for repetition, praising and complimenting, for example, Posso prendere/fare/avere qualcosa? Sì/no. Non è possibile. Non adesso: Come? Aiuto, per favore; Come si dice …? Non ho capito, Puὸ ripetere?
- Elaboration exchanging simple spoken or written messages to praise or compliment someone, for example, Bravo/a! Ottimo! È bello/molto bello
- Elaboration exchanging personal information and responding to questions about self, family, leisure, neighbourhood, daily experiences and food, for example, Da dove vieni? Da Torino. Sono italiano, e tu? Chi sei? Chi è …? Sono …, e tu? Lui/lei è …, … è mio padre. Questo/a è …, e questo/a? È mio fratello. Dove abiti? Abito in via … /a …, e tu?
- Elaboration describing self, friends and objects with the correct placement of adjectives, for example, Sono biondo/alto/grasso; … è bruno; … è giovane, … ha i capelli/ha gli occhi/il naso/la bocca, or +adjective, for example, Il nonno ha i capelli castani, è simpatico. Ha gli occhi molto grandi. La camicia è rossa/nuova/piccola.
- Elaboration describing location using prepositions of place, for example, the position of objects in the home Il vaso è sopra il tavolo; l’albero è a sinistra; l’auto è dentro il garage.
- Elaboration describing routines, for example, ieri, oggi, domani, ora, dopo; Che ore sono? Sono le … Quando? Venerdì, alle dieci mangio ..., bevo … Lunedì studio inglese.
- Elaboration giving reasons for likes and dislikes, for example, Mi piace guardare la TV. È divertente. Non mi piace studiare. È noioso.
They use modelled language to participate in spoken and written activities that involve planning.
Content descriptorAC9LIT4C02 Communicating meaning in Italian
participate in activities that involve planning with others, using a range of familiar phrases and modelled structures
Elaborations (8)
- Elaboration creating invitation cards or posters for a party, performance or class event, for example, Caro…Vieni alla nostra festa/recita/riunione! Il giorno … Alle ore … Luogo/Presso
- Elaboration participating in a real or imagined visit to a local market to buy ingredients for making an Italian dish such as il minestrone together
- Elaboration participating in ordering food at the school canteen, for example, Io prendo un panino con il formaggio. E tu, cosa prendi?
- Elaboration working in pairs or small groups to generate questions when preparing for surprise party, for example, Quanti …? A che ora? Dov’ è la festa?
- Elaboration participating in organising a shared lunch in the Italian class, discussing who will bring what, who will invite parents, for example, Facciamo un dolce. Chi porta lo zucchero? Chi porta le mele?
- Elaboration responding to a partner’s questions, for example, Di che colore è la maglia? È rosa. Qual è il tuo/suo gioco preferito?
- Elaboration following procedures and instructions together, for example, following recipes such as una macedonia di frutta, or making a model of an Italian garden or piazza
- Elaboration planning for a shared performance for assembly or guests, for example, Ti piace? Chi dobbiamo invitare? Facciamo un poster. Cosa facciamo? Cantiamo una canzone italiana!
They locate and respond to key items of information in texts using strategies to help interpret and convey meaning in familiar contexts.
Content descriptorAC9LIT4C03 Communicating meaning in Italian
locate and respond to key information related to familiar content obtained from spoken, written and multimodal texts
Elaborations (6)
- Elaboration surveying classmates and presenting findings or responding to questionnaires about likes, interests, routines and activities, for example, Qual è il tuo libro preferito? Qual è il tuo programma televisivo preferito?
- Elaboration tabulating the results of a survey and presenting information in various forms (class profiles, birthday charts, etc.) or summaries of findings (Dieci bambini giocano a tennis e tre a basket) etc.
