AC9LIT8EU04 Year 7 Languages

This Content Descriptor from Year 7 Languages provides the specific knowledge and skills students should learn. Use it to plan lessons, create learning sequences, and design assessments that align with the Australian Curriculum v9.

recognise how identity is shaped by language(s), culture(s), beliefs, attitudes and values

Elaborations

• 1

  discussing the significance of cultural concepts and how these relate to social conventions and are reflected in language use, for example, Lo scontrino, Salute! Cin Cin! Buon appetito! Fare la passeggiata; Fare bella/brutta figura, and making comparisons with Australian culture, analysing the meaning and use of proverbs and sayings such as Non si fa! and considering equivalents in English and other languages

• 2

  comparing Italian mannerisms in greetings with mannerisms of other cultures represented in the classroom, and exploring the idea of Fare festa, when you meet and welcome someone by means of voice, intonation to convey excitement, and understanding that there is a strong visual element to expressing one's feelings and emotions in Italian

• 3

  understanding differences between standardised language and dialects or variations, and how these create a sense of identity and belonging; comparing words used in the home and/or community with those used in formal settings such as school, for example, guaglione (Neapolitan) or toso (Venetian) and ragazzo (Standard Italian)

• 4 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
• 5

  connecting the history of Italian migration to Australia to the formation of communities of speakers of Italian in specific cities and suburbs who identify as ‘Italo-Australian’ and noticing the resulting regional variations of language and the impact of Australian English on the local Italian community, for example, la fenza, il carro, la crema (instead of la panna) which are not Italian words

• 6

  reflecting on their own and others’ responses to intercultural experiences and interactions, for example, how people interact in Australia and in Italy (at school, while shopping, etc.), and comparing aspects such as the exchange of social niceties or the efficiency of the interaction, for example, Buongiorno. Mi dica … Desidera?

• 7 reflecting on their own identity through connecting observations made about experiences over time, as a learner of Italian, for example, comparing and contrasting their own experiences through a series of journal entries/reflections

Related Achievement Standards