Years 5 to 6
Languages
ASLANITAF10Y56
Years 5 to 6 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 6, students initiate and use strategies to maintain interactions in Italian language that are related to their immediate environment. They use appropriate sound combinations, intonation, and rhythm in spoken texts. They collaborate in spoken and written activities that involve the language of planning and problem-solving to share information, ideas and preferences. They use strategies to locate and interpret information and ideas in texts, and demonstrate understanding by responding in Italian or English, adjusting their response to context, purpose and audience. They create texts, selecting and using a variety of vocabulary and sentence structures to suit context. They sequence information and ideas, and use conventions appropriate to text type.
Students apply rules for pronunciation and intonation, spelling and punctuation, and modelled structures, when creating and responding in Italian. They compare language structures and features in Italian and English, using some metalanguage. They show understanding of how some language reflects cultural practices and consider how this is reflected in their own language(s), culture(s) and identity.
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 6, students initiate and use strategies to maintain interactions in Italian language that are related to their immediate environment.
Content descriptorAC9LIT6C01 Communicating meaning in Italian
initiate and sustain modelled exchanges in familiar contexts related to students’ personal world and school environment
Elaborations (10)
- Elaboration interacting to agree or disagree politely with others when questioning and evaluating classroom activities, for example, (non) sono d’accordo. Anch’io! Secondo me non è vero/bello/giusto. Buon’idea!
- Elaboration exchanging greeting or invitation cards for significant occasions such as, il compleanno, l’onomastico
- Elaboration asking and responding to questions that elicit personal information about themselves and others, for example, Da dove vieni? Vengo da Melbourne. Sei australiana? No, non sono australiana, sono cinese. Sono di origine greca. Quanti siete in famiglia? In famiglia siamo in sei. È/non è interessante … Che bello!
- Elaboration expressing feelings (about a singer, sports figure, etc.), for example, È simpatico e bravo, mi piace tanto. Vorrei ... Mi piacerebbe …
- Elaboration talking about the local environment and expressing opinions and preferences, for example, Qui c’è molto verde. A/In… c’è tanto inquinamento; Mi piace il caldo. Mi piace/non mi piace la musica rock/pop/classica …
- Elaboration responding to an email from a penfriend who speaks Italian or who is also learning Italian
- Elaboration asking and responding to questions about personal preferences, for example, Quale materia ti piace? Mi piace … /No, non mi piace …, È facile/È difficile. Quale sport fai? E tu? Bravissimo! Eccezionale!
- Elaboration describing a person’s physical state, for example, Ha fame/sete/freddo/caldo; Ho mal di … Sono stanco/sono rilassato
- Elaboration asking and giving directions to places in the local area or an imagined locality, using print or digital maps
- Elaboration participating in a school blog with other students learning Italian to exchange experiences of learning Italian or ask for assistance from older students, and providing advice to younger students learning Italian
They use appropriate sound combinations, intonation, and rhythm in spoken texts.
Content descriptorAC9LIT6C04 Communicating meaning in Italian
apply strategies to interpret and convey meaning in Italian language in familiar non-verbal, spoken and written cultural contexts
Elaborations (7)
- Elaboration using print or digital dictionaries and electronic translation tools to find the correct meaning of words and expressions within a given context, and then using them appropriately to compose their own texts
- Elaboration using bilingual learning resources and electronic translation tools to compose print or digital word banks or glossaries of Italian and English expressions used in formal and informal interactions
- Elaboration noticing that there is not always word for word equivalence when moving between English and Italian, for example, noticing language differences in advertisements, websites, shop signs Tabacchi, and warning signs Vietato entrare!, Ė Vietato calpestare l’erba!
- Elaboration comparing cultural concepts and messages expressed in stories and song lyrics and comparing how similar concepts and messages are expressed in English
- Elaboration collecting and organising information about an Italian cultural event from a variety of texts, using digital presentation software to share findings with peers
- Elaboration asking and responding to structured questions (Chi ...? Dove ...? Cosa ...? Perché …? Quando ...? etc.) using modelled language to express opinions about events and characters in texts, and to interpret, compare and evaluate the purpose of the texts and audience
- Elaboration gathering factual information from a range of texts, (signs, instructions, directions, menus, diagrams, websites, advertisements, weather reports, etc.) and tabulating findings using print and digital dictionaries and translation tools to ensure correct meaning in context
They collaborate in spoken and written activities that involve the language of planning and problem-solving to share information, ideas and preferences.
