Years 7 to 8
Languages
ASLANITAF10Y78
Years 7 to 8 Italian Achievement Standard
9 statements aligned to content descriptors and elaborations
Achievement standard (as ACARA publishes it)
Achievement standard
Click any sentence to jump to its statement and linked content descriptors.
By the end of Year 8, students initiate and maintain interactions in Italian language in familiar and some unfamiliar contexts related to a range of interests and experiences. They use Italian to collaborate and problem-solve, and adjust language in response to others. They interpret information, ideas and opinions in texts. They demonstrate understanding of similarities and differences between languages, in both familiar and some unfamiliar cultural contexts, by adjusting and reorganising responses. They select and use vocabulary, sentence structures and expressions to create texts.
Students apply the conventions of spoken Italian to develop fluency. They demonstrate understanding that spoken, written and multimodal texts use different language conventions, structures and features to convey meaning. They comment on structures and features of Italian text, using metalanguage. They reflect on how the Italian language, culture and identity are interconnected, and compare this with 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 8, students initiate and maintain interactions in Italian language in familiar and some unfamiliar contexts related to a range of interests and experiences.
Content descriptorAC9LIT8C01 Communicating meaning in Italian
initiate and sustain exchanges in familiar and some unfamiliar contexts related to students’ experiences, feelings and views, adjusting their language in response to others
Elaborations (7)
- Elaboration asking for, giving and following instructions, for example, Dove sono i quaderni? Come si scrive questa frase? Cosa vuol dire …? Dov’è la casa di Luca? Devi prendere la terza strada a destra. Clicca su ‘copia’ e poi ‘incolla’.
- Elaboration using register-appropriate forms of address to express and receive greetings, thanks and good wishes, and to apologise, for example, being formal with adults Buongiorno, Signor Rossi Piacere ConoscerLa! Tantissimi Auguri. Grazie mille. Mi dispiace, non posso/sono impegnato ... Scusimi!
- Elaboration recounting events, describing activities and personal experiences, for example, Durante le vacanze sono andato/a ad Alice Springs con la mia famiglia e abbiamo anche visitato Uluru; Mi sono divertito/a alla festa di Marta ieri sera perché c'erano tanti giovani.
- Elaboration sharing information and expressing opinions, preferences and feelings, via spoken and written texts, about favourite forms of entertainment, celebrities and significant figures, for example, Ogni weekend vado al cinema con i miei cugini ma d'estate preferisco andare al mare; Gioco a pallavolo ogni sabato mattina ma preferisco giocare a volano perché secondo me è più facile; Amo il rap e il mio cantante preferito italiano è Jovanotti.
- Elaboration sharing information about their neighbourhood with students from a real or imagined Italian-speaking school, using digital resources (including interactive multimedia) to describe the area in which they live, and the facilities and activities available to them after school, such as sport grounds, gyms, youth clubs, etc.
- Elaboration exchanging and comparing personal information (routines, experiences, etc.) using essere, avere and other common verbs, including reflexive verbs, for example, Ogni mattina mi alzo alle sette ma mia sorella si alza alle otto; Di solito vado in piscina dopo scuola.
- Elaboration expressing the degree of preference for activities and interests, for example, Mi piace giocare a calcio ma non mi piace per niente suonare il pianoforte. Adoro fare shopping con gli amici. Ti piace leggere? Non mi piace per niente! La torta al cioccolato mi piace da morire.
They use Italian to collaborate and problem-solve, and adjust language in response to others.
Content descriptorAC9LIT8C02 Communicating meaning in Italian
collaborate in activities that involve the language of transaction, negotiation and problem-solving to plan projects and events
Elaborations (5)
- Elaboration arranging a buddy Italian class to meet face-to-face or via digital tools and discussing how the interaction will be organised, for example, Non va bene mercoledì. Ci vediamo giovedì, il 12 maggio alle 14.00? Ci chiamate voi? Vi chiamiamo noi.
- Elaboration participating in real and imagined transactions and negotiations when shopping or ordering, demonstrating understanding of shopping etiquette in Italy, for example, Quanto costa il biglietto per …? Preferisco viaggiare in seconda classe. Vorrei comprare questo libro. Quanto costa? I pantaloni vanno bene; La camicia è larga, c’è la taglia più piccola? Costa troppo! C’è lo sconto? /Mi fa lo sconto? Che affare!
