Italian K-10 Draft Syllabus for Consultation 2017

Italian K–10

Draft Syllabus for Consultation

13 June – 7 August 2017

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DSSP–28014 D2017/39662

Contents

NESA K–10 Syllabus Development Process ...... 4 Introduction...... 5 Introduction to the Italian K–10 Syllabus ...... 6 Italian Key...... 9 Rationale ...... 12 The Place of the Italian K–10 Syllabus in the K–12 Curriculum ...... 14 Aim ...... 15 Objectives...... 16 Outcomes ...... 17 Stage Statements ...... 22 Content ...... 31 Content for Early Stage 1 ...... 40 Content for Stage 1 ...... 46 Content for Stage 2 ...... 56 Content for Stage 3 ...... 66 Content for Stage 4 ...... 77 Content for Stage 5 ...... 95 Years 7–10 Life Skills Outcomes and Content ...... 113 Years 7–10 Life Skills Outcomes ...... 114 Years 7–10 Life Skills Content ...... 119 Assessment ...... 130 Glossary ...... 133

NESA K–10 Syllabus Development Process

The NESA process for the development of K–10 syllabuses to include Australian curriculum content involves expert writers and opportunities for broad consultation with teachers and other stakeholder groups in order to receive the highest quality advice from across the education community.

This project will follow the NESA syllabus development process, recognising the substantial review and development work that the Australian Curriculum, Assessment and Reporting Authority (ACARA), together with all states and territories has undertaken.

Each subsection of the [Italian] K–10 Draft Syllabus addresses a syllabus component and includes an explanation of the component’s purpose.

Assisting Respondents

The following icons are used throughout this document to assist respondents:

Icon and label Description

This icon indicates general information that assists in reading or  for your information understanding the information contained in the document. Text introduced by this icon will not appear in the final syllabus.

This icon indicates material on which responses and views are sought  consult through consultation.

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Introduction

The K–10 Curriculum

The NSW Education Standards Authority’s (NESA) syllabuses are developed with respect to some overarching views about education. These include the NESA K–10 Curriculum Framework and Statement of Equity Principles and the Melbourne Declaration on Educational Goals for Young Australians (December 2008).

NESA syllabuses include agreed Australian curriculum content and content that clarifies the scope, breadth and depth of learning. The Australian curriculum achievement standards underpin the syllabus outcomes and the Stage statements for Early Stage 1 to Stage 5.

In accordance with the NESA K–10 Curriculum Framework and the Statement of Equity Principles, the syllabus takes into account the diverse needs of all students. It identifies essential knowledge, understanding, skills, values and attitudes. It outlines clear standards of what students are expected to know and be able to do in K–10. It provides structures and processes by which teachers can provide continuity of study for all students.

The framework also provides a set of broad learning outcomes that summarise the knowledge, understanding, skills, values and attitudes essential for all students in all learning areas to succeed in and beyond their schooling.

The continued relevance of the NESA K–10 Curriculum Framework is consistent with the intent of the Melbourne Declaration on Educational Goals for Young Australians (December 2008), which set the direction for Australian schooling for the next ten years. There are two broad goals: Goal 1: Australian schooling promotes equity and excellence Goal 2: All young Australians become successful learners, confident and creative individuals, and active and informed citizens.

The way in which learning in the Italian K–10 Syllabus will contribute to the curriculum, and to students’ achievement of the broad learning outcomes, is outlined in the syllabus rationale.

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Introduction to the Italian K–10 Syllabus

The Language

The language to be studied and assessed is the modern standard version of Italian.

Students should be aware of formal and informal levels of language used in daily life. This includes the use of colloquialisms, where appropriate, and an awareness of regional differences.

The Learners of Italian

Students come to the learning of languages with diverse linguistic, cultural and personal profiles, including a range of prior language experiences either in Italian or in a different language. Students may have engaged with Italian in formal or less formal contexts, or they may have been exposed to a language through family members or in-country experience. Students start school as mono-, bi- or plurilinguals.

Mandatory study of a language occurs in Stage 4. However, students may commence their study of a language at any point along the K–10 continuum.

The learners of Italian include students:  learning Italian as a second or additional language  who have undertaken a significant school-based learning program in Australia  with exposure to Italian language and culture who may engage in some active but predominantly receptive use of Italian (including dialects and variants of Italian)  who have had their primary socialisation as well as initial literacy development and primary schooling in Italian  undertaking a Life Skills course.

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Diversity of Learners

NSW syllabuses are inclusive of the learning needs of all students. Syllabuses accommodate teaching approaches that support student diversity including students with special education needs, gifted and talented students and students learning English as an additional language or dialect (EAL/D). Students may have more than one learning need.

Students with Special Education Needs All students are entitled to participate in and progress through the curriculum. Schools are required to provide additional support or adjustments to teaching, learning and assessment activities for some students with special education needs. Adjustments are measures or actions taken in relation to teaching, learning and assessment that enable a student with disability to access syllabus outcomes and content and demonstrate achievement of outcomes.

Students with special education needs can access the K–10 outcomes and content in a range of ways. Students may engage with:  syllabus outcomes and content with adjustments to teaching, learning and/or assessment activities; or  selected K–10 syllabus outcomes and content appropriate to their learning needs; or  syllabus outcomes from an earlier Stage, using age-appropriate content; or  selected Years 7–10 Life Skills outcomes and content from one or more syllabuses.

Decisions regarding curriculum options, including adjustments, should be made in the context of collaborative curriculum planning with the student, parent/carer and other significant individuals to ensure that decisions are appropriate for the learning needs and priorities of individual students.

Further information can be found in support materials for:  Italian  Special education needs.

Gifted and Talented Students Gifted students have specific learning needs that may require adjustments to the pace, level and content of the curriculum. Differentiated educational opportunities assist in meeting the needs of gifted students.

Generally, gifted students demonstrate the following characteristics:  the capacity to learn at faster rates  the capacity to find and solve problems  the capacity to make connections and manipulate abstract ideas.

There are different kinds and levels of giftedness. Gifted and talented students may also have learning difficulties and/or disabilities that should be addressed when planning appropriate teaching, learning and assessment activities.

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Curriculum strategies for gifted and talented students may include:  differentiation: modifying the pace, level and content of teaching, learning and assessment activities  acceleration: promoting a student to a level of study beyond their age group  curriculum compacting: assessing a student’s current level of learning and addressing aspects of the curriculum that have not yet been mastered.

School decisions about appropriate strategies are generally collaborative and involve teachers, parents and students with reference to documents and advice available from NESA and the education sectors.

Gifted and talented students may also benefit from individual planning to determine the curriculum options, as well as teaching, learning and assessment strategies, most suited to their needs and abilities.

Students Learning English as an Additional Language or Dialect (EAL/D) Many students in Australian schools are learning English as an additional language or dialect (EAL/D). EAL/D students are those whose first language is a language or dialect other than Standard Australian English and who require additional support to assist them to develop English language proficiency.

EAL/D students come from diverse backgrounds and may include:  overseas and Australian-born students whose first language is a language other than English, including creoles and related varieties  Aboriginal and Torres Strait Islander students whose first language is Aboriginal English, including Kriol and related varieties.

EAL/D students enter Australian schools at different ages and stages of schooling and at different stages of Standard Australian English language learning. They have diverse talents and capabilities and a range of prior learning experiences and levels of literacy in their first language and in English. EAL/D students represent a significant and growing percentage of learners in NSW schools. For some, school is the only place where they use Standard Australian English.

EAL/D students are simultaneously learning a new language and the knowledge, understanding and skills of the Italian syllabus through that new language. They require additional time and support, along with informed teaching that explicitly addresses their language needs, and assessments that take into account their developing language proficiency.

The ESL Scales and the English as an Additional Language or Dialect: Teacher Resource provide information about the English language development phases of EAL/D students. These materials and other resources can be used to support the specific needs of English language learners and to assist students to access syllabus outcomes and content.

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Italian Key

The following codes and icons are used in the Italian K–10 Syllabus.

Outcome Coding

Syllabus outcomes are coded in a consistent way. The code identifies the language, Stage, outcome number and the way content is organised.