Content descriptorAC9LIT6C02 Communicating meaning in Italian
participate in activities that involve planning and negotiating with others, using language that expresses information, preferences and ideas
Elaborations (5)
- Elaboration planning and organising activities, using expressions related to place, time and numbers, for example, Dove facciamo la festa? Quando? Quante persone invitiamo?
- Elaboration participating in role-plays that involve transactions and opinions, for example, È bellissimo. È di moda, asking the Quanto costa? È troppo caro/costoso. Quanto viene? C’è lo sconto? Che cosa ne pensi? Secondo me, è … Trovo … un po’ …
- Elaboration participating in taking action in relation to care of the environment, or class rules and routines, for example, Butta la carta nel contenitore giallo. Aiuta i bambini della prima ad attraversare la strada. Voi due, create il poster.
- Elaboration exchanging information to organise a meeting with friends, discussing where and when it will take place, for example, Cosa vuoi/volete fare? Quando? A che ora? Dove c’incontriamo? È lontano?
- Elaboration planning and organising a performance item for school assembly showcasing what they have learnt in their Italian class, allocating roles and negotiating class members who will recite a poem, who will sing, who will perform a rap, who will perform a role-play, for example, Chi vuole cantare? Ti va di ...? Preferisci …? Io non voglio …
They use strategies to locate and interpret information and ideas in texts, and demonstrate understanding by responding in Italian or English, adjusting their response to context, purpose and audience.
Content descriptorAC9LIT6C03 Communicating meaning in Italian
locate and process information and ideas in a range of spoken, written and multimodal texts, and respond in different ways to suit purpose
Elaborations (6)
- Elaboration surveying classmates on specific topics and presenting the findings using tables, concept maps, graphs and digital presentations, making comparisons with children’s lifestyles in Italy, for example, Chi? Dove? Quando? Perché? Che cosa?
- Elaboration researching topics (leisure, recycling, the water cycle, the solar system, geographical features of Italy, etc.) using a range of sources, (magazine articles, books, websites, etc.) and organising and sharing the information in print or digital format
- Elaboration reorganising information, for example, rearranging information using tables, concept maps and retrieval charts
- Elaboration listening to, or viewing First Nations Australian authors’ stories and responding to them using words, formulaic expressions and modelled sentences in Italian
- Elaboration viewing documentaries about Australian/Italian cities or the natural environment to complete a list of facts or to collect information to discuss and compare with peers
- Elaboration gathering information by interpreting a range of texts, including signs, instructions, directions and diagrams, and then participating in class discussions using this information or presenting information independently in a variety of forms, for example, using a flowchart to explain the life cycle of a butterfly, or reporting Metà della classe … La maggior parte … Pochi … Tanti … Alcuni … Quasi tutti …
Content descriptorAC9LIT6C04 Communicating meaning in Italian
apply strategies to interpret and convey meaning in Italian language in familiar non-verbal, spoken and written cultural contexts
Elaborations (7)
- Elaboration using print or digital dictionaries and electronic translation tools to find the correct meaning of words and expressions within a given context, and then using them appropriately to compose their own texts
- Elaboration using bilingual learning resources and electronic translation tools to compose print or digital word banks or glossaries of Italian and English expressions used in formal and informal interactions
- Elaboration noticing that there is not always word for word equivalence when moving between English and Italian, for example, noticing language differences in advertisements, websites, shop signs Tabacchi, and warning signs Vietato entrare!, Ė Vietato calpestare l’erba!
- Elaboration comparing cultural concepts and messages expressed in stories and song lyrics and comparing how similar concepts and messages are expressed in English
- Elaboration collecting and organising information about an Italian cultural event from a variety of texts, using digital presentation software to share findings with peers
- Elaboration asking and responding to structured questions (Chi ...? Dove ...? Cosa ...? Perché …? Quando ...? etc.) using modelled language to express opinions about events and characters in texts, and to interpret, compare and evaluate the purpose of the texts and audience
- Elaboration gathering factual information from a range of texts, (signs, instructions, directions, menus, diagrams, websites, advertisements, weather reports, etc.) and tabulating findings using print and digital dictionaries and translation tools to ensure correct meaning in context
They create texts, selecting and using a variety of vocabulary and sentence structures to suit context.