- Elaboration discussing projects as a whole class, for example, Cosa possiamo riciclare? Come possiamo diminuire l’inquinamento intorno alla scuola? Come possiamo rendere più sicura la strada da casa a scuola?
- Elaboration comparing and contrasting alternatives, agreeing or disagreeing, and accepting and declining, when deciding what to do, where to go or what to choose using formulaic and modelled language, for example, Vuoi andare a fare bowling domenica o preferisci fare un giro in bicicletta? Mi dispiace, non posso venire perché vado al mare; Andiamo al cinema questo sabato? D'accordo! Oggi no, domani sì. Forse sì/no. Vengo dopo/più tardi/la prossima volta.
- Elaboration sharing suggestions with peers to organise class events (a party, hosting a guest, giving a community performance, etc.) using modelled language, for example, Che giorno celebriamo? Preferisci venerdì o sabato sera? Cominciamo alle 18? Chi invitiamo? Possiamo invitare tutta la classe/famiglia. A che ora dobbiamo arrivare? Che cosa mangiamo? Io posso portare i bicchieri/i piatti/le posate/i tovaglioli; Io preparo il menu/l'invito/la torta/gli addobbi ...
They interpret information, ideas and opinions in texts.
Content descriptorAC9LIT8C03 Communicating meaning in Italian
interpret information, ideas and opinions in a range of spoken, written and multimodal texts, and respond appropriately to cultural context, purpose and audience
Elaborations (7)
- Elaboration interviewing peers about routines, practices, preferences and choices using formulaic phrases, and presenting the findings in specified formats (profile, posters, charts, timelines, etc.) using modelled phrases, for example, Il cantante italiano è popolare, ma quello americano è meno popolare; Tanti studenti amano educazione fisica mentre pochi amano matematica; Molti ragazzi hanno il cellulare ma pochi parlano al telefono e preferiscono inviare i messaggi.
- Elaboration summarising the main points of texts, deducing the meaning of some unknown words and phrases, and identifying cultural references, which contribute to the overall meaning, for example, Mia nonna abita con noi e questo è molto comune nel mio paese.
- Elaboration using a range of tools such as graphs, tables, mind maps, concept maps, charts, etc. to summarise and organise findings and present them to others
- Elaboration listening to, reading or viewing First Nations Australian authors’ stories and responding to them in spoken or written Italian
- Elaboration viewing visual texts (images, television programs, advertisements, cartoons, YouTube clips, etc.) to identify key information including cultural references/representations or the order in which they appear, for example, Nella pubblicità vedo ... poi ...; La trasmissione parla di ...; La nonna nella pubblicità indossa il nero; La bambina mangia la Nutella per colazione; È uno stereotipo.
- Elaboration comparing Italian travel brochures and itineraries, identifying aspects such as transport arrangements, costs, places of interest and accommodation options, for example, using formulaic sentence structures to advise visitors, or plan an itinerary for a particular group of visitors such as a school group or exchange students, for example, Si può andare a …; l’autobus è più costoso/economico; costa meno/poco/troppo …; Puoi/Possiamo/Potete vedere/visitare/ ammirare/assaggiare ...