- Elaboration reading print and digital profiles and other information about children from different cultural contexts, and listing similarities and differences in routines
- Elaboration learning that First Nations Australian languages change according to connections and relationships between people, and giving examples of how this occurs in Italian
- Elaboration accessing texts about food and categorising information, for example, cibi sani e cibi poco sani
- Elaboration asking and responding to questions that address information (participants, characteristics of a person, dates, times and locations of events of interest to the class, etc.), for example, Quando? la domenica; il dieci giugno; Quanti anni ha? Ha trentasette anni; Come è fisicamente? È alto e forte; È grandissima; Ha due ali; Dove abita? Abita a Milano.
Content descriptorAC9LIT4C04 Communicating meaning in Italian
develop strategies to comprehend and adjust Italian language in familiar contexts to convey cultural meaning
Elaborations (7)
- Elaboration listening to, reading and viewing sentences and paragraphs in their entirety to predict meaning of unknown words and expressions
- Elaboration learning to use print and digital dictionaries to find unknown words in texts to assist comprehension
- Elaboration collecting and using Italian words and expressions that do not translate easily into English, for example, Buon appetito! Altrettanto!
- Elaboration compiling a glossary or word bank of common Italian expressions and idioms that convey Italian cultural practices
- Elaboration creating a word bank of commonly used words, phrases or sentences, for example, questions, idiomatic expressions, responses, and devising simple activities that involve alternating or combining repeated words or phrases in Italian and English
- Elaboration experiencing different types of children’s texts, for example, Lo Zecchino d’Oro, video clips on Suonolandia appreciating the elements of humour and drama, use of sound effects, and facial expressions; and responding to the characters and events depicted in the texts, for example, È strano, È buffo. La storia parla di …, La canzone parla di ...
- Elaboration using multimodal resources to build vocabulary to describe actions or feelings, by accessing and presenting information of interest
They use modelled language and basic syntax to create texts.
Content descriptorAC9LIT4C05 Communicating meaning in Italian
create and present informative and imaginative spoken, written and multimodal texts using formulaic expressions, simple phrases and sentences and modelled textual conventions
Elaborations (10)
- Elaboration creating short oral/digital/print presentations on topics (holidays, favourite computer games, favourite playground, etc.) using a combination of language and images such as photos, illustrations, captions and diagrams
- Elaboration writing messages to their favourite character in a story or children’s television program, for example, writing Mi piace/non mi piace la canzone/il quadro. Il documentario è interessante.
- Elaboration using mime, movement or drama to give expression to events in texts, for example, acting out scenes from a story, and taking the role of a character
- Elaboration creating simple descriptions in Italian and matching them to appropriate First Nations Country/Place locations in their local area or elsewhere in Australia
- Elaboration presenting well known Italian stories (Pinocchio, etc.) and commenting on the characters, discussing reasons and consequences, for example, discussing Pinocchio è disobbediente.
- Elaboration using simple words and expressions selected from word banks and modelled statements to create personal profiles, highlighting key characteristics and features, for example, Sono australiano di origine greca. Sono bravo e sportivo. Parlo inglese e studio italiano.
- Elaboration composing and illustrating simple narratives about ‘a day in the life of’ an imaginary person, animal or fictional character to share with peers
- Elaboration creating a story based on a set of images, for example, Il papà si alza. Il papà mangia. Il papà parte; matching or sequencing a set of images
- Elaboration creating a print or electronic brochure or infographic for the class to share information (reasons to visit Italy, the importance of playing sport or eating healthily, etc.)
- Elaboration making picture storybooks (print or digital versions) with captions to share with other students
Students imitate sound combinations and rhythms of Italian language.
Content descriptorAC9LIT4U01 Understanding language and culture
recognise and use modelled combinations of sounds, pronunciation and intonation patterns of Italian to form words and phrases
Elaborations (7)
- Elaboration recognising that there is the standard language called ‘Italian’ as well as many dialects spoken throughout Italy and language variations spoken in Italian-speaking communities around the world
- Elaboration developing pronunciation between sound blends in Italian in comparison with English, for example, ‘sc’ followed by ‘h’ or i/e’ - schiavo, piscine, pesce
- Elaboration recognising that sound blends can affect meaning, for example, scarpa/sciarpa
- Elaboration recognising letter combinations such as gn in lavagna and gnocchi, and gl in figlio and famiglia
- Elaboration recognising the silent ‘h’ as applicable to the conjugation of the verb avere in the present and for borrowed words such as hockey and hotel
- Elaboration noticing the differences in intonation between statements, questions, exclamations and commands
- Elaboration understanding that an accent means that you stress that letter and may change the meaning of the word, for example, è and e, il papà, il Papa
They demonstrate understanding that Italian has non-verbal, spoken and written language conventions and rules to create and make meaning.
