Years 9 to 10
Languages
ASLANITAF10Y910
Years 9 to 10 Italian Achievement Standard
11 statements aligned to content descriptors and elaborations
Achievement standard (as ACARA publishes it)
Achievement standard
Click any sentence to jump to its statement and linked content descriptors.
By the end of Year 10, students contribute to and extend interactions in Italian language in increasingly unfamiliar contexts related to a wide range of interests and issues. They interpret texts by evaluating and synthesising information, ideas and perspectives. They show understanding of how features of language can be used to influence audience response. They create texts, selecting and manipulating language for a range of contexts, purposes and audiences. They apply and use complex sentences and structures to create and respond to spoken and written texts. They use a variety of tenses to sequence events and use language devices to enhance meaning and cohesion.
Students incorporate the features and conventions of spoken Italian to extend fluency. They demonstrate understanding of the conventions of spoken and written texts and the connections between them. They apply knowledge of language structures and features to make and predict meaning. They support analysis of Italian texts, using metalanguage. They reflect on their own cultural perspectives and identity, and draw on their experience of learning Italian, to evaluate how this learning influences their ideas and ways of communicating.
Foundation to Year 10 sequence
The 11 achievement standard statements
Open a statement to see the content descriptors ACARA links to it, then open a descriptor's elaborations.
By the end of Year 10, students contribute to and extend interactions in Italian language in increasingly unfamiliar contexts related to a wide range of interests and issues.
Content descriptorAC9LIT10C01 Communicating meaning in Italian
initiate, sustain and extend exchanges in familiar and unfamiliar contexts related to students’ own and others’ experiences of the world, adjusting their language in response to others
Elaborations (8)
- Elaboration sustaining exchanges with others by acknowledging, asking for repetition or clarification, or questioning further, for example, Scusa/Scusi non ho capito, puoi/può ripetere, per favore? Potrebbe ascoltare, per favore? Può aiutarmi a… Mi sono dimenticato/a di …
- Elaboration using contextual clues and gestures to assist in comprehending and expressing meanings during spoken conversations such as responding to facial expressions showing emotion or confusion, for example, Ah, ora capisco! È davvero interessante. Come hai/ha detto? Eh sì! Ti capisco! Ma scherzi!
- Elaboration corresponding with peers throughout the year (by phone, Skype, email, wiki, etc.) to build relationships and share views about home, school, lifestyle, leisure activities and interests, for example, L'ultima volta abbiamo parlato di ... Questa volta voglio raccontarti ...; Che classe fai quest'anno? È più difficile quest’anno? La prossima volta ti parlerò del campeggio.
- Elaboration interacting in speaking or writing with an Italian contact to seek personal information about their past, current activities and future plans, and to ask about life in Italy and the possibility of visiting in future, for example, Cosa hai fatto a Pasqua? Cosa farai per Pasquetta? Cosa fate per festeggiare il tuo compleanno? Pensi di venire in Australia un giorno? Penso di andare in Nuova Zelanda alla fine dell'anno.
- Elaboration exchanging letters, emails and videos with peers in Italy and comparing aspects of youth lifestyle, school and environment using comparisons when expressing thoughts and ideas, for example, Cosa fate durante le vacanze estive? Come voi, anche noi andiamo verso il mare …
- Elaboration interviewing class members to gauge views about aspects of daily life (school, pastimes, relationships and the local environment, etc.) and having a structured discussion as a class about the major themes and concerns that emerge, using modelled question/sentence structures, for example, Come mai …? Perché …? Secondo te …? Forse ... pensi che …? È chiaro che …
- Elaboration sharing opinions with peers about experiences, events and interests, incorporating language to express emotions and opinions such as approval, gratitude, regret, appreciation or boredom, for example, Ti è piaciuto/a la puntata/il concerto di …? Cosa pensi di …? Preferisco … Penso che … Vorrei … Mi piace di più … Purtroppo ... Insomma! Che noia! Che rabbia! Che bello! Che peccato!
- Elaboration debating pros and cons related to topics such as adolescenti a dieta or the l’uso dei social media, for example, Sono pro/contro ... perché ... Di pro/contro c’è ...; Secondo me, è giusto che ... ma capisco che ...
Content descriptorAC9LIT10C02 Communicating meaning in Italian
contribute to discussions that involve diverse views to negotiate outcomes, address issues and compare experiences
Elaborations (8)
- Elaboration collaboratively planning to decide purposes, processes and roles in activities such as creating an itinerary for a visiting Italian student, for example, Come? Vorresti vedere …? Che ne dici di …? Cosa ne pensi di …? Vogliamo …? Ti piacerebbe ...? and asking questions to clarify intentions and seek agreement, for example, Cosa ne pensi se …? Sei d’accordo? Va bene? Un’ idea sarebbe ...