- Elaboration responding to the key ideas of a text (story, film, poem, etc.) by giving a personal opinion, describing pros and cons, or expressing perspectives about the topic, characters, themes and views expressed, and comparing students’ responses to the same text to consider differing perspectives, for example, Secondo me è importante mangiare sano perché … ma qualche volta …; Sono/Non sono d’accordo con …
Content descriptorAC9LIT8C04 Communicating meaning in Italian
interpret and adjust non-verbal, spoken and written language to convey meaning in Italian language in familiar and some unfamiliar cultural contexts
Elaborations (9)
- Elaboration interpreting signs, text, messages, and advertisements in Italian and identifying language structures and features that are not easily translated and may cause misunderstandings, and writing simple explanations of meaning
- Elaboration using bilingual dictionaries and electronic translation tools to compose bilingual texts such as captions, menus or school timetables, comparing results and noticing any problems associated with translation
- Elaboration listening to authentic Italian texts such as podcasts, Italian radio, television shows and advertisements to identify different types of language for different audiences, and collating their findings in a visual presentation
- Elaboration comparing messages in texts from different eras, such as fairy tales, graphic novels, video clips, and traditional fables, and identifying themes and representations
- Elaboration presenting findings related to the investigation of a social or cultural issue, such as La moda and Fare bella figura, and summarising opinions and attitudes collected from surveys, interviews and media sources
- Elaboration translating short phrases or texts, noting culture-specific words and phrases, and discussing alternatives, noting equivalence or non-equivalence, for example, fare la passeggiata, fare capricci; showing alternative uses for idiomatic expressions, for example, la pizza capricciosa, and using them appropriately when creating texts
- Elaboration analysing the meaning and use of idioms and sayings, for example, Che barba! Che schifo! Meno male! Meglio così! Bello da morire! A chi lo dici! Boh! A quattr'occhi; Fare due passi; Fare quattro chiacchiere; and considering equivalents in English and other languages
- Elaboration reviewing and responding to aspects of cultural practices that are represented in authentic texts (advertisements, brochures, menus, etc.) to discuss the cultural differences that are evident, noting the reactions of class members to these differences
- Elaboration creating, individually as well as collaboratively, bilingual resources such as glossaries, signage, recipes, children’s stories, factual reports, timelines or brochures
They demonstrate understanding of similarities and differences between languages, in both familiar and some unfamiliar cultural contexts, by adjusting and reorganising responses.
Content descriptorAC9LIT8C04 Communicating meaning in Italian
interpret and adjust non-verbal, spoken and written language to convey meaning in Italian language in familiar and some unfamiliar cultural contexts
Elaborations (9)
- Elaboration interpreting signs, text, messages, and advertisements in Italian and identifying language structures and features that are not easily translated and may cause misunderstandings, and writing simple explanations of meaning
- Elaboration using bilingual dictionaries and electronic translation tools to compose bilingual texts such as captions, menus or school timetables, comparing results and noticing any problems associated with translation
- Elaboration listening to authentic Italian texts such as podcasts, Italian radio, television shows and advertisements to identify different types of language for different audiences, and collating their findings in a visual presentation
- Elaboration comparing messages in texts from different eras, such as fairy tales, graphic novels, video clips, and traditional fables, and identifying themes and representations
- Elaboration presenting findings related to the investigation of a social or cultural issue, such as La moda and Fare bella figura, and summarising opinions and attitudes collected from surveys, interviews and media sources
- Elaboration translating short phrases or texts, noting culture-specific words and phrases, and discussing alternatives, noting equivalence or non-equivalence, for example, fare la passeggiata, fare capricci; showing alternative uses for idiomatic expressions, for example, la pizza capricciosa, and using them appropriately when creating texts
- Elaboration analysing the meaning and use of idioms and sayings, for example, Che barba! Che schifo! Meno male! Meglio così! Bello da morire! A chi lo dici! Boh! A quattr'occhi; Fare due passi; Fare quattro chiacchiere; and considering equivalents in English and other languages
- Elaboration reviewing and responding to aspects of cultural practices that are represented in authentic texts (advertisements, brochures, menus, etc.) to discuss the cultural differences that are evident, noting the reactions of class members to these differences
- Elaboration creating, individually as well as collaboratively, bilingual resources such as glossaries, signage, recipes, children’s stories, factual reports, timelines or brochures
They select and use vocabulary, sentence structures and expressions to create texts.
Content descriptorAC9LIT8C05 Communicating meaning in Italian
create and present spoken, written and multimodal, informative and imaginative texts, selecting vocabulary, expressions, grammatical structures, features and conventions appropriate to text type and context
Elaborations (11)
- Elaboration using appropriate digital tools to create and present an informative oral or written history of a significant older Italian person in the community
- Elaboration creating and/or performing their own spoken, written or multimodal texts which reflect Italian cultural behaviours, attitudes and social conventions, for example, writing the script and creating a video recording to introduce aspects of family life, school life, local community life, and comparing their own texts to others’, for example, Prima di entrare in aula, chiedo permesso; Prima di entrare in casa, mi levo le scarpe; Prima di mangiare, dico buon appetito; Prima di andare a letto, dico buonanotte a tutti.