Content descriptorAC9LIT6C05 Communicating meaning in Italian
create and present a range of informative and imaginative, spoken, written and multimodal texts using a variety of modelled sentence structures to sequence information and ideas, and conventions appropriate to text type
Elaborations (11)
- Elaboration conveying information to others through different text types, for example, creating an advertisement such as la festa della cioccolata di Perugia: Vuoi partecipare …? Ti piace …? Preferisci …? Allora vieni a …
- Elaboration writing short texts (emails, letters, etc.) to friends or family members (grandparents, older significant adults, etc.) to interact and share information about aspects of their life, using the appropriate phrases to mark respect for age, gender, and/or social authority
- Elaboration writing and performing their own texts (songs, plays, video clips, fairy tales, etc.) and adapting patterns from familiar stories to create booklets, board games or a different version of a text based on the characters, settings and events of an Italian story such as I Tre Orsi and Il Fagiolo
- Elaboration creating a class print or digital poster, locating and describing, in Italian, a specific First Nations Country/Place location in a local or regional context, or elsewhere in Australia
- Elaboration using expressions that reflect cultural concepts, behaviours or messages when creating texts, for example, La domenica mangiano la pizza. La famiglia fa la passeggiata in piazza; Le famiglie fanno molte cose insieme; La mia squadra è forte ma la tua è finita.
- Elaboration demonstrating that language varies depending on how people feel, who they are interacting with, and their relationship with each other when creating texts, for example, using emotive language with friends and peers Ma dai! Non ci credo! Che barba!, more formal language with unknown adults Scusi? Per cortesia, and a range of salutations with varying degrees of formality in written communication Tanti cari bacioni/Un grande abbraccio/Distinti saluti
- Elaboration creating a storyboard exploring the sequence of events in a series of interrelated short stories
- Elaboration composing and performing a series of short plays or skits about topics of interest, using digital media to share with peers or Italian-speaking contacts
- Elaboration creating a multimodal presentation (digital travel brochure, video guide, etc.) to share interesting facts about Italian geography, places to visit, and things to do and see
- Elaboration producing cards for a range of events, for example, making an invitation, congratulation card or thank you letter or composing the text for accepting or refusing an invitation
- Elaboration writing a diary entry about various experiences regarding learning Italian, for example, Sono fiero perché … Gli italiani in Australia amano ... Mia nonna è contenta quando … lo sono contento di parlare … Sono timido … Non parlo … Ho imparato … Ho visto … Sono sorpreso di scoprire ...
They sequence information and ideas, and use conventions appropriate to text type.
Content descriptorAC9LIT6C05 Communicating meaning in Italian
create and present a range of informative and imaginative, spoken, written and multimodal texts using a variety of modelled sentence structures to sequence information and ideas, and conventions appropriate to text type
Elaborations (11)
- Elaboration conveying information to others through different text types, for example, creating an advertisement such as la festa della cioccolata di Perugia: Vuoi partecipare …? Ti piace …? Preferisci …? Allora vieni a …
- Elaboration writing short texts (emails, letters, etc.) to friends or family members (grandparents, older significant adults, etc.) to interact and share information about aspects of their life, using the appropriate phrases to mark respect for age, gender, and/or social authority
- Elaboration writing and performing their own texts (songs, plays, video clips, fairy tales, etc.) and adapting patterns from familiar stories to create booklets, board games or a different version of a text based on the characters, settings and events of an Italian story such as I Tre Orsi and Il Fagiolo
- Elaboration creating a class print or digital poster, locating and describing, in Italian, a specific First Nations Country/Place location in a local or regional context, or elsewhere in Australia
- Elaboration using expressions that reflect cultural concepts, behaviours or messages when creating texts, for example, La domenica mangiano la pizza. La famiglia fa la passeggiata in piazza; Le famiglie fanno molte cose insieme; La mia squadra è forte ma la tua è finita.