- Elaboration participating in face-to-face interactions with peers to persuade them to purchase items such as tickets, games or clothing, for example, Questa giacca è più bella di quella; Questa è la più elegante di tutte; Ma questa costa meno; È più comoda/pratica/leggera/di moda; Ti sta bene/meglio; Ti sta a pennello.
- Elaboration contributing suggestions in the context of undertaking a social project such as visiting a childcare centre or the local Italian aged-care home, for example, Dovremo contattare il centro/scrivere una lettera agli anziani ...; Cosa possiamo fare/giocare/portare? Possiamo giocare a tombola/carte/bocce; Potremmo cantare delle canzoni italiane; Potremmo portare biscotti italiani/foto dei nonni/della scuola/degli animali domestici
- Elaboration planning and making decisions with others (about an event, visit, etc.) and discussing alternatives, contributing suggestions and expressing preferences, for example, planning and addressing issues in negotiating why and where they should go during their trip to Italy, for example, Abbiamo 20 giorni ma non possiamo vedere tutto. Quali città vuoi visitare? Secondo me dovremmo andare prima a Roma perché ci sono molti voli diretti a Roma; Secondo me dovremmo vedere Roma alla fine perché …; Sicilia è da vedere perché ...; Bisogna/propongo di fare così … Prima andiamo a …, poi ci fermiamo a … Torneremo a casa il 23 gennaio.
- Elaboration inviting peers to attend a gathering or celebration, and expressing agreement, disagreement, disappointment or enthusiasm when accepting and declining offers, requests and invitations, for example, Ti va di andare alla festa di Giorgio? T’interessa venire al concerto? Sei libero ...? Che bello! Non mi va. No posso, purtroppo devo andare dai nonni quella sera. Che delusione! Che peccato! La prossima volta!
- Elaboration negotiating options and stating wants and needs, for example, Vuoi venire da me giovedì sera? Ho bisogno di aiuto con ...; Se viene …, vengo anch’ io. Secondo te, sarebbe meglio se …? Conviene prendere l’autobus/venire un po' prima
- Elaboration negotiating a price and understanding the appropriateness of this in different cultural contexts, for example, In Italia al mercato è normale trattare. Pooso chiedere lo sconto in un negozio? Costa un po’ troppo, mi può fare uno sconto? È se ne compro due paia?
- Elaboration exchanging a purchased item, for example, Mi dispiace, ma non mi sta/non funziona bene, c’è un difetto … Vorrei cambiarlo/a; È possibile? Ho/Non trovo lo scontrino.
They interpret texts by evaluating and synthesising information, ideas and perspectives.
Content descriptorAC9LIT10C02 Communicating meaning in Italian
contribute to discussions that involve diverse views to negotiate outcomes, address issues and compare experiences
Elaborations (8)
- Elaboration collaboratively planning to decide purposes, processes and roles in activities such as creating an itinerary for a visiting Italian student, for example, Come? Vorresti vedere …? Che ne dici di …? Cosa ne pensi di …? Vogliamo …? Ti piacerebbe ...? and asking questions to clarify intentions and seek agreement, for example, Cosa ne pensi se …? Sei d’accordo? Va bene? Un’ idea sarebbe ...
- Elaboration participating in face-to-face interactions with peers to persuade them to purchase items such as tickets, games or clothing, for example, Questa giacca è più bella di quella; Questa è la più elegante di tutte; Ma questa costa meno; È più comoda/pratica/leggera/di moda; Ti sta bene/meglio; Ti sta a pennello.
- Elaboration contributing suggestions in the context of undertaking a social project such as visiting a childcare centre or the local Italian aged-care home, for example, Dovremo contattare il centro/scrivere una lettera agli anziani ...; Cosa possiamo fare/giocare/portare? Possiamo giocare a tombola/carte/bocce; Potremmo cantare delle canzoni italiane; Potremmo portare biscotti italiani/foto dei nonni/della scuola/degli animali domestici
- Elaboration planning and making decisions with others (about an event, visit, etc.) and discussing alternatives, contributing suggestions and expressing preferences, for example, planning and addressing issues in negotiating why and where they should go during their trip to Italy, for example, Abbiamo 20 giorni ma non possiamo vedere tutto. Quali città vuoi visitare? Secondo me dovremmo andare prima a Roma perché ci sono molti voli diretti a Roma; Secondo me dovremmo vedere Roma alla fine perché …; Sicilia è da vedere perché ...; Bisogna/propongo di fare così … Prima andiamo a …, poi ci fermiamo a … Torneremo a casa il 23 gennaio.