Early Stage 1 to Stage 5 are represented by the following codes:

Stage Code

Early Stage 1 e

Stage 1 1

Stage 2 2

Stage 3 3

Stage 4 4

Stage 5 5

In the Italian syllabus, outcome codes indicate subject, Stage, outcome number and strand. For example:

Outcome code Interpretation

LIT2-1C Languages, Italian, Stage 2 - Outcome number 1 (Communicating)

LIT5-6U Languages, Italian, Stage 5 - Outcome number 6 (Understanding)

LITLS-2C Languages, Italian, Life Skills - Outcome number 2 (Communicating)

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Coding of Australian Curriculum Content

The syllabus contains Australian curriculum content descriptions for Italian in a generic form with Australian curriculum codes in brackets at the end of each generic content description, for example:

Initiate interactions and exchange information with teacher and peers, for example (ACLITC145)

Where a number of content descriptions are jointly represented, all description codes are included, eg (ACLITC006, ACLIT008).

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Learning Across the Curriculum Icons

Learning across the curriculum content, including the cross-curriculum priorities, general capabilities and other areas identified as important learning for all students, is incorporated and identified by icons in the syllabus.

Cross-curriculum priorities

Aboriginal and Torres Strait Islander histories and cultures

Asia and Australia’s engagement with Asia

Sustainability

General capabilities

Critical and creative thinking

Ethical understanding

Information and communication technology capability

Intercultural understanding

Literacy

Numeracy

Personal and social capability

Other learning across the curriculum areas

Civics and citizenship

Difference and diversity

Work and enterprise

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Rationale

 for your information

The rationale describes the distinctive nature of the subject and outlines its relationship to the contemporary world and current practice. It explains the place and purpose of the subject in the curriculum, including:  why the subject exists  the theoretical underpinnings  what makes the subject distinctive  why students study the subject  how it contributes to the purpose of the K–10 Curriculum Framework  how it prepares students for further schooling.

 consult Learning languages provides the opportunity for students to engage with the linguistic and cultural diversity of the world and its peoples. Students broaden their horizons in relation to personal, social, cultural and employment opportunities in an increasingly interconnected and interdependent world. Proficiency in languages provides a national resource that serves communities within Australia and enables the nation to engage more effectively with the global community.

Contemporary research and practice have established a clear link between the learning of languages and improved literacy skills for both background speakers and second or additional language learners. Through the development of communicative skills in a language and understanding of how language works as a system, students further develop literacy in English, through close attention to detail, accuracy, logic and critical reasoning. Learning languages exercises students’ intellectual curiosity, increases metalinguistic awareness, strengthens intellectual, analytical and reflective capabilities, and enhances creative and critical thinking.

Italian is the official language of Italy, the Vatican City, San Marino and parts of Switzerland. It is also an official language of the European Union, and a major community language in countries such as Australia, Luxembourg, the United States, Canada, Brazil, Uruguay and Argentina, and also in parts of Africa. Italy plays a significant role in global economic and cultural developments.

Australia has strong cultural, political and trade connections with Italy. The Italian community is well established and continues to make major contributions to contemporary Australian society in the areas of culture, industry, trade and agriculture. The study of the Italian language and culture offers insights into the development of Western civilisations. It enables learners to gain access to Italy’s rich cultural, historical, artistic and literary contributions to the global community. The Italian language is widely spoken in Australia and many opportunities exist to hear and use the language in authentic situations. For students with an Italian background, the study of Italian consolidates and reinforces language skills needed to maintain links with the Italian-speaking community. It provides them with opportunities to experience and deepen their understanding of the traditions and culture of the country of their heritage.

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The ability to communicate in Italian provides incentives for travel and for more meaningful interactions with speakers of Italian, encouraging socio-cultural understanding between Australia and Italy, and cohesion within the Australian community. It also provides opportunities for students to gain insights into the contributions that have been made by Italian-speaking communities to Australian, and to global society. For background speakers, this valuable learning experience is further enhanced by the opportunity to maintain and develop their Italian language skills and understanding of their cultural heritage.

The rich linguistic and cultural diversity of NSW, to which Italian-speaking communities contribute significantly, provides an educational environment where the study of languages and cultures is valued as a unique and integral part of the K–10 curriculum.

Through learning languages, students develop an intercultural capability and an understanding of the role of language and culture in communication, and become more accepting of diversity and difference. They develop understanding of global citizenship, and reflect on their own heritage, values, culture and identity.

The study of Italian in Kindergarten to Year 10 may be the basis for further study of one of the differentiated Italian syllabuses available for study in Stage 6, and for future employment, within Australia and internationally, in areas such as commerce, tourism, entertainment, hospitality, education, sport, visual arts, performing arts and international relations.

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The Place of the Italian K–10 Syllabus in the K–12 Curriculum

 for your information

NSW syllabuses include a diagram that illustrates how the syllabus relates to the learning pathways K–12. This section places the Italian K–10 syllabus in the K–12 curriculum as a whole.

 consult

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Aim

 for your information

In NSW syllabuses, the aim provides a succinct statement of the overall purpose of the syllabus. It indicates the general educational benefits for students from programs based on the syllabus.

The aim, objectives, outcomes and content of a syllabus are clearly linked and sequentially amplify details of the intention of the syllabus.

The study of Italian in K–10 enables students to communicate with others in Italian, and to reflect on and understand the nature and role of language and culture in their own lives and the lives of others.

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Objectives

 for your information

In NSW syllabuses, objectives provide specific statements of the intention of a syllabus. They amplify the aim and provide direction to teachers on the teaching and learning process emerging from the syllabus. They define, in broad terms, the knowledge, understanding, skills, values and attitudes to be developed through study in the subject. They act as organisers for the intended outcomes.

Knowledge, Understanding and Skills

Communicating Strand Students use language for communicative purposes by:  interacting – exchanging information, ideas and opinions, and socialising, planning and negotiating  accessing and responding – obtaining, processing and responding to information through a range of spoken, written, digital and/or multimodal texts  composing – creating spoken, written, bilingual, digital and/or multimodal texts.

Understanding Strand Students analyse and understand language and culture by:  systems of language – understanding the language system including sound, writing, grammar and text structure; and how language changes over time and place  the role of language and culture – understanding and reflecting on the role of language and culture in the exchange of meaning, and considering how interaction shapes communication and identity.

The Communicating and Understanding strands are interdependent and one or more of the objectives may be emphasised at any given time, depending on the Language and the Stage of learning.

Values and Attitudes

Students:  develop an interest in and enjoyment of language learning  appreciate and value their own heritage, culture and identity  appreciate and respect the culture, beliefs and values of others through language learning.

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Outcomes

 for your information

In NSW syllabuses, outcomes provide detail about what students are expected to achieve at the end of each Stage in relation to the objectives. They indicate the knowledge, understanding and skills expected to be gained by most students as a result of effective teaching and learning. They are derived from the objectives of the syllabus.

Table of Objectives and Outcomes – Continuum of Learning

Communicating Strand

Objective Interacting – exchanging information, ideas and opinions, and socialising, planning and negotiating

Early Stage 1 Stage 1 Stage 2 Stage 3 Stage 4 Stage 5 outcomes outcomes outcomes outcomes outcomes outcomes A student: A student: A student: A student: A student: A student:

LITe-1C LIT1-1C LIT2-1C LIT3-1C LIT4-1C LIT5-1C interacts in participates in interacts with uses Italian to uses Italian to manipulates simple classroom others to share interact with interact with Italian in exchanges in routines and information others to others to sustained Italian play-based and participate exchange exchange interactions to learning in classroom information information, exchange activities in activities in and opinions, ideas and information, Italian Italian and to opinions, and ideas and participate in make plans opinions, and classroom make plans activities and negotiate

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Objective Accessing and responding – obtaining, processing and responding to information through a range of spoken, written, digital and/or multimodal texts

Early Stage 1 Stage 1 Stage 2 Stage 3 Stage 4 Stage 5 outcomes outcomes outcomes outcomes outcomes outcomes A student: A student: A student: A student: A student: A student:

LITe-2C LIT1-2C LIT2-2C LIT3-2C LIT4-2C LIT5-2C engages with identifies key locates and obtains and identifies main identifies and Italian texts words and classifies processes ideas in, and interprets information in information in information in obtains information in simple texts texts texts, using information a range of contextual and from texts texts other clues

LITe-3C LIT1-3C LIT2-3C LIT3-3C LIT4-3C LIT5-3C responds to responds to responds to responds to organises and evaluates and spoken and texts using a texts in a texts using responds to responds to visual texts range of variety of ways different information information, supports formats and ideas in opinions and texts for ideas in texts, different using a range audiences of formats for specific contexts, purposes and audiences

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Objective Composing – creating spoken, written, bilingual, digital and/or multimodal texts*

Early Stage 1 Stage 1 Stage 2 Stage 3 Stage 4 Stage 5 outcomes outcomes outcomes outcomes outcomes outcomes A student: A student: A student: A student: A student: A student:

LITe-4C LIT1-4C LIT2-4C LIT3-4C LIT4-4C LIT5-4C composes composes composes composes applies a experiments texts in Italian texts in Italian texts in Italian texts in Italian range of with linguistic using visual using using using a series linguistic patterns and supports and rehearsed modelled of sentences structures to structures to other scaffolds language language compose texts compose texts in Italian, using in Italian, using a range of a range of formats for formats for a different variety of audiences contexts, purposes and audiences

*Speaking, listening, reading and writing skills are integral for students who are developing in their acquisition of the Italian language. For some students with disability, teachers will need to consider relevant and appropriate adjustments to speaking, listening, reading, writing and communication experiences within the context of the Italian K –10 Syllabus.