- Elaboration composing a skit or short film with subtitles, depicting an aspect of contemporary teenage life from an Italian or Australian perspective
- Elaboration creating a print or digital poster in Italian to promote travel to a significant cultural location on a First Nations Country/Place, including what to see and do
- Elaboration creating an advertisement or poster to persuade a specific audience using imperative form, for example, Non rovinare la nostra scuola! Metti i rifiuti nei bidoni, non sotto i piedi! Non aspettate! Fatelo subito!
- Elaboration designing cartoons, picture stories, plays or big books appropriate for different audiences, using repetitive sentence structures and vocabulary, for example, Di chi è questa coda? È della mucca!
- Elaboration describing events occurring in the present and past, and considering that Italian and English express concepts across time in different ways
- Elaboration designing a digital poster or electronic brochure to advertise a social event in their local community related to lifestyles, social and cultural events or environmental issues
- Elaboration making entries in a journal about their experience learning Italian, recording significant events and milestones, and describing their progress and how they have arrived at the decision to go on an exchange to Italy
- Elaboration applying the main features of familiar text types in Italian when writing a letter, email, description, narrative or report in Italian
- Elaboration taking note of ‘false friends’ when creating texts, for example, noting that the English word ‘annoyed’ does not translate to ‘annoiato’ in Italian
Students apply the conventions of spoken Italian to develop fluency.
Content descriptorAC9LIT8U01 Understanding language and culture
apply knowledge of conventions of spoken Italian to enhance fluency, and to respond to and create texts in familiar and some unfamiliar contexts
Elaborations (6)
- Elaboration examining differences in pronunciation of consonant and vowel combinations, double consonants, stress and accents, and applying to own work, for example, famiglie, gnocchi, chiese, barche, chiavi, cena; sono and sonno; vale and valle; felicità, capacità
- Elaboration recognising the differences in tone and rhythm between statements, questions, exclamations and commands when speaking, interacting and expressing emotions, for example, Vai a casa? Va’ a casa! Oh! E? Ahimè!
- Elaboration recognising that language use changes according to the text type and modality, for example, comparing emails and letters, written notes and SMS, diary and interactive webpages to spoken language, and identifying differences in the use of language
- Elaboration identifying and comparing the features of language that distinguish the purpose for which it is used and the age and gender of the audience, for example, the difference between saying Non mi piace and Non mi piace per niente
- Elaboration recognising the importance of placement of stress on correct syllable for pronunciation of words that have similar spelling but different meaning, for example, subito/subito; ancora/ancora; leggere/leggere; perdono/perdono
- Elaboration identifying the way in which the choice of vocabulary and grammar relates to variables such as age, social status, relationship and situation in both spoken and written language
They demonstrate understanding that spoken, written and multimodal texts use different language conventions, structures and features to convey meaning.
Content descriptorAC9LIT8U02 Understanding language and culture
apply understanding of grammatical structures and expressions to compose and respond to texts
Elaborations (10)
- Elaboration using affixes for emphasis such as suffixes –ino/a, -issimo/a, -etto/a, -astro/a, for example, grande-grandissimo, piccolo-piccolino, casa-casetta, figlio-figliastro and figlia-figliastra, and prefixes such as pro- and bis-, for example, prozio and bisnonno
- Elaboration extending knowledge of noun+adjective word order and rationale for different order
- Elaboration using direct object pronouns with the present tense
- Elaboration understanding that some prepositions such as a, di, da, in, su combine with the article, for example, a+il=al, di+la=della, da+l’=dall’, in+lo=nello, su+i=sui and some prepositions such as tra, per do not combine
- Elaboration using a range of adverbs to qualify verbs, for example, proprio, troppo, abbastanza, specialmente, spesso, nemmeno, purtroppo, non … né … né …
- Elaboration using more complex negative constructions including the double negative, for example, Non vado mai in centro. Non c’è niente/nessuno
- Elaboration consolidating conjugation skills of regular verbs in the present tense, present perfect tense and of high-frequency reflexive verbs and irregular verbs to express action in time
- Elaboration recognising and using the imperfect tense in modelled structures, for example, mi ricordo quando ero piccolo(a) …; Avevo 13 anni quando …
- Elaboration recognising and understanding the use of the impersonal si, Si parla italiano in questa farmacia.