- Elaboration inviting peers to attend a gathering or celebration, and expressing agreement, disagreement, disappointment or enthusiasm when accepting and declining offers, requests and invitations, for example, Ti va di andare alla festa di Giorgio? T’interessa venire al concerto? Sei libero ...? Che bello! Non mi va. No posso, purtroppo devo andare dai nonni quella sera. Che delusione! Che peccato! La prossima volta!
- Elaboration negotiating options and stating wants and needs, for example, Vuoi venire da me giovedì sera? Ho bisogno di aiuto con ...; Se viene …, vengo anch’ io. Secondo te, sarebbe meglio se …? Conviene prendere l’autobus/venire un po' prima
- Elaboration negotiating a price and understanding the appropriateness of this in different cultural contexts, for example, In Italia al mercato è normale trattare. Pooso chiedere lo sconto in un negozio? Costa un po’ troppo, mi può fare uno sconto? È se ne compro due paia?
- Elaboration exchanging a purchased item, for example, Mi dispiace, ma non mi sta/non funziona bene, c’è un difetto … Vorrei cambiarlo/a; È possibile? Ho/Non trovo lo scontrino.
Content descriptorAC9LIT10C03 Communicating meaning in Italian
evaluate and synthesise information, ideas and perspectives in a broad range of spoken, written and multimodal texts and respond appropriately to cultural context, purpose and audience
Elaborations (7)
- Elaboration interviewing older Italian speakers about aspects of their life when they were teenagers (their interests, daily routine practices, preferences, choices, likes, dislikes, etc.) and comparing the information with their own life in a report about ‘the pros and cons of being young: now and in the past’
- Elaboration extracting details and main ideas, making judgements about their relevance and discussing contrasting points of view, for example, I fatti presentati sono ...; L'articolo è stato scritto dal punto di vista del genitore; Le due persone non sono d'accordo perché ...
- Elaboration exploring different sources to gather information about an issue, organising their findings using tools (tables, graphic organisers, charts, etc.), reporting it to others, and discussing whether the information from different sources is similar or different and offering reasons why, Nella tabella si vede che ...; Secondo l'indagine ...; Secondo tre dottori ...; Tutti e tre articoli dicono che ...
- Elaboration listening to or reading a First Nations Australian’s stories and discussing their opinions and ideas, and, in Italian, presenting their personal profile to the class
- Elaboration listening to, reading and viewing authentic texts and answering critical literacy questions in Italian and English, for example, Chi è l’autore? Di cosa tratta? Per chi è stato scritto? Qual è il tema? Qual è lo scopo?
- Elaboration summarising the message or argument of a text (advertisement, poster, article, etc.) and using evidence from the text to consider how claims are supported, for example, comparing different perspectives of the same event or a topical issue such as i rapporti intergenerazionali, l’ambiente, le scelte alimentari, il consumo del grano transgenico, i rapporti genitori-figli
- Elaboration conveying ideas drawn from different areas of learning (health and nutrition, design, biological science, etc.) to inform others
They show understanding of how features of language can be used to influence audience response.
Content descriptorAC9LIT10C03 Communicating meaning in Italian
evaluate and synthesise information, ideas and perspectives in a broad range of spoken, written and multimodal texts and respond appropriately to cultural context, purpose and audience
Elaborations (7)
- Elaboration interviewing older Italian speakers about aspects of their life when they were teenagers (their interests, daily routine practices, preferences, choices, likes, dislikes, etc.) and comparing the information with their own life in a report about ‘the pros and cons of being young: now and in the past’
- Elaboration extracting details and main ideas, making judgements about their relevance and discussing contrasting points of view, for example, I fatti presentati sono ...; L'articolo è stato scritto dal punto di vista del genitore; Le due persone non sono d'accordo perché ...
- Elaboration exploring different sources to gather information about an issue, organising their findings using tools (tables, graphic organisers, charts, etc.), reporting it to others, and discussing whether the information from different sources is similar or different and offering reasons why, Nella tabella si vede che ...; Secondo l'indagine ...; Secondo tre dottori ...; Tutti e tre articoli dicono che ...
- Elaboration listening to or reading a First Nations Australian’s stories and discussing their opinions and ideas, and, in Italian, presenting their personal profile to the class
- Elaboration listening to, reading and viewing authentic texts and answering critical literacy questions in Italian and English, for example, Chi è l’autore? Di cosa tratta? Per chi è stato scritto? Qual è il tema? Qual è lo scopo?