Content descriptorAC9LIT4U01 Understanding language and culture
recognise and use modelled combinations of sounds, pronunciation and intonation patterns of Italian to form words and phrases
Elaborations (7)
- Elaboration recognising that there is the standard language called ‘Italian’ as well as many dialects spoken throughout Italy and language variations spoken in Italian-speaking communities around the world
- Elaboration developing pronunciation between sound blends in Italian in comparison with English, for example, ‘sc’ followed by ‘h’ or i/e’ - schiavo, piscine, pesce
- Elaboration recognising that sound blends can affect meaning, for example, scarpa/sciarpa
- Elaboration recognising letter combinations such as gn in lavagna and gnocchi, and gl in figlio and famiglia
- Elaboration recognising the silent ‘h’ as applicable to the conjugation of the verb avere in the present and for borrowed words such as hockey and hotel
- Elaboration noticing the differences in intonation between statements, questions, exclamations and commands
- Elaboration understanding that an accent means that you stress that letter and may change the meaning of the word, for example, è and e, il papà, il Papa
Content descriptorAC9LIT4U02 Understanding language and culture
recognise Italian language conventions, grammatical structures and basic syntax in familiar texts and contexts
Elaborations (14)
- Elaboration identifying the gender of nouns in the singular and plural regular form, for example, ‘o-i'; ‘a-e’; ‘e-i'
- Elaboration observing gender in patterns of names, for example, male names generally end in ‘o’ and female names end in an ‘a’, for example, Giorgio/Giorgia and Marcello/Marcella and noticing exceptions to the rule such as male names in Italian ending in ‘a’ or ‘e’, for example, Simone, Luca, Andrea, and Nicola
- Elaboration using singular and plural, recognising that some singular nouns do not follow the regular masculine/feminine pattern, for example, la mano – le mani; il papà – i papà
- Elaboration using the definite and indefinite articles and understanding how to specify a particular person or object, for example, la mamma, una mamma; il quaderno, un quaderno; l’arancia, un’ arancia
- Elaboration using personal pronouns in context, for example, Chi ha finito? Io!
- Elaboration recognising the different conjugations of common regular verbs in the present tense, for example, ‑are verbs gioco-gioca, mangio-mangiamo
- Elaboration expressing negation, for example, voglio/non voglio
- Elaboration expressing preferences and reasons for preferences, for example, preferisco ... perché …
- Elaboration using adjectives to describe characteristics or qualities of a person or object and noticing that adjectives change with gender, for example, Chiara è italiana, Bruno è greco, Riccardo è portoghese e Marianna è irlandese, la macchina rossa, il libro rosso
- Elaboration using prepositions to indicate location or direction, for example, a casa, a Roma, in città, a sinistra, sopra il tavolo, sotto il banco
- Elaboration using possessive adjectives to express ownership, for example, la mia casa, la tua famiglia, il tuo cappello, mia nonna
- Elaboration using suffixes to add nuance, for example, -ino (fratellino, piccolino) or -etto (poveretto, casetta)
- Elaboration creating simple sentences in the subject+verb+object pattern, and linking ideas using conjunctions such as e and ma
- Elaboration recognising how ideas are sequenced in simple texts by using link words such as prima, dopo
They recognise that some terms have cultural meanings.