- Elaboration demonstrating that language varies depending on how people feel, who they are interacting with, and their relationship with each other when creating texts, for example, using emotive language with friends and peers Ma dai! Non ci credo! Che barba!, more formal language with unknown adults Scusi? Per cortesia, and a range of salutations with varying degrees of formality in written communication Tanti cari bacioni/Un grande abbraccio/Distinti saluti
- Elaboration creating a storyboard exploring the sequence of events in a series of interrelated short stories
- Elaboration composing and performing a series of short plays or skits about topics of interest, using digital media to share with peers or Italian-speaking contacts
- Elaboration creating a multimodal presentation (digital travel brochure, video guide, etc.) to share interesting facts about Italian geography, places to visit, and things to do and see
- Elaboration producing cards for a range of events, for example, making an invitation, congratulation card or thank you letter or composing the text for accepting or refusing an invitation
- Elaboration writing a diary entry about various experiences regarding learning Italian, for example, Sono fiero perché … Gli italiani in Australia amano ... Mia nonna è contenta quando … lo sono contento di parlare … Sono timido … Non parlo … Ho imparato … Ho visto … Sono sorpreso di scoprire ...
Students apply rules for pronunciation and intonation, spelling and punctuation, and modelled structures, when creating and responding in Italian.
Content descriptorAC9LIT6U01 Understanding language and culture
apply knowledge of combinations of sounds, syllables, pronunciation and intonation patterns to develop fluency and rhythm to known words and phrases
Elaborations (7)
- Elaboration learning to pronounce double consonants such as la mattina, il cappello, la piazza, fa freddo
- Elaboration understanding that not pronouncing double consonants in Italian affects meaning, for example, capello/cappello; pala/palla; casa/cassa; polo/pollo
- Elaboration learning to pronounce z (z) and ‘zz’ (ts) sounds
- Elaboration recognising that Italian usually stresses the penultimate syllable, for example, studiare, francese, intelligente; and that there are exceptions to the rule, for example, meccanico, subito, difficile
- Elaboration understanding that letter combinations affect pronunciation, for example, Sci/e is pronounced ‘sh’; sca, sco,scu; are pronounced ‘sk’; and can also affect meaning, for example, sciarpa/scarpa
- Elaboration learning to pronounce dipthongs in Italian, for example, buono, chiuso, ieri, ciao, più
- Elaboration understanding that there are both grave and acute accents in Italian, for example, è, perché, città and accents on the last letter of a word indicate where the stress falls when saying the word; and learning to insert accents into their work electronically
Content descriptorAC9LIT6U02 Understanding language and culture
use knowledge of modelled grammatical structures and formulaic expressions to compose and respond to texts using appropriate punctuation and textual conventions
Elaborations (11)
- Elaboration using both regular and irregular plural nouns, for example, un ginocchio/due ginocchia
- Elaboration using suffixes to modify Italian nouns and adjectives, for example, treno/trenino, casa/casetta, parola/parolaccia, bravo/bravissimo, fratello/fratellino, povero/poverino
- Elaboration expressing positive and negative preferences using adverbs to intensify the meaning, for example, Mi piace molto la cioccolata; Non mi piace tanto ballare.
- Elaboration recognising the position of adverbs in sentences, for example, Non vado mai al cinema; Cammino lentamente.
- Elaboration formulating questions and requests, for example, Che ora è? Pronto, chi parla? Quando comincia la scuola? Dove andiamo stasera?
- Elaboration using ordinal numbers to sequence, for example, la seconda classe, la quinta, la terza aula
- Elaboration using simple conjunctions to sequence events and join sentences, for example, perché, anche
- Elaboration using the present tense of regular, some irregular verbs, and immediate future tense to present situations and events, for example, using avere, essere, stare, giocare, dormire, fare, leggere, scrivere, andare in sentences such as Andrea va a casa alle sei. Anna ha due fratelli. Vado al cinema domani.
- Elaboration using reflexive verbs and simple past tense in formulaic expressions, for example, Mi alzo alle sette. Sono andato/a al cinema.
- Elaboration understanding that some adjectives precede the noun, for example, bello – Che bella giornata!