- Elaboration summarising the message or argument of a text (advertisement, poster, article, etc.) and using evidence from the text to consider how claims are supported, for example, comparing different perspectives of the same event or a topical issue such as i rapporti intergenerazionali, l’ambiente, le scelte alimentari, il consumo del grano transgenico, i rapporti genitori-figli
- Elaboration conveying ideas drawn from different areas of learning (health and nutrition, design, biological science, etc.) to inform others
Content descriptorAC9LIT10C04 Communicating meaning in Italian
interpret and translate non-verbal, spoken and written interactions and texts to convey meaning and intercultural understanding in familiar and unfamiliar contexts
Elaborations (10)
- Elaboration interpreting and explaining the use of images, sounds, gestures and language choices to convey cultural concepts and ideals in Italian texts, for example, interpreting the didactic nature of Italian pop songs, the neorealism of Italian film, and social issues captured in graffiti
- Elaboration experimenting with different resources to assist in translation and find the correct meaning in context, for example, using monolingual and bilingual dictionaries, encyclopedias, electronic dictionaries and translators, comparing individual translations, back-translating, and swapping useful references
- Elaboration participating in classroom discussions about how meaning can be interpreted or misinterpreted by others, for example, keeping a classroom journal with examples of language used in contexts within and outside the classroom as a basis for group discussion fare feste, fare il filo a …, a mani vuote, perdersi, spalmare, rendere pan per focaccia
- Elaboration listening to, reading or viewing traditional and contemporary texts (stories, fables, films, songs, etc.) to understand how moral values and characteristics are portrayed such as being respectful, caring, clever and honest
- Elaboration expressing thoughts and ideas about how texts convey implicit and explicit values and beliefs that have been associated with Italian culture across generations, for example, viewing and discussing excerpts from La vita è bella, Pane e tulipani, Pane e cioccolato, or discussing the historical setting of the film Caterina va in città and the main character's attitude to life
- Elaboration investigating the social context in which a text was created and how this influenced the ideas and expression of the text, for example, considering the author’s background, prior or related events, and figures of importance
- Elaboration experimenting with literal translations of popular Italian expressions or idioms, for example, In bocca al lupo! Crepi il lupo! Che barba! and noticing when this creates confusion, recognising the nature of cultural elements of language and communication
- Elaboration finding examples of words, expressions and behaviours used in Australian English that do not translate literally into Italian, for example, ‘bush tucker’, ‘surf’s up’, and ‘schoolies’, and providing cultural explanations for Italian speakers
- Elaboration evaluating use of non-verbal and verbal language to communicate cultural meaning, for example, interpreting gestures used by Italian speakers to signal meanings such as Ma dai!; Che dici! and comparing with gestures used in Australian English and other known languages
- Elaboration exchanging correspondence with peers, reviewing and adapting their own contribution when the meaning is not clear, for example, providing further explanation or an alternative way of expressing an idea, Intendo dire che … Sottolineo l’importanza di …
They create texts, selecting and manipulating language for a range of contexts, purposes and audiences.
Content descriptorAC9LIT10C05 Communicating meaning in Italian
create and present informative and imaginative texts for diverse contexts and purposes, selecting vocabulary, expressions, grammatical structures and a range of features and conventions to engage different audiences
Elaborations (11)
- Elaboration using models of media texts (television reports, video clips, social media, etc.) to create informative texts in spoken and written form to achieve different purposes (to persuade, entertain, inspire, etc.) such as a weather report, a sports report, a magazine article about an issue or event, or a travel brochure promoting a local region or product, for example, Il tempo previsto per domani è … L’aspetto più interessante da capire è … Venite in Liguria! Vi aspettiamo! Cosa aspettate? Gli immigrati possono essere una grande risorsa. Le olive siciliane sono le più gustose.
- Elaboration creating reflective texts, for example, creating a journal to present feelings about themes of personal or social relevance such as friendships, relationships and contemporary issues, Non ci posso credere! Mi fa paura. Mi fa arrabbiare. Mi sorprende. Mi dà coraggio. Non sopporto la violenza. Ho un sogno … Mi piacerebbe … Condivido le opinioni/le idee di … perché …
- Elaboration entertaining others by creating texts with various settings, characters, events, ideas and emotions
- Elaboration writing a journal entry, or contributing to a school newsletter in Italian reflecting on the impact of a visit to a significant cultural location on a First Nations Country/Place, and, with permission, referring to cultural knowledge of the site
- Elaboration creating a procedural text for different audiences and purposes, for example, producing a procedural text to provide directions to find a restaurant, instructions for how to play a game, how to prepare a dish, and how to post something on social media, Prima bisogna dare le carte: tre per ogni persona. Poi ...; Prima bisogna cliccare su ... e aprire ...