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Understanding Strand

Objective Systems of language – understanding the language system including sound, writing, grammar, text structure; and how language changes over time and place

Early Stage 1 Stage 1 Stage 2 Stage 3 Stage 4 Stage 5 outcomes outcomes outcomes outcomes outcomes outcomes A student: A student: A student: A student: A student: A student:

LITe-5U LIT1-5U LIT2-5U LIT3-5U LIT4-5U LIT5-5U recognises recognises recognises applies key applies Italian demonstrates spoken Italian and pronunciation features of pronunciation how Italian reproduces the and intonation Italian and intonation pronunciation sounds of patterns of pronunciation patterns and intonation Italian Italian and intonation are used to convey meaning

LITe-6U LIT1-6U LIT2-6U LIT3-6U LIT4-6U LIT5-6U recognises the recognises demonstrates demonstrates applies analyses the difference Italian understanding understanding features of function of between language of elements of of Italian Italian complex Italian statements, patterns in Italian grammatical grammatical grammatical questions and statements, grammar in structures structures and structures to commands in questions and familiar sentence extend Italian commands language patterns to meaning patterns convey information and ideas

LITe-7U LIT1-7U LIT2-7U LIT3-7U LIT4-7U LIT5-7U recognises recognises demonstrates recognises identifies analyses that there are features of an awareness how texts and variations in linguistic, different kinds familiar texts of how familiar language use linguistic and structural and of texts texts are vary according structural cultural structured to context and features of features in a purpose texts range of texts

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Objective The role of language and culture – understanding and reflecting on the role of language and culture in the exchange of meaning, and considering how interaction shapes communication and identity

Early Stage 1 Stage 1 Stage 2 Stage 3 Stage 4 Stage 5 outcomes outcomes outcomes outcomes outcomes outcomes A student: A student: A student: A student: A student: A student:

LITe-8U LIT1-8U LIT2-8U LIT3-8U LIT4-8U LIT5-8U recognises recognises recognises makes identifies that explains and other similarities and how terms connections language use reflects on the languages differences in and between reflects interrelationship and cultures communication expressions cultural cultural ideas, between in their across cultures reflect aspects practices and values and language, immediate of culture language use beliefs culture and environment identity and the world

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Stage Statements

 for your information

In NSW syllabuses Stage statements summarise the knowledge, understanding, skills, values and attitudes developed by students as a result of achieving the outcomes for each Stage of learning.

Australian curriculum achievement standards underpin the development of the Stage statements.

 consult Stage statements are summaries of the knowledge, understanding, skills, values and attitudes that have been developed by students as a result of achieving the outcomes for the relevant Stage of learning.

Prior-to-school Learning

Students bring to school a range of knowledge, understanding and skills developed in home and prior-to-school settings. The movement into Early Stage 1 should be seen as a continuum of learning and planned for appropriately.

The Early Years Learning Framework for Australia describes a range of opportunities for students to learn and develop a foundation for future success in learning.

The Early Years Learning Framework for Australia has five Learning Outcomes that reflect contemporary theories and research evidence about children’s learning. The outcomes are used to guide planning and to assist all children to make progress.

The outcomes are: 1. Children have a strong sense of identity. 2. Children are connected with and contribute to their world. 3. Children have a strong sense of wellbeing. 4. Children are confident and involved learners. 5. Children are effective communicators.

In addition, teachers need to acknowledge the learning that children bring to school, and plan appropriate learning experiences that make connections with existing language and literacy development, including language used at home.

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Early Stage 1

By the end of Early Stage 1, students interact in Italian with their peers and teacher through action- related talk and play-based activities. They exchange greetings and respond to simple instructions, question cues and spoken and visual texts with actions, gestures, single words or phrases, including formulaic phrases. They participate in shared listening or viewing of texts such as Big Book stories, using pictures and contextual clues to help make meaning, and responding through actions, gestures, drawing or singing. They identify key words in spoken texts, such as names of people or objects, and match simple words to pictures, for example labelling classroom objects in Italian and English. They compose their own spoken texts with teacher support, using scaffolds and visual support, such as photos, to convey simple information about themselves or their family.

Students recognise that Italian sounds different to English, and mimic Italian pronunciation, approximating sounds. They recognise the difference between statements, questions and commands. They understand that there are different kinds of texts, such as songs, labels and captions, and recognise Italian in the written form. They understand that some Italian and English words are similar. They understand that Italian is used in Italy and other places in the world, and explore different languages that are used by their peers or family, or in their local community. Students have a growing awareness of the culture of Italian-speaking communities, and identify some Italian cultural practices that are similar or different to their own.

Students with prior learning and/or experience Students with prior learning and/or experience of Italian have more developed communicative skills, and knowledge and understanding of language and culture. They interact in Italian with their peers and teacher by exchanging greetings, responding to questions and instructions and taking turns in class activities. They identify key words and specific information in simple spoken and visual texts, and share information, using illustrations and gestures to support meaning. They compose simple spoken and visual texts, using illustrations and actions, and create bilingual word lists and labels for the classroom. Students use features of the Italian sound system, including pitch, accent, rhythm and intonation, and understand that the sounds of Italian are represented in words and symbols. They identify the function of statements, questions and commands. They describe aspects of self and their family background, and their own prior learning and/or experience of Italian.

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Stage 1

By the end of Stage 1, students interact in Italian with their peers and teacher to exchange greetings and simple information. They use Italian in play-based learning contexts and classroom routines, using modelled language. They identify key words and information in simple texts, such as charts, songs and rhymes, and respond to texts, using key words, phrases, gestures, objects and other supports. They compose simple texts in Italian using rehearsed language, and create bilingual labels and captions for objects and visual texts.

Students reproduce the sounds and rhythms of spoken Italian, and understand how sounds are represented in Italian. They identify language patterns in simple statements, questions and commands. They identify features of familiar texts, such as greetings cards, and variations in language use when greeting and addressing different people. They recognise that Italian and English borrow words and expressions from each other and other languages. Students understand that the ways in which people use language reflect their culture, and relate to where and how they live and what is important to them. They reflect on similarities and differences between Italian and their own language and culture.

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Stage 2

By the end of Stage 2, students interact with others in Italian to share information and participate in guided classroom activities that involve following instructions and collaborating with peers. They locate and classify information in texts, such as recipes or menus, and respond to texts, using modelled language and graphic, visual or digital supports. They compose texts in Italian, using familiar words, formulaic expressions and modelled language, and create bilingual texts, such as descriptions and signs for the classroom.

Students reproduce pronunciation and intonation patterns, and identify sound-writing relationships. They write simple texts and identify basic elements of grammar in familiar language patterns. They recognise structure and language features in familiar texts, and variations in language use according to context and relationships between participants. They recognise frequently used loan words from English and other languages, comparing pronunciation. Students identify terms and expressions in Italian that reflect cultural practices, and make comparisons with their own and other communities. They understand that ways of communicating and behaving reflect aspects of personal identity.

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Stage 3

By the end of Stage 3, students interact with others in Italian to exchange information and opinions. They engage in classroom activities and collaborate with peers to plan a group activity or shared event. They obtain and organise information from written, spoken and digital texts, using contextual and other clues to elicit meaning, and respond to texts in Italian or English, using a range of formats. They compose informative and imaginative texts, linking ideas in a series of sentences, and using familiar modelled language and scaffolds. They create bilingual texts, such as signs, notices, games, displays, websites or word banks, for the school community.