- Elaboration learning the structure for telling the time in Italian, for example, Che ora è? Che ore sono? È l’una. Sone le quattro e mezzo/a. Sone le undici meno un quarto.
They compare language structures and features in Italian and English, using some metalanguage.
Content descriptorAC9LIT6U03 Understanding language and culture
compare some Italian language structures and features with those of English, using some familiar metalanguage
Elaborations (6)
- Elaboration talking about grammar, using terms such as ‘tense’ and ‘personal pronoun’, identifying language elements, and using metalanguage to discuss how they are used
- Elaboration applying intercultural awareness when using metalanguage to explain to others learnt words and expressions, for example, applying practices relating to hospitality S’accomodi! Grazie per l’invito … Volentieri! Certo! Come no!
- Elaboration explaining in English the meaning of culturally significant phrases and concepts encountered in everyday interactions and in signs such as È vietato calpestare l’erba, È vietato attraversare i binari.
- Elaboration interpreting the meaning of particular word choices and gestures made in conversations between speakers of Italian, for example, explaining the use of idioms such as Diamoci del tu! Dai! Via! Evviva! Non vedo l’ora!
- Elaboration discussing the differences in register when using language in different contexts, for example, when giving an oral presentation to the class, talking to friends in the schoolyard, going shopping or visiting the doctor
- Elaboration developing metalanguage to describe patterns, grammatical rules and variations in language structure
They show understanding of how some language reflects cultural practices and consider how this is reflected in their own language(s), culture(s) and identity.
Content descriptorAC9LIT6U04 Understanding language and culture
recognise that language reflects cultural practices, values and identity, and that this impacts on non-verbal and verbal communication
Elaborations (9)
- Elaboration listening to or viewing short skits of Italians speaking to develop an awareness of different dialects and language variations spoken in Italy and used in Italian-speaking communities in Italy and in the diaspora, for example, observing and listening to the accents of Italians from different regions in Italy or different Italian-speaking communities in the world and noticing the use of gestures
- Elaboration comparing language use in similar social situations in Italian and English
- Elaboration exploring with the teacher aspects of Italian culture that may create comfort/discomfort with the ideas and language used by others such as farsi il bidet
- Elaboration exploring how language and culture are expressed through First Nations Australians’ song, dance or artworks, considering similarities and differences with an aspect of the cultural expressions of Italian-speaking people or communities
- Elaboration recognising experiences of the Italian language and culture being located in and intertwined with the language and culture of English speakers in Australia, for example, in shop signs Barbiere, Panificio, Macelleria, Farmacia, Moda, Cibo, Fiori, Assaggio
- Elaboration comparing words that they have heard in their home and/or community to words learnt in class and noticing that there are different dialects in Italian, for example, observing that bambino in Italian is equivalent to picciriddu in Sicilian dialect
- Elaboration discussing some generalisations about Italian and Australian people and reflecting on their own experiences
- Elaboration comparing their own ways of using language with those of peers, thinking about how family and community shape identity and communication, for example, using more than one language, celebrating or expressing feelings in various ways, considering whether learning and using Italian has an impact on identity either in or out of the classroom
- Elaboration explaining to others the significance of some Italian cultural practices and events (greetings, mealtimes, school or family routines, etc.) and concepts and values, and recognising cultural differences in their interpretation of meaning, for example, Qual è la differenza? Capisco ma non sono d’accordo.
This achievement standard describes the expected learning for Years 5 to 6 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 | 11 |
| Understanding language and culture | Understanding systems of language | 3 | 24 |
| Understanding language and culture | Understanding the interrelationship of language and culture | 1 | 9 |
| Total | 9 | 72 | |
Frequently Asked Questions
What should students know by the end of Years 5 to 6 Italian?
By the end of Year 6, students initiate and use strategies to maintain interactions in Italian language that are related to their immediate environment. They use appropriate sound combinations, intonation, and rhythm in spoken texts. 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 3 to 4?
The Years 3 to 4 Italian standard (ASLANITAF10Y34) covers the preceding curriculum level. Standards build progressively, with Years 5 to 6 expectations extending what was introduced in Years 3 to 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.