- Elaboration creating bilingual texts that reveal aspects of Australian culture for Italian-speaking audiences and vice versa, for example, creating a bilingual text about what some Australians do on the Anzac Day public holiday, La mattina di Anzac Day mi alzo quando e' ancora buio e vado ... per ricordare ... con ...
- Elaboration composing a fictional diary/journal of a significant person in the Italian-speaking community in which the person reflects on past successes, future aspirations and goals and current projects
- Elaboration using expressions and idioms to enhance the message in texts about, for example, current social themes
- Elaboration designing texts such as an advertisement or magazine cover for a particular audience, making choices about images, cultural references, music and colour, and explaining reasons for their choices, for example, saying ho scelto il blu perché è molto rilassante; ho scelto quel cantante perché è molto popolare in Italia in questo momento.
- Elaboration using features of language such as lexical choices and idiomatic expressions used to achieve different purposes, for example, Chiamaci — ti aspettiamo (advertising). Batti un colpo.
- Elaboration exploring the expressions and idioms used in contemporary texts (poetry, song lyrics, etc.) to explore and discuss the aspects of Italian society and culture, incorporating them appropriately to suit context, purpose and audience when creating texts
They apply and use complex sentences and structures to create and respond to spoken and written texts.
Content descriptorAC9LIT10C05 Communicating meaning in Italian
create and present informative and imaginative texts for diverse contexts and purposes, selecting vocabulary, expressions, grammatical structures and a range of features and conventions to engage different audiences
Elaborations (11)
- Elaboration using models of media texts (television reports, video clips, social media, etc.) to create informative texts in spoken and written form to achieve different purposes (to persuade, entertain, inspire, etc.) such as a weather report, a sports report, a magazine article about an issue or event, or a travel brochure promoting a local region or product, for example, Il tempo previsto per domani è … L’aspetto più interessante da capire è … Venite in Liguria! Vi aspettiamo! Cosa aspettate? Gli immigrati possono essere una grande risorsa. Le olive siciliane sono le più gustose.
- Elaboration creating reflective texts, for example, creating a journal to present feelings about themes of personal or social relevance such as friendships, relationships and contemporary issues, Non ci posso credere! Mi fa paura. Mi fa arrabbiare. Mi sorprende. Mi dà coraggio. Non sopporto la violenza. Ho un sogno … Mi piacerebbe … Condivido le opinioni/le idee di … perché …
- Elaboration entertaining others by creating texts with various settings, characters, events, ideas and emotions
- Elaboration writing a journal entry, or contributing to a school newsletter in Italian reflecting on the impact of a visit to a significant cultural location on a First Nations Country/Place, and, with permission, referring to cultural knowledge of the site
- Elaboration creating a procedural text for different audiences and purposes, for example, producing a procedural text to provide directions to find a restaurant, instructions for how to play a game, how to prepare a dish, and how to post something on social media, Prima bisogna dare le carte: tre per ogni persona. Poi ...; Prima bisogna cliccare su ... e aprire ...
- Elaboration creating bilingual texts that reveal aspects of Australian culture for Italian-speaking audiences and vice versa, for example, creating a bilingual text about what some Australians do on the Anzac Day public holiday, La mattina di Anzac Day mi alzo quando e' ancora buio e vado ... per ricordare ... con ...
- Elaboration composing a fictional diary/journal of a significant person in the Italian-speaking community in which the person reflects on past successes, future aspirations and goals and current projects
- Elaboration using expressions and idioms to enhance the message in texts about, for example, current social themes
- Elaboration designing texts such as an advertisement or magazine cover for a particular audience, making choices about images, cultural references, music and colour, and explaining reasons for their choices, for example, saying ho scelto il blu perché è molto rilassante; ho scelto quel cantante perché è molto popolare in Italia in questo momento.
- Elaboration using features of language such as lexical choices and idiomatic expressions used to achieve different purposes, for example, Chiamaci — ti aspettiamo (advertising). Batti un colpo.
- Elaboration exploring the expressions and idioms used in contemporary texts (poetry, song lyrics, etc.) to explore and discuss the aspects of Italian society and culture, incorporating them appropriately to suit context, purpose and audience when creating texts
They use a variety of tenses to sequence events and use language devices to enhance meaning and cohesion.