Students use key features of pronunciation and intonation, recognising the relationship between sounds, words and meaning, and apply basic writing conventions. They recognise the systematic nature of Italian grammar rules, and use basic grammatical structures to present information. They identify how texts vary according to purpose and context, and recognise variations in language use according to context and relationships between participants. They explore the influence of Italian language and culture on other languages. Students describe aspects of their own identity, making comparisons between their own cultural practices and language use and those of Italian-speaking communities, and considering how this affects intercultural communication.

Students with prior learning and/or experience Students with prior learning and/or experience of Italian have more developed communicative skills, and knowledge and understanding of language and culture. They initiate interactions in Italian with others to exchange information, ideas and opinions, and collaborate with peers to make choices and arrangements, organise events and complete transactions. They locate and classify information from a range of written, spoken and digital texts, and respond to texts in Italian or English, using a range of formats for different audiences. They compose informative and imaginative texts for a variety of purposes and audiences, and create bilingual texts and resources for their own language learning and the school community. Students apply the Italian sound system, including variations in tone, stress and phrasing. They apply basic structures and features of Italian grammar to present information and elaborate on meaning. They reflect on their experiences in Italian and English-speaking contexts, discussing adjustments made when moving from English to Italian and vice versa.

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Stage 4

By the end of Stage 4, students interact with others in Italian to exchange information and ideas on topics of interest, and engage in collaborative tasks and activities that involve making plans and arrangements. They identify main ideas and specific information in a range of written, spoken and digital texts, and respond in Italian or English to information and ideas, in a range of formats for specific audiences. They compose informative and imaginative texts for different audiences, using a range of linguistic structures with the support of stimulus materials and modelled language, and create bilingual texts and learning resources for the classroom.

Students apply Italian pronunciation and intonation patterns, including pitch, accent and rhythm, in a range of sentence types and vocabulary. They recognise elements of Italian grammar, including the systematic nature of verb conjugation, and use features of Italian grammatical structures and sentence patterns to convey information and ideas. They identify variations in linguistic and structural features in a range of texts, explaining how language use varies according to context and the relationship between participants.

Students examine how Italian influences and is influenced by other languages and cultures, identifying borrowed words used in Italian and English, and Italian words and phrases that have emerged in response to new technology. They explore connections between language and culture in particular words, expressions and communicative behaviours, recognising values that are important in Italian society. They share their reactions to intercultural experiences, considering how ways of communicating and expressing identity are shaped by the values and beliefs of a community.

Students with prior learning and/or experience Students with prior learning and/or experience of Italian have more developed communicative skills, and knowledge and understanding of language and culture. They interact in Italian with peers and known adults on a range of topics and experiences, and engage in collaborative tasks and activities that involve planning, negotiating and making decisions. They obtain and process information from a range of written, spoken and digital texts, and respond in Italian or English to information and ideas on a variety of topics, events or experiences, using different modes of presentation for particular audiences. They compose informative and imaginative texts in a range of formats according to purpose and audience, and create bilingual texts and resources for the school and wider community. They apply Italian pronunciation and intonation patterns, including pronunciation of loan words and punctuation. They use elements of Italian grammar and sentence structure to express ideas. They understand how different types of texts are structured and use particular language features according to context, purpose and audience. They recognise that Italian has evolved and developed through different periods of influence and change, and how variations in Italian language use reflect different levels of formality, authority and status. Students explain ways in which choices in language use reflect cultural ideas, and explore different communicative behaviours across cultures. They reflect on how their own biography, including family origins, traditions and beliefs, has an impact on their sense of identity and ways of communicating.

Italian K–10 Draft Syllabus for consultation 27

Students with a background in Italian Students with a background in Italian have more sophisticated communicative skills, and knowledge and understanding of language and culture. They interact with peers and known adults to exchange information, opinions and preferences relating to social issues and cultural experiences, and engage in collaborative tasks and activities that involve negotiating, solving problems and justifying decisions. They access and evaluate information in a range of written, spoken and digital texts, and respond in Italian to information, ideas and perspectives on a range of topics, events or experiences, using different presentation modes for particular audiences. They compose informative and imaginative texts in a range of formats according to purpose and audience, and create bilingual texts and resources for the school and wider community. They apply the Italian sound system, explaining features, including variations in tone, stress and phrasing. They apply their knowledge of Italian grammar to organise and elaborate on ideas and opinions, and understand how different types of texts are structured and use particular language features according to context, purpose and audience. They recognise that Italian has evolved and developed through different periods of influence and change, and how variations in Italian language use reflect different levels of formality, authority and status. Students analyse ways in which choices in language use reflect cultural ideas and perspectives, and reflect on how what is considered acceptable in communication varies across cultures. They reflect on how and why being a speaker of Italian contributes to their sense of identity and is important to their Italian cultural heritage.

Italian K–10 Draft Syllabus for consultation 28

Stage 5

By the end of Stage 5, students manipulate Italian in sustained interactions with others to exchange information, ideas and opinions. They participate in a range of collaborative tasks, activities and experiences that involve making plans, negotiating and solving problems. They identify and interpret information from a range of written, spoken, visual or multimodal texts, and evaluate and respond in English or Italian to information, opinions and ideas, using a range of formats for specific contexts, purposes and audiences. They compose informative and imaginative texts to express ideas, attitudes and values, experimenting with linguistic patterns and structures, and using different formats for a variety of contexts, purposes and audiences. They create a range of bilingual texts and resources for the school and wider community.

Students apply pronunciation, intonation and phrasing patterns of spoken Italian. They understand the systematic nature of Italian grammatical forms, and use elements of grammar to express complex ideas. They analyse the effects of linguistic and structural features in texts, explaining their interrelationship with context, purpose and audience. They examine the impact of factors such as media, technology, globalisation and popular culture on Italian.

Students explain how and why language use varies according to social and cultural contexts, relationships between participants and textual purpose. They understand that language, culture and communication are interrelated and shaped by each other. They reflect on their intercultural experiences, recognising how cultural identity influences ways of communicating, thinking and behaving.

Students with prior learning and/or experience Students with prior learning and/or experience of Italian have more developed communicative skills, and knowledge and understanding of language and culture. They initiate and sustain interactions in Italian with others to share information, feelings, opinions, ideas and points of view. They participate in a range of collaborative tasks, activities and experiences that involve negotiating and solving problems. They obtain, interpret and evaluate information, ideas and opinions from a range of texts, and respond to texts in Italian or English, using different formats, for specific contexts, purposes and audiences. They compose a variety of informative and imaginative texts in different formats, and create a range of bilingual texts, for different contexts, purposes and audiences. Students apply intonation and phrasing patterns in both formal and informal speech. They use complex grammatical structures, including a range of verb tenses, to achieve sophistication in expression, and explain the relationship between context, purpose, audience, linguistic features and cultural elements in a range of personal, reflective, informative and persuasive texts. They research the phenomenon of language change in Italian-speaking communities, analysing and comparing language use of previous generations with contemporary use. Students analyse the reciprocal relationship between language, culture and communication, and how this relationship reflects values, attitudes and beliefs. They reflect on how their own identity both influences and is shaped by ways of communicating, thinking and behaving.

Italian K–10 Draft Syllabus for consultation 29

Students with a background in Italian Students with a background in Italian have more sophisticated communicative skills, and knowledge and understanding of language and culture. They initiate and sustain interactions in Italian with others to discuss ideas and points of view, and participate in a range of collaborative tasks, activities and experiences that involve planning, negotiation and debate. They analyse written and spoken texts to identify elements such as viewpoint, theme, stylistic devices, cultural influences and values. They respond in Italian to information and ideas from different perspectives, using a range of formats for specific contexts, purposes and audiences. They compose a variety of informative and imaginative texts in different formats, experimenting with genre, textual features and stylistic devices, and create a range of bilingual texts, for different contexts, purposes and audiences. Students apply the Italian sound system in both formal and informal speech, understanding how patterns of rhythm, tempo, stress, pitch and intonation are used to enhance the aesthetic features of texts. They apply complex grammatical structures to enhance communication and achieve particular effects. They explain the relationship between context, purpose, audience, linguistic features and cultural elements in a range of personal, reflective, informative and persuasive texts. They research the phenomenon of language change in Italian-speaking communities, analysing and comparing language use of previous generations with contemporary use. Students discuss how meanings vary according to cultural assumptions that Italian and English speakers bring to interactions, and how mutual understanding can be achieved. They reflect on variations in their own language use and communicative and cultural behaviours in Italian and English-speaking contexts.