Content descriptorAC9LIT4U04 Understanding language and culture
identify connections between Italian language and cultural practices
Elaborations (6)
- Elaboration explaining the practices contained in texts to someone unfamiliar with Italian, for example, alla mensa scolastica; le vacanze estive; la passeggiata
- Elaboration showing awareness that some cultural expressions have no equivalent in the English language, for example, Buon onomastico, La Pasquetta, Ferragosto, Carnevale, Santo Stefano, Il Presepe
- Elaboration recognising similarities and differences between the meaning of signs and symbols in everyday life, for example, using Roman numerals, currency, toilet signs, and street signs such as Senso Unico and Zona Pedonale
- Elaboration exploring representations of information, such as symbols used in cultural expressions of First Nations Australians, and making connections with those of Italian language and culture
- Elaboration observing language used across generations such as noticing differences in words used by grandparents, parents and young people, and suggesting why these differences occur
- Elaboration observing the connection between some names and regional and family connections or religions
They identify patterns in Italian and make comparisons between Italian and English.
Content descriptorAC9LIT4U03 Understanding language and culture
recognise familiar Italian language features and compare with those of English, in known contexts
Elaborations (7)
- Elaboration noticing how their own language influences expectations about Italian language, for example, seeing word order ‘back to front’, and, for example, realising where adjectives are placed in Italian il pennarello nero = the black marker pen
- Elaboration noticing some commonalities between particular text types in Italian and English, for example, discovering that greeting cards in both English and Italian have a front cover with images or photos specific to the occasion, an opening and closing address, and a written message
- Elaboration noticing that Italian, unlike English, uses cardinal numbers for dates except for the first of the month, for example, il 23 marzo, il primo giugno
- Elaboration recognising differences in punctuation and capitalisation rules when writing, for example, omitting capitals for days of the week, months of the year and nationalities
- Elaboration discussing the influence of English words on the Italian language and considering why word borrowing occurs, for example, discovering English words incorporated into Italian il tennis, i jeans, fare lo shopping, l’email and Italian words incorporated into English espresso, bellissimo
- Elaboration identifying cognates, for example, nouns such as cioccolata, cinema, pera, parco and stazione; adjectives such as intelligente and interessante; and verbs such as arrivare, studiare, telefonare and visitare
- Elaboration beginning to develop a metalanguage for talking about language
They understand that the Italian language is connected with culture, and identify how this is reflected in their own language(s) and culture(s).
Content descriptorAC9LIT4U04 Understanding language and culture
identify connections between Italian language and cultural practices
Elaborations (6)
- Elaboration explaining the practices contained in texts to someone unfamiliar with Italian, for example, alla mensa scolastica; le vacanze estive; la passeggiata
- Elaboration showing awareness that some cultural expressions have no equivalent in the English language, for example, Buon onomastico, La Pasquetta, Ferragosto, Carnevale, Santo Stefano, Il Presepe
- Elaboration recognising similarities and differences between the meaning of signs and symbols in everyday life, for example, using Roman numerals, currency, toilet signs, and street signs such as Senso Unico and Zona Pedonale
- Elaboration exploring representations of information, such as symbols used in cultural expressions of First Nations Australians, and making connections with those of Italian language and culture
- Elaboration observing language used across generations such as noticing differences in words used by grandparents, parents and young people, and suggesting why these differences occur
- Elaboration observing the connection between some names and regional and family connections or religions
This achievement standard describes the expected learning for Years 3 to 4 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 | 13 |
| Communicating meaning in Italian | Creating text in Italian | 1 | 10 |
| Understanding language and culture | Understanding systems of language | 3 | 28 |
| Understanding language and culture | Understanding the interrelationship of language and culture | 1 | 6 |
| Total | 9 | 72 | |
Frequently Asked Questions
What should students know by the end of Years 3 to 4 Italian?
By the end of Year 4, students use Italian language to initiate structured interactions to share information related to the classroom and their personal world. They use modelled language to participate in spoken and written activities that involve planning. 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 Years 1 to 2?
The Years 1 to 2 Italian standard (ASLANITAF10Y12) covers the preceding curriculum level. Standards build progressively, with Years 3 to 4 expectations extending what was introduced in Years 1 to 2.
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.