Content descriptorAC9LIT10C05 Communicating meaning in Italian
create and present informative and imaginative texts for diverse contexts and purposes, selecting vocabulary, expressions, grammatical structures and a range of features and conventions to engage different audiences
Elaborations (11)
- Elaboration using models of media texts (television reports, video clips, social media, etc.) to create informative texts in spoken and written form to achieve different purposes (to persuade, entertain, inspire, etc.) such as a weather report, a sports report, a magazine article about an issue or event, or a travel brochure promoting a local region or product, for example, Il tempo previsto per domani è … L’aspetto più interessante da capire è … Venite in Liguria! Vi aspettiamo! Cosa aspettate? Gli immigrati possono essere una grande risorsa. Le olive siciliane sono le più gustose.
- Elaboration creating reflective texts, for example, creating a journal to present feelings about themes of personal or social relevance such as friendships, relationships and contemporary issues, Non ci posso credere! Mi fa paura. Mi fa arrabbiare. Mi sorprende. Mi dà coraggio. Non sopporto la violenza. Ho un sogno … Mi piacerebbe … Condivido le opinioni/le idee di … perché …
- Elaboration entertaining others by creating texts with various settings, characters, events, ideas and emotions
- Elaboration writing a journal entry, or contributing to a school newsletter in Italian reflecting on the impact of a visit to a significant cultural location on a First Nations Country/Place, and, with permission, referring to cultural knowledge of the site
- Elaboration creating a procedural text for different audiences and purposes, for example, producing a procedural text to provide directions to find a restaurant, instructions for how to play a game, how to prepare a dish, and how to post something on social media, Prima bisogna dare le carte: tre per ogni persona. Poi ...; Prima bisogna cliccare su ... e aprire ...
- Elaboration creating bilingual texts that reveal aspects of Australian culture for Italian-speaking audiences and vice versa, for example, creating a bilingual text about what some Australians do on the Anzac Day public holiday, La mattina di Anzac Day mi alzo quando e' ancora buio e vado ... per ricordare ... con ...
- Elaboration composing a fictional diary/journal of a significant person in the Italian-speaking community in which the person reflects on past successes, future aspirations and goals and current projects
- Elaboration using expressions and idioms to enhance the message in texts about, for example, current social themes
- Elaboration designing texts such as an advertisement or magazine cover for a particular audience, making choices about images, cultural references, music and colour, and explaining reasons for their choices, for example, saying ho scelto il blu perché è molto rilassante; ho scelto quel cantante perché è molto popolare in Italia in questo momento.
- Elaboration using features of language such as lexical choices and idiomatic expressions used to achieve different purposes, for example, Chiamaci — ti aspettiamo (advertising). Batti un colpo.
- Elaboration exploring the expressions and idioms used in contemporary texts (poetry, song lyrics, etc.) to explore and discuss the aspects of Italian society and culture, incorporating them appropriately to suit context, purpose and audience when creating texts
Students incorporate the features and conventions of spoken Italian to extend fluency.
Content descriptorAC9LIT10U01 Understanding language and culture
apply features and conventions of spoken Italian to extend fluency in responding to and creating texts in familiar and unfamiliar contexts
Elaborations (4)
- Elaboration demonstrating control of consonant and vowel combinations, double consonants, intonation, stress and accents when reading aloud
- Elaboration applying appropriate pauses, pace and expression to interpret language devices (onomatopoeia, alliteration, etc.) to convey emotion and feelings when reading out loud
- Elaboration stressing the correct syllable when using the imperfect tense in Italian, for example, ascoltavo, ascoltavi, ascoltava, ascoltavamo, ascoltavate, ascoltavano
- Elaboration applying correct pronunciation, intonation, rhythm and pace to assist in making meaning in interactions, and applying this knowledge to their own communication, for example, reading stories to young children and asking questions, expressing emotions, exclamations and commands
They demonstrate understanding of the conventions of spoken and written texts and the connections between them.
Content descriptorAC9LIT10U01 Understanding language and culture
apply features and conventions of spoken Italian to extend fluency in responding to and creating texts in familiar and unfamiliar contexts
Elaborations (4)
- Elaboration demonstrating control of consonant and vowel combinations, double consonants, intonation, stress and accents when reading aloud
- Elaboration applying appropriate pauses, pace and expression to interpret language devices (onomatopoeia, alliteration, etc.) to convey emotion and feelings when reading out loud
- Elaboration stressing the correct syllable when using the imperfect tense in Italian, for example, ascoltavo, ascoltavi, ascoltava, ascoltavamo, ascoltavate, ascoltavano
- Elaboration applying correct pronunciation, intonation, rhythm and pace to assist in making meaning in interactions, and applying this knowledge to their own communication, for example, reading stories to young children and asking questions, expressing emotions, exclamations and commands
Content descriptorAC9LIT10U02 Understanding language and culture
apply knowledge of grammatical structures to predict meaning and compose texts that contain some complex structures and ideas
Elaborations (9)
- Elaboration introducing additional information when describing actions, people and objects by using a range of prepositions, including articulated prepositions and special uses of a, di and da, for example, Pratico il nuoto da 6 anni. Hai una faccia da schiaffi! Fatto a mano!