- Elaboration understanding how to use modal verb forms to express possibility, obligation, ability, likelihood and permission
They comment on structures and features of Italian text, using metalanguage.
Content descriptorAC9LIT8U03 Understanding language and culture
reflect on similarities and differences between Italian and English language structures and features, using metalanguage
Elaborations (8)
- Elaboration discussing language features and word order and similarities and differences between Italian and English, using relevant metalanguage such as ‘verbs’, ‘adjectives’, ‘nouns’ and ‘pronouns’
- Elaboration noticing differences in modality and politeness between Italian and English, for example, posso Vs potrei; devo Vs dovrei
- Elaboration describing and applying the main features of familiar text types in Italian, for example, letter, email, description, narrative, report
- Elaboration observing that texts are constructed for a variety of purposes (to request, to instruct, to invite, to describe, etc.) and for a variety of audiences such as child/adult, known/unknown people
- Elaboration comparing aspects of Italian texts with the way similar issues are portrayed in English language texts
- Elaboration noticing when and how hybrid forms are used in Italian and English, for example, use of numbers, mathematical symbols, single letters and acronyms to replace words in SMS messaging, such as TVTB (ti voglio tanto bene), 6 (sei), x (per)
- Elaboration reflecting on the impact of the media on the Italian language by analysing headlines, advertisements and news reports, and comparing these with texts in English (comparisons of vocabulary or syntax, etc.) noticing how English is modifying Italian in particular spheres, for example, language used in the entertainment industry, in movies and television series; and language used to express contemporary concepts (match, hardware, fast food, acquagym, relax, weekend, budget, fiction)
- Elaboration reflecting on cognates and borrowed/loan words in both Italian and English that have come from other languages such as Latin and Greek, for example, agenda, census, via, metafora, stigma
They reflect on how the Italian language, culture and identity are interconnected, and compare this with their own language(s), culture(s) and identity.
Content descriptorAC9LIT8U04 Understanding language and culture
reflect on and explain how identity is shaped by language(s), culture(s), beliefs, attitudes and values
Elaborations (9)
- Elaboration reflecting on how their own cultural etiquette may be interpreted when interacting with Italian people, noticing their own body language and gestures, for example, understanding how the Australian tendency to be informal with people of all ages may be misinterpreted
- Elaboration understanding the significance of cultural concepts and how these relate to social conventions and are reflected in language use, for example, Cin cin! Salute! Buon onomastico!
- Elaboration discussing culturally significant concepts encountered in texts, for example, Fare bella figura. Fare brutta figura. Andare a trovare qualcuno and making comparisons with Australian culture
- Elaboration examining how First Nations Australians’ languages have strong connections to Country/Place and how these can be compared to regional dialects and variations in Italy and language variation across Italian-speaking communities
- Elaboration observing the connection between some names and religion, regional and family connections, for example, Maria, Giuseppe, Pasquale, Natale, Annunziata, Concetta, Addolorata; da Vinci, di Giovanni; di Paolo
- Elaboration reflecting on how the study of Italian has given them an understanding of the value of communicating within and across languages, and discussing the interrelationship between Italian, English and other languages, and how this has changed their perception about who they are and how they communicate
- Elaboration selecting and reflecting on aspects of the Italian language and culture that could easily be adopted in Australia, and explaining the reasons for their choices
- Elaboration considering how one’s own ideas, practices and responses may be perceived by Italians in Italy and in Australia
- Elaboration sharing with peers, examples of how language reflects their beliefs, attitudes and values and how these are connected to identity
This achievement standard describes the expected learning for Years 7 to 8 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 | 12 |
| Communicating meaning in Italian | Mediating meaning in and between languages | 2 | 16 |
| 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 7 to 8 Italian?
By the end of Year 8, students initiate and maintain interactions in Italian language in familiar and some unfamiliar contexts related to a range of interests and experiences. They use Italian to collaborate and problem-solve, and adjust language in response to others. 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 5 to 6?
The Years 5 to 6 Italian standard (ASLANITAF10Y56) covers the preceding curriculum level. Standards build progressively, with Years 7 to 8 expectations extending what was introduced in Years 5 to 6.
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.