Italian K–10 Draft Syllabus for consultation 30

Content

 for your information

Content defines what students are expected to know and do as they work towards syllabus outcomes. It provides the foundations for students to successfully progress to the next Stage of schooling or post-school opportunities.

Teachers will make decisions about content regarding the sequence, emphasis and any adjustments required based on the needs, interests, abilities and prior learning of students.

In general, the examples of content in the Communicating strand are learning tasks (see glossary). Unlike form-focused language activities and exercises (see glossary), the learning tasks involve the achievement of a devised or actual goal or purpose. They provide opportunities to draw on existing language resources and to experiment with new forms in authentic or simulated contexts.

The content has been designed to accommodate a range of student entry points and a range of learners, some of whom may have significant prior learning, experience or background in Italian.

In Kindergarten to Year 6, content has been developed for two broad student groups:  students who are studying the language as second or additional language learners; and  students who have prior learning and/or experience.

In Year 7 to Year 10, content has been developed and presented in four ways:  students who are studying the language as second or additional language learners  students who have prior learning and/or experience  students who have experienced some or all of their formal school education in a Italian-speaking environment  students undertaking a Life Skills course.

Italian K–10 Draft Syllabus for consultation 31

Organisation of Content

 for your information

The following diagram provides an illustrative representation of elements of the course and their relationship.

Strands The content of the syllabus is organised through the two interrelated strands of Communicating and Understanding, and related objectives and outcomes.

The strands reflect important aspects of language learning related to communication, analysis and understanding of language and culture, and reflection. Students reflect on the experience of communicating and on their own language and culture in comparison to those of others.

Italian K–10 Draft Syllabus for consultation 32

Macro Skills The four macro skills: listening, reading, speaking and writing are related to syllabus objectives within the Communicating strand in the following way:

Interacting Accessing and responding* Composing

Listening Listening Speaking

Reading Reading Writing

Speaking Speaking

Writing Writing

* The response to texts may be in English or Italian depending on the outcome or content.

Speaking, listening, reading and writing skills are integral for students who are developing in their acquisition of the Italian language. For some students with disability, teachers will need to consider relevant and appropriate adjustments to speaking, listening, reading, writing and communication experiences within the context of the Italian K –10 Syllabus.

The use of English The target language is used wherever possible as the primary medium of interaction in both language-oriented and most content-oriented tasks.

English may be used for discussion, explanation or analysis and reflection, providing opportunities for students to develop metalanguage for sharing ideas about language, culture and experience.

Italian K–10 Draft Syllabus for consultation 33

Learning Across the Curriculum

 for your information

NSW syllabuses provide a context within which to develop core skills, knowledge and understanding considered important for the acquisition of effective, higher-order thinking skills that underpin successful participation in further education, work and everyday life, including problem-solving, collaboration, self-management, communication and information technology skills.

Learning across the curriculum content, including the cross-curriculum priorities and general capabilities, assists students to achieve the broad learning outcomes defined in the NESA K–10 Curriculum Framework and Statement of Equity Principles, and in the Melbourne Declaration on Educational Goals for Young Australians (December 2008).

Cross-curriculum priorities enable students to develop understanding about and address the contemporary issues they face.

The cross-curriculum priorities are:  Aboriginal and Torres Strait Islander histories and cultures  Asia and Australia’s engagement with Asia  Sustainability

General capabilities encompass the knowledge, skills, attitudes and behaviours to assist students to live and work successfully in the 21st century.

The general capabilities are:  Critical and creative thinking  Ethical understanding  Information and communication technology capability  Intercultural understanding  Literacy  Numeracy  Personal and social capability

NESA syllabuses include other areas identified as important learning for all students:  Civics and citizenship  Difference and diversity  Work and enterprise

Learning across the curriculum content is incorporated, and identified by icons, in the content of the Italian K–10 Syllabus in the following ways.

Italian K–10 Draft Syllabus for consultation 34

 consult Aboriginal and Torres Strait Islander histories and cultures The study of languages provides valuable opportunities for students to make interlinguistic and intercultural comparisons across languages, including Aboriginal and Torres Strait Islander languages, and to develop their understanding of concepts related to the linguistic landscape of Australia. Students explore the languages spoken in their immediate environment, identifying local Aboriginal and/or Torres Strait Islander languages. They examine cultural symbols and practices across languages, and ways in which people express their culture through traditional stories, songs, dance and crafts. By exploring and reflecting on the interrelationship between language, culture and identity, students are provided with opportunities to understand that the ways in which people use language reflect the values and beliefs of their respective communities, including Australia’s rich and diverse Aboriginal and Torres Strait Islander communities.

When planning and programming content relating to Aboriginal and Torres Strait Islander histories and cultures teachers are encouraged to:  involve local Aboriginal communities and/or appropriate knowledge holders in determining suitable resources, or to use Aboriginal or Torres Strait Islander authored or endorsed publications  read the Principles and Protocols relating to teaching and learning about Aboriginal and Torres Strait Islander histories and cultures and the involvement of local Aboriginal communities.

Asia and Australia’s engagement with Asia Students learning Italian can engage with rich content and contexts for developing their knowledge and understanding of Italian societies, and are provided with opportunities to make comparisons with Asian societies, languages, cultures, values and beliefs. They have opportunities to learn to communicate and interact in Italian in interculturally appropriate ways, exploring concepts, experiences and perspectives from within and across Italian and other Asian cultures. They are provided with opportunities to understand that there are Italian-speaking communities in Italy, Switzerland, Australia and around the world, and that there is diversity within the Italian language. They identify words and expressions that Italian and English borrow from each other and other languages. They explore the impact on Italian of social, cultural and intercultural influences, such as media, technology, globalisation and popular culture. They develop an appreciation for the place of Australia within the Asia region, including the interconnections of languages and cultures, peoples and communities, histories and economies. Students are provided with opportunities to learn how Australia is situated within the Asia region, and how Australia’s linguistic and cultural identity is continuously evolving, both locally and within an international context.

Italian K–10 Draft Syllabus for consultation 35

Sustainability Learning Italian provides a context for students to develop their knowledge and understanding of concepts, perspectives and issues related to sustainability in Italian-speaking communities in Italy, Switzerland, Australia and the world. They engage with a range of texts to obtain, interpret and present information, ideas and opinions on concepts such as the environment, climate, conservation, linguistic and cultural ecologies, and change, both within Italian language and culture, and across languages and cultures. Students develop their knowledge, skills and understanding about sustainability within particular cultural contexts. Through interacting with others, negotiating meaning and mutual understanding and reflecting on communication, they can learn to live and work in ways that are both productive and sustainable.

Critical and creative thinking Students develop critical and creative thinking as they interact in Italian with people and ideas from diverse backgrounds and perspectives. They participate in a range of collaborative tasks, activities and experiences that involve negotiating, solving problems and making decisions. Students obtain, interpret and organise information, ideas and perspectives from a range of texts, analysing aspects of Italian language and culture and making comparisons with other languages and cultures. They develop skills in creative thinking when composing informative and imaginative texts in Italian in different formats for a range of contexts, purposes and audiences.

Ethical understanding Students learning Italian are encouraged to acknowledge and value difference in their interactions with others and to respect diverse ways of perceiving and acting in the world. They can apply their knowledge of ethics when using technology to communicate information. When collecting, interpreting and analysing information, ideas and research data related to aspects of language and culture in Italian-speaking communities, students are provided with opportunities to learn about ethical procedures for investigating and working with people and places. As they develop their knowledge and understanding of the language, culture, beliefs, values and attitudes of Italian-speaking, their own and other communities, students become more aware of their own roles and responsibilities as citizens.

Information and communication technology capability Accessing live Italian environments and texts via digital media contributes to the development of students’ ICT capabilities as well as linguistic and cultural knowledge, and extends the boundaries of the classroom. Students are provided with opportunities to maximise use of the technologies available to them, adapting as technologies evolve and limiting the risks to themselves and others in a digital environment.

Students Interact with Italian speakers in online contexts, and access multimodal resources, digital environments and technologies to enhance their learning. They engage with digital texts to obtain, interpret, reorganise and present information, opinions and ideas. They can use word-processing skills to produce written texts in Italian. They create informative and imaginative texts in digital formats, using text, sound and images, and produce bilingual resources, such as digital displays or websites, for the school community.

Italian K–10 Draft Syllabus for consultation 36

Intercultural understanding The development of intercultural understanding is a central aim of learning languages, as it is integral to communicating in the context of diversity, the development of global citizenship and lifelong learning. Learning languages can enable students to develop their intercultural understanding as they learn to value their own language(s), culture(s) and beliefs, and those of others. They are provided with opportunities to understand the reciprocal relationship between language, culture and identity, and how this relationship reflects the values and beliefs of a community. Students are encouraged to reflect on their own and other cultures in ways that recognise similarities and differences, create connections with others and cultivate mutual respect. Learning to move between languages and cultures is integral to language learning and is the key to the development of students’ intercultural understanding.

Students learning Italian are provided with opportunities to understand that language develops and operates in a socio-cultural context. They are encouraged to make connections between social and cultural practices and language use, identifying culture-specific terms and expressions in Italian and making comparisons with other languages and cultures. They examine differences in language use and behaviours, explaining variations according to context, purpose, mode of delivery and the roles and relationships of participants. Students are provided with opportunities to understand how cultural identity influences ways of communicating, thinking and behaving. They reflect on their experiences when interacting in Italian and English-speaking contexts, considering adjustments made and how this affects intercultural communication.

Literacy Contemporary research has demonstrated explicit links between language learning and improved literacy skills. The study of Italian develops students’ understanding of how languages work as systems, thereby enhancing literacy and language skills in Italian, as well as English. For background speakers of Italian, the knowledge, understanding and skills which students develop through learning their first language also support and enhance the development of literacy in English.

Students learning Italian can make connections between spoken language and written Italian. They engage with Italian texts, using their knowledge of the language to predict the meaning of new words, and compose texts. They are encouraged to use metalanguage to describe linguistic structures and features in texts, recognising that grammatical concepts serve particular functions and represent part of the system of language.

Students identify main ideas and specific information in a range of spoken, written and multimodal texts, explaining textual structure and linguistic features and their relationship with context, purpose and audience. They convey information, ideas and opinions in a variety of text types and formats, and compose informative and imaginative texts in different formats for a range of audiences, purposes and contexts, applying their knowledge of grammatical structures, word order and sentence construction. Students create bilingual texts and resources for the school and wider community, making comparisons between Italian and English textual features, and linguistic and cultural elements.

Italian K–10 Draft Syllabus for consultation 37

Numeracy Students develop numeracy capability as they communicate in Italian in everyday situations. They use Italian numbers for counting and measuring. They role-play shopping situations in class, negotiating details such as size, quantity and price, and using currency exchange rates to complete transactions. They use expressions of time to sequence events, and create calendars to share information about class routines, birthdays, including zodiac signs, and Italian events and celebrations. They interpret data and statistics from multimodal sources, and construct tables, charts, graphs and diagrams to present information.

Personal and social capability Students develop personal and social capability as they interact with Italian speakers in culturally appropriate ways in a range of contexts and situations, developing understanding of the importance of communicating in a respectful manner. They participate in shared tasks and activities that involve planning, negotiating, and making decisions and arrangements. They work both collaboratively and independently, engaging with Italian texts and resources to obtain, interpret and evaluate information, and creating their own informative and imaginative texts to express their ideas, opinions and beliefs.

Students explore connections between Italian language and culture in particular words, expressions and communicative behaviours, recognising and empathising with values that are important to Italian- speaking communities. They are provided with opportunities to understand that people view and experience the world in different ways, and reflect on their own heritage, values, culture and identity.

Civics and citizenship As students engage in learning Italian, they develop the knowledge, understanding, skills, values and attitudes for responsible, informed and active participation in Australian society and as global citizens.

Students are provided with opportunities to understand the concept of community identity within the context of multicultural Australia. They explore the diversity of identities and cultural perspectives within Italian-speaking and other Australian communities and the diverse ways in which individuals and communities may express their cultures and identities in Australian society.

Students examine the importance of tradition to a sense of community and national identity, and explore the impact of social, cultural and intercultural influences on Italian language and culture, such as media, technology, globalisation and popular culture. They can appreciate the richness of Italian language and culture, and the significant social, economic and cultural contributions of Italian- speaking communities to Australian society and the world.

Difference and diversity Through their learning of Italian, students develop awareness, understanding and acceptance of difference and diversity in their personal lives, and within the local and global community. Students are provided with opportunities to learn about diverse values, attitudes, customs and traditions in Italian-speaking communities, as well as characteristics that are common to their own and other communities. They communicate in Italian in diverse contexts, developing understanding of the importance of using culturally appropriate language and behaviour.

The study of Italian fosters the ideals of respect for others and appreciation and acceptance of diverse points of view, beliefs, attitudes and values. Students develop their understanding of issues such as age, beliefs, gender, language and ethnicity, and their appreciation of ways in which diversity contributes to a deeper sense of community and national identity.

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Work and enterprise Students need to be prepared for living and working in a world that is more technologically focused, globally connected and internationally competitive. Through their study of Italian, students learn about the living and working conditions of Italian-speaking communities, and are provided with opportunities to understand the impact of social, economic and technological developments. Students learning Italian develop skills in communication, collaboration, negotiation and problem-solving that can equip them for participation in a range of work settings, and can enable them to become more effective and valuable members of the workforce. The ability to communicate in Italian broadens future employment opportunities for students in an increasingly globalised world.

Italian K–10 Draft Syllabus for consultation 39 Early Stage 1

Content for Early Stage 1

 consult Communicating

Interacting

Outcome A student: › interacts in simple exchanges in Italian LITe-1C

Content Students:  exchange greetings, for example: (ACLITC001) – exchanging greetings using culturally appropriate gestures, eg Ciao! Buongiorno, Signora! shaking hands and greeting friends – greeting others at different times of the day outside and inside the classroom, eg Buongiorno, buonasera

 participate in classroom routines and follow simple instructions, for example: (ACLITC004) – participating in classroom routines, eg opening and closing lessons In piedi! sedetevi! ascoltate! Siete pronti? Cantiamo insieme! – counting down in Italian using hand gestures before and after activities – singing a song that gives instructions – participating in songs that involve taking turns or responding to names, eg greeting and farewell songs Ciao buongiorno/arrivederci...alla prossima volta, ci vediamo, dov’è Sara? Sono qui

Content for students with prior learning and/or experience Students:  interact with teacher and peers by exchanging information, for example: – responding to questions about their lives and experience, eg Hai una sorella? Dove abiti?

– talking about and describing people and belongings, eg mio nonno è italiano, la mia bicicletta è rossa – talking about what they like and dislike, eg mi piace il calcio, non mi piace la pizza – describing an object of interest such as a toy or a pet and responding to questions, eg È un cane. Fido – understanding the difference between language used at home and at school

 participate in classroom activities by responding to instructions and taking turns, for example:

– following instructions and helping others, eg chiudi la porta, dov’è la matita? – learning the rules of a new game, eg Simone dice, Lupo delle ore, il Nascondino, Gioco della memoria, tocca a me/te, campione, bravo/a!

Italian K–10 Draft Syllabus for consultation 40 Early Stage 1

Communicating

Accessing and Responding

Outcome A student: › engages with Italian texts LITe-2C › responds to spoken and visual texts LITe-3C

Content Students:  participate in shared listening and viewing activities, for example: (ACLITC007) – listening to songs with visual images that involve onomatopoeic sounds and discussing them, eg Batti, batti le manine, Bob il treno - i suoni degli animali, la canzone di pappacia – listening to a digital story or book read by the teacher then using visual clues to decipher meaning – making predictions about character and plot from the cover and illustrations, and at various points of the text

 respond to simple or familiar stories, songs and rhymes through actions, drawing or singing, for example: (ACLITC005) – responding to a song with actions and movement, eg Girotondo, Se sei felice e lo sai – reciting and performing a chant, rhyme or song adding music and actions to support meaning, eg Farfallina bella bianca, Cinque paperelle – responding to questions eliciting specific details about participants and objects (colour, number, size), eg C’è la mamma? Ci sono due paperelle? È gialla? È piccola?sì/no – demonstrating understanding by early literacy skills such as pointing, naming, discussing, tracing, drawing, miming, matching, clicking and dragging

Content for students with prior learning and/or experience Students:  identify key words and specific information in simple spoken and visual texts, for example: – listening to and viewing a picture book or a familiar multimodal story and responding appropriately to questions to demonstrate comprehension, eg Pinocchio va a scuola? Olivia mangia il gelato? – identifying words in written Italian from stories read to class, digital sources, posters and flashcards, eg La mucca è bianca e nera, Pimpa va a scuola

 share information from texts, using illustrations and gestures to support meaning, for example:

– drawing a picture and explaining it, using gestures or mime to support understanding sharing feelings about a particular book , eg La mamma Paperella è triste, non mi piace il drago

– completing illustrations for a storyboard by drawing a picture of the main character, after listening to and viewing picture books and familiar multimodal stories

Italian K–10 Draft Syllabus for consultation 41 Early Stage 1

Communicating

Composing

Outcome A student: › composes texts in Italian using visual supports and other scaffolds LITe-4C

Content Students:  describe objects in Italian using visual supports, for example: (ACLITC006, ACLIT008) – describing size and colour of objects around the classroom/school, eg l’albero è grande, la sedia è nera… – describing aspects of their immediate world by drawing or matching captions, eg la mia mamma, ho un cane, mangio gli spaghetti – performing an imagined event to entertain others, eg corro, salto in aria, a caccia dell’orso andiamo

 label objects and images in Italian, for example: (ACLITC010) – assigning labels to pictures or photos, eg la famiglia, i colori, gli animali – cutting and pasting words to label an image, eg food items or animals

Content for students with prior learning and/or experience Students:  compose simple texts using illustrations and actions to support meaning, for example: – composing and performing simple action chants or repetitive raps – giving descriptive information using simple structures, eg la mia camera è grande – identifying the main idea based on images such as naming what they see, eg la festa, la fattoria – participating in show and tell, eg questa è la mia Lamborghini

 create bilingual word lists and labels for the classroom, for example: – labelling classroom objects in Italian and English, eg l’aula, la porta – making a class word wall or display of an event to share, eg la Pasqua, le vacanze

Italian K–10 Draft Syllabus for consultation 42 Early Stage 1

Understanding

Systems of Language

Outcome A student: › recognises spoken Italian LITe-5U › recognises the difference between statements, questions and commands in Italian LITe-6U › recognises that there are different kinds of texts LITe-7U

Content Students:  recognise the sounds of Italian, for example: (ACLITU013) – learning to reproduce Italian sounds and intonation patterns through imitation, repetition and experimentation – learning the rhythm of Italian through songs, rhymes, questions, answers and commands, eg come ti chiami? Alzatevi! – learning and using the special sounds of Italian ci, ch and r through use of Italian names of class members and other vocabulary, eg Ciao, Michele. Arrivederci, Rosa. La macchina

 recognise the structure of statements, questions and commands in Italian, for example (ACLITU014): – recognising voice intonation and basic word order, eg È un lupo grande, Chi è? Dai! Ragazzi, ripetete con me! – learning simple verbs to describe actions and using them in formulaic expressions, eg gioco a calcio, mangio la pizza, vado a scuola in macchina, dormo, mi piace – understanding imperatives, eg Vieni qui! Dammi la palla! – expressing negation, eg No, non mi piace

 understand that some Italian and English words are similar, for example: (ACLITU017) – recognising words in Italian that are the same as in English, eg computer, sport, banana – comparing pronunciation and intonation of Italian loan words with English pronunciation and vice versa, eg broccoli, Ferrari, gelato, salame

 understand that language is organised as ‘text’, for example: (ACLITU015) – understanding that texts can be spoken, written, digital, visual or multimodal and can be short or long, eg stories, songs, rhymes, films, conversations – naming familiar texts, eg a story, rhyme, song or conversation

Italian K–10 Draft Syllabus for consultation 43 Early Stage 1

Content for students with prior learning and/or experience Students:  recognise and use features of the Italian sound system, including pitch, accent, rhythm and intonation, for example: – pronouncing the Italian alphabet, particularly vowel sounds, rolled ‘r’ arancione, the ‘c’ as in ciao, c’e and the ch’ as in chi, che cos’e? noticing similarities and differences with English ‘cheese, chemist’ – noticing that some words stress the final letter, eg papà, perché? – recognising pitch, accent, rhythm and intonation when listening to stories, conversations, songs, digital texts, eg i tre porcellini, Plug e Play – reproducing Italian with good accent and fluency in a familiar situation, eg Mamma, vorrei andare al parco

 identify the function of statements, questions and commands in Italian, for example: – understanding basic word order in statements, eg è un ragazzo simpatico ma non sportivo, è vero? dimmi! … – recognising requests, eg Alzati, per favore. Siediti, per favore – understanding different question words, eg che, cosa, dove?

Italian K–10 Draft Syllabus for consultation 44 Early Stage 1

Understanding

The Role of Language and Culture

Outcome A student: › recognises other languages and cultures in their immediate environment and the world LITe-8U

Content Students:  understand that Italian is one of the many languages spoken in Australia, for example: (ACLITU018) – discussing where students have heard Italian spoken, eg Italian restaurants, shops, friends and community, on a trip overseas, television, Internet – understanding that Italian is the national language of Italy and is spoken by Italian people – identifying local Aboriginal languages – discussing why there are various languages spoken by their peers and in their communities, eg Mandarin, Arabic, Aboriginal languages – creating a data display of the different language varieties represented in the class

 recognise that there are cultural practices that differ from their own, for example: (ACLITC019)

– discussing cultural backgrounds of peers and their families, and sharing knowledge of own cultural background, eg greetings, families, routines – responding to questions through which they reflect on experiences in their own families and communities, eg how is this different or the same in Italy and Australia? – sharing knowledge about celebrations in their own culture, and making comparisons with celebrations in Italian-speaking and other communities, including Aboriginal and Torres Strait Islander communities, eg il Natale, il Carnevale, il compleanno, National Aboriginal and Torres Strait Islander Children’s Day – understanding that culture influences representations of sounds such as those made by animals, eg bau bau (il cane), pio pio (il pulcino), cra cra (la rana)

Content for students with prior learning and/or experience Students:  describe aspects of self and their family background, for example: – creating a personal profile, using drawings, images or photos, including where their family is from, who speaks Italian and/or other languages or dialects at home and sharing this with other students

Italian K–10 Draft Syllabus for consultation 45 Stage 1

Content for Stage 1

 consult Communicating

Interacting

Outcome A student: › participates in classroom interactions and play-based learning activities in Italian LIT1-1C

Content Students:  interact with teacher and peers to exchange greetings and information, for example: (ACLITC001, ACLITC002) – using appropriate greetings at occasions, eg Ciao, Buongiorno, Arrivederci,Tanti auguri! Buona Pasqua. Buon Natale Come stai? Molto bene, grazie – expressing satisfaction/dissatisfaction, eg Sì, no, mi piace, non mi piace – introducing self to students from other classes learning Italian, eg Come ti chiami? Mi chiamo …, e tu? Quanti anni hai? Ho sette anni, e tu? Come stai? – answering simple questions with short spoken and written responses and using flashcards, word lists, posters, photos and multimedia slides, eg Quanti anni hai? Hai un animale?

– making simple choices, based on given options, eg Vuoi leggere questo? Giochi dentro o fuori? – contributing to a collective activity, eg creating a class vegetable garden or photo display of a recent excursion or visit, by labelling and illustrating

 participate in classroom routines and activities, for example: (ACLITC003, ACLITC004) – engaging in classroom routines, eg morning greetings or roll call, Ciao! Presente/assente; birthday song, Tanti auguri, 123,Tocca a me/te – responding to classroom instructions, eg In piedi!, Seduti! In cerchio! Insieme. Qui. Attenzione! Non parlare, silenzio; alza la mano – using simple gestures to add emphasis to expressions, eg sì, no, bene!, così così – using courteous language during activities, eg grazie, per favore, permesso? Scusa – participating in a game, eg Buzz Off, Circle Champ, Che Cosa Manca? – playing Italian card games, eg Memory – playing a singing games, eg Questo Ponte Casca Giu` – participating in a role-play, eg una banana per favore… ecco …; un gelato per favore; Ecco il gelato Come stai? Sto male.