- Elaboration using pronouns to refer to the person carrying out an action or to refer to somebody or something, for example, personal pronouns, reflexive pronouns, direct and indirect object pronouns, relative pronouns, demonstrative pronouns, possessive pronouns, and exposure to ci/vi, ne
- Elaboration using adverbs and adverbial phrases of manner, place and time to modify the meaning of verbs and adjectives, for example, proprio, troppo, abbastanza, specialmente, soprattutto, spesso, quasi mai, nemmeno, neanche
- Elaboration describing events across different times and choosing appropriate tenses, including present, present perfect, imperfect and future tenses, and modelled conditional and formulaic subjunctive mood
- Elaboration recognising the impersonal si in modelled and commonly used contexts, for example, Si parla italiano.
- Elaboration connecting or elaborating clauses by using conjunctions, including siccome, invece, sebbene, nonostante, anche, dunque, quindi, cioè
- Elaboration constructing compound sentences, for example, Il film che ho visto ieri era favoloso!
- Elaboration understanding that in Italian, subject pronouns may be omitted, for example, Mia sorella è ritornata tardi/ È ritornata tardi.
- Elaboration using cohesive devices to link, clarify, contrast, relate or sequence ideas and modify meaning in written and spoken texts, for example, Non avevo più soldi, quindi sono tornato a casa.
They apply knowledge of language structures and features to make and predict meaning.
Content descriptorAC9LIT10U02 Understanding language and culture
apply knowledge of grammatical structures to predict meaning and compose texts that contain some complex structures and ideas
Elaborations (9)
- Elaboration introducing additional information when describing actions, people and objects by using a range of prepositions, including articulated prepositions and special uses of a, di and da, for example, Pratico il nuoto da 6 anni. Hai una faccia da schiaffi! Fatto a mano!
- Elaboration using pronouns to refer to the person carrying out an action or to refer to somebody or something, for example, personal pronouns, reflexive pronouns, direct and indirect object pronouns, relative pronouns, demonstrative pronouns, possessive pronouns, and exposure to ci/vi, ne
- Elaboration using adverbs and adverbial phrases of manner, place and time to modify the meaning of verbs and adjectives, for example, proprio, troppo, abbastanza, specialmente, soprattutto, spesso, quasi mai, nemmeno, neanche
- Elaboration describing events across different times and choosing appropriate tenses, including present, present perfect, imperfect and future tenses, and modelled conditional and formulaic subjunctive mood
- Elaboration recognising the impersonal si in modelled and commonly used contexts, for example, Si parla italiano.
- Elaboration connecting or elaborating clauses by using conjunctions, including siccome, invece, sebbene, nonostante, anche, dunque, quindi, cioè
- Elaboration constructing compound sentences, for example, Il film che ho visto ieri era favoloso!
- Elaboration understanding that in Italian, subject pronouns may be omitted, for example, Mia sorella è ritornata tardi/ È ritornata tardi.
- Elaboration using cohesive devices to link, clarify, contrast, relate or sequence ideas and modify meaning in written and spoken texts, for example, Non avevo più soldi, quindi sono tornato a casa.
They support analysis of Italian texts, using metalanguage.
Content descriptorAC9LIT10U03 Understanding language and culture
reflect on and evaluate Italian texts, using metalanguage to analyse language structures and features
Elaborations (12)
- Elaboration discussing word order, tenses and verb moods using terms such as adverbs, pronouns, conditional and subjunctive, for example, forming questions using the correct terms, “How do we form the present perfect tense of a reflexive verb?”, “What is meant by the subjunctive and when is it used?"
- Elaboration analysing and discussing the emotional impact of text features such as the use of hyperbole and metaphors to express emotions and convey attitudes, using metalangage, for example, Mi piace da matti/da morire! ... È una vita che aspetto! Sei una volpe! ... La Divinia Commedia è lo specchio della società medievale italiana.
- Elaboration using knowledge of text types in Italian to analyse different texts such as a narrative, letter, recipe, message or report
- Elaboration comparing Italian and English versions of particular text types, noticing any differences and using their knowledge of text types to create texts that respect the conventions
- Elaboration comparing texts created for different audiences such as advertisements, brochures and signs for urban and rural communities or different regions, and noticing how the language reflects ideas and concerns that are important to different communities
- Elaboration analysing differences in lexis and syntax between regional uses of Standard Italian and dialect
- Elaboration exploring texts associated with particular subgroups in Italian communities (children, youth, women, the elderly, rappers, police, athletes, etc.) to understand how groups develop their own language and how this can influence membership
- Elaboration analysing degrees of formality in correspondence and dialogue to explain features of language that affect formality such as the use of the subjunctive Qualunque cosa vuoi, non fare complimenti; Qualunque cosa Lei voglia, non faccia complimenti.
- Elaboration examining the language of specific texts (protest songs, posters, graffiti, etc.) to identify ways in which language is used for social commentary
- Elaboration investigating the impact of media and technology on Italian, including blended forms used to express new concepts such as the influence of English in Italian media, for example, Fra le iniziative che vale la pena ricordare, c'è la campagna di sensibilizzazione online ‘Stop Cyberbullismo’, avviata nel 2008 dal Ministero della Pubblica Istruzione.
- Elaboration analysing Italian vocabulary related to art, music and cuisine and the impact that this vocabulary has had on other languages such as the use of the words opera, chiaroscuro, allegro con brio
- Elaboration exploring the dynamic nature of language, such as the influence of English in Italian, to express concepts and practices in areas such as music, technology and popular culture, for example, cliccare, digitare, formattare, autostop, autogrill, il manager, la leader
They reflect on their own cultural perspectives and identity, and draw on their experience of learning Italian, to evaluate how this learning influences their ideas and ways of communicating.
Content descriptorAC9LIT10U04 Understanding language and culture
reflect on and evaluate how identity is shaped by language(s), culture(s), beliefs, attitudes and values and how these affect ways of communicating
Elaborations (10)
- Elaboration evaluating self-profiles or autobiographies in formats such as journal entries, articles, captioned photo stories, digital accounts or short films, including episodes related to the experience of learning Italian language and culture, and express how these have had an impact on their understanding, attitudes or sense of identity
- Elaboration analysing correspondence with Italian peers to notice the questions that are asked about lifestyle and practices in Australia, and reflecting on their own questions and the assumptions these reveal
- Elaboration reflecting on aspects of their own experiences of intercultural communication such as instances of breakdowns or breakthroughs in communication, repair and recovery strategies, and responses to and insights gained through interactions; sharing experiences of successful interactions and communication
- Elaboration reflecting on and explaining the protocols required to authentically co-create an Acknowledgement of Country/Place with a First Nations Australian, to present to a group of Italian-speaking visitors at a school assembly
- Elaboration sharing ideas about themselves (describing memberships, special talents, explaining family traditions, etc.) and reflecting on themselves as communicators in Italian/English intercultural exchanges
- Elaboration considering how their identity has changed over time, based on experiences recorded in a journal throughout the school year
- Elaboration reflecting on how learning Italian has given them insight into the close connection between language and culture and evaluating how their own assumptions have changed
- Elaboration sharing family and cultural traditions and experiences, considering how these have shaped and continue to shape personal identity, for example, Per la mia famiglia e' molto importante mangiare insieme ogni sera e mi piace perché parliamo di tutto e posso parlare della mia giornata ed esprimere le mie opinioni, così mi sento importante. Spesso parliamo di problemi e cosa possiamo fare così troviamo una soluzione insieme.
- Elaboration reflecting on own experiences of the influence of language and culture, identifying experiences of inclusion or exclusion, or the marking of respect, values and attitudes
- Elaboration identifying specific expressions that reflect cultural concepts in different experiences and texts, for example, sono in pausa pranzo, faccio il pisolino, Andiamo a prendere un aperitivo.
This achievement standard describes the expected learning for Years 9 to 10 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 | 16 |
| Communicating meaning in Italian | Mediating meaning in and between languages | 2 | 17 |
| Communicating meaning in Italian | Creating text in Italian | 1 | 11 |
| Understanding language and culture | Understanding systems of language | 3 | 25 |
| Understanding language and culture | Understanding the interrelationship of language and culture | 1 | 10 |
| Total | 9 | 79 | |
Frequently Asked Questions
What should students know by the end of Years 9 to 10 Italian?
By the end of Year 10, students contribute to and extend interactions in Italian language in increasingly unfamiliar contexts related to a wide range of interests and issues. They interpret texts by evaluating and synthesising information, ideas and perspectives. 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 7 to 8?
The Years 7 to 8 Italian standard (ASLANITAF10Y78) covers the preceding curriculum level. Standards build progressively, with Years 9 to 10 expectations extending what was introduced in Years 7 to 8.
Is this from the latest Australian Curriculum?
Yes, this Achievement Standard is from the Australian Curriculum version 9.0 (AC v9), the most current version published by ACARA.