Italian K–10 Draft Syllabus for consultation 46 Stage 1

Content for students with prior learning and/or experience Students:  interact with teacher and peers to exchange personal information, for example: – introducing self to peers, students from older grades or different schools, eg Come ti chiami? Mi chiamo …, e tu? Quanti anni hai? Ho sette anni, e tu? Come stai? – talking about and describing people and belongings, using familiar formulaic expressions, eg Questo/a è, ecco il mio pallone

 participate in classroom routines and guided activities by responding to questions, following instructions and asking for permission, for example: – following classroom instructions and routines , eg Siediti/Sedetevi, per favore. Apri il quaderno. Chiudi la porta, Tira la palla – selecting between given options relating to foods, colours or classroom items, eg Posso avere …? Voglio una pesca – answering simple questions with short spoken and written responses and using flashcards, word lists, posters, photos and multimedia slides, eg Quanti anni hai? Hai un animale?

Italian K–10 Draft Syllabus for consultation 47 Stage 1

Communicating

Accessing and Responding

Outcome A student: › identifies key words and information in simple texts LIT1-2C › responds to texts using a range of supports LIT1-3C

Content Students:  locate specific items of information in texts, such as charts, songs, rhymes or lists, for example: (ACLITC005) – recognising some whole words in familiar contexts and indicating comprehension through actions, eg selecting a picture card or flashcard – identifying key words in a song through appropriate action – counting the number of times a given word is heard whilst watching an appropriate video clip

– participating in shared reading with the teacher, using contextual and visual clues such as illustrations in resources such as big books or digital books to decipher meaning – demonstrating understanding by using early literacy skills such as labelling, naming, pointing, matching, clicking and dragging, describing, drawing, tracing and miming – identifying words in written Italian in a list, eg lunedí, martedí ... – responding to questions eliciting specific details about participants, objects (size, colour) or events, eg C’è il gatto? Sì/no È verde? Sì/no.

 respond to texts using key words or phrases in English or Italian, or gestures, drawings and other supports, for example: (ACLITC007) – drawing a picture from the descriptions provided in a spoken text, eg L’uccello è blù – choosing appropriate text or illustration in digital games or card games – responding to questions eliciting specific details about participants, objects (size, colour) or events, eg C’è il gatto? Sì/no. È verde? Sì/no. Il treno è rosso? Sì/no. La pasta è buona? Sì/no – miming actions as a familiar story is read, eg La Gallinella Rossa – participating in shared reading of books and digital texts, and deciphering the meaning of a story using illustrations, sounds and animation – making predictions about characters and plot from the cover and illustrations, and at various points in the text – sharing feelings about a book/video clip by participating in simple reviews, writing their names under one of the following statements, Mi piace; Mi piace molto; Non mi piace – reciting and performing chants, rhymes and songs, adding music and actions to support meaning of their own performances, eg the farfallina counting rhyme: Farfallina bella bianca, vola vola e mai si stanca, vola vola sempre in su, farfallina non c’è più; resti fuori proprio tu

Italian K–10 Draft Syllabus for consultation 48 Stage 1

Content for students with prior learning and/or experience Students:  locate and organise key points of information from simple spoken, written, digital and visual texts, for example: – sequencing images, eg life cycle of a chicken or instructions for craft activity or a shared story/video clip and connecting the images – participating in a guided activity, eg drawing a picture from the descriptions provided in a spoken text – listing items to be purchased based on a conversation about shopping, eg by identifying the items to be purchased – using a calendar to share information about the dates for upcoming celebrations or events, eg birthdays, ‘Grandparents’ Day’, school terms and sports days

 respond to texts using English, or modelled sentence structures in Italian, or illustrations to support meaning, for example: – labelling a series of related and unrelated visuals, eg Olympic event pictograms – copying words and reading them aloud, matching pictures and words, or choosing from sentences provided to express ideas, eg È Marco. È grande. È bravo – classifying text into categories, eg Australian animals, farm animals – selecting images and texts from magazines, newspapers and brochures about Italian culture, eg Italian food, to illustrate key ideas – responding to an Italian version of a familiar children’s story or folktale and re-enacting the plot using puppets, props or actions

Italian K–10 Draft Syllabus for consultation 49 Stage 1

Communicating

Composing

Outcome A student: › composes texts in Italian using rehearsed language LIT1-4C

Content Students:  compose simple texts using familiar words, phrases and patterns, for example: (ACLITC006, ACLITC008) – naming family members and friends, eg mio fratello Carlo; il papà Tom – giving descriptive information using simple structures, eg È la mia mamma. La mia mamma è alta. È il cane. L’uccello ha il becco – describing an event by sequencing pictures, guided by the teacher – drawing illustrations and using captions such as making a Big Book or photo story, as guided by the teacher, eg Giacco ha solo un fagiolo. – retelling a short story with puppets, props or actions after multimodal input, eg watching videos or picture books such as Peppa Pig – identifying the main idea or describing an event based on images, eg naming what they see (la festa, la scuola, lo zoo, la spiaggia, l’estate, il picnic) – participating in show and tell, eg Questa è la mia bambola. Si chiama Teresa

 label objects and caption visual texts, for example: (ACLITC010) – creating bilingual labels for classroom objects, places around the school or items around the house – collecting Italian words used in English, eg ciao, opera, pasta, spaghetti – creating a picture dictionary

Italian K–10 Draft Syllabus for consultation 50 Stage 1

Content for students with prior learning and/or experience Students:  compose simple texts using modelled sentence structures and illustrations to support meaning, for example: – writing and making a card, eg Mother’s Day and Father’s Day – labelling parts of things relevant in other curriculum areas, eg parts of a spider, parts of a bike – describing family members to peers, using photographs from home – creating/re-creating a simple song, poem or rhyme, using spoken and written language as well as non-verbal forms of support, eg clapping, gestures and facial expressions

 create simple print or digital bilingual texts, such as word lists, labels and captions for the classroom, for example: – making a map of classroom/school in English and Italian – modify a familiar text with other vocabulary, eg Il Sole e Il Vento may become La Pioggia e La Neve with the main character wearing una tuta e un berretto – creating a bilingual dictionary with English words and their Italian equivalents, eg my classroom, our school, what I like to eat – producing a simple multimodal text in Italian that describes or labels images, eg questa è la fragola, Marco mangia la torta

Italian K–10 Draft Syllabus for consultation 51 Stage 1

Understanding

Systems of Language

Outcome A student: › recognises and reproduces the sounds of Italian LIT1-5U › recognises Italian language patterns in statements, questions and commands LIT1-6U › recognises features of familiar texts LIT1-7U

Content Students:  recognise the sounds and rhythms of spoken Italian, for example: (ACLITU013) – practising the different intonation of statements and questions, eg comparing fa freddo? with fa freddo.… – reproducing Italian sounds and intonation patterns through imitation, repetition and experimentation – pronouncing the Italian alphabet, particularly vowel sounds, rolled ‘r’, noticing similarities and differences with English – recognising that words which have accents stress the final letter, eg papà, città

 understand basic Italian sentence structure and recognise some key elements of Italian grammar, for example: (ACLITU014) – recognising that adjectives follow nouns, eg gatto nero – collecting and referring to the different forms of the definite article, eg il, la, lo, le, gli, i, l’ – expressing negation, eg Non mi piace, Non ho un cane – recognsing that Italian words end mostly with vowels to mark gender and number, eg la casa, le case – identifying people using pronouns, eg io, tu, lui, lei – learning simple verbs to describe actions and using them in formulaic expressions, eg Mi piace cantare/giocare; Ti piace questo giocattolo? – learning the structure of simple statements and questions based on models, eg lo sono Anna. Non sto bene. È un gatto? Alfredo è un gatto

 recognise that Italian and English borrow words and expressions from each other and other languages, for example: (ACLITU017) – recognising English loan words in Italian, and matching words with pictures, eg pasta, spaghetti – collecting Italian and English words that are the same,eg banana or similar, eg pigiama – observing that some Italian words which do not end with a vowel are the same in English, eg computer, robot, yoghurt

Italian K–10 Draft Syllabus for consultation 52 Stage 1

 understand that there are different types of text with particular features, for example: (ACLITU015) – understanding texts as different forms of communication that are spoken, written, digital or visual, and recognising that they can be very short, eg greeting card or much longer, a story or video clip – recognising that different types of texts have different features, eg repetition and rhythm in action songs and chants – beginning to use metalanguage to talk about texts, identifying and naming familiar types of texts, eg story, list, song, rhyme and tongue twister, describing features, eg stories usually have a story-starter (C’era una volta), while songs usually have rhyming and the repetition of words – recognising how texts, such as storybooks, are sequenced and organised, eg by identifying the main title and the connections between pictures and text

Content for students with prior learning and/or experience Students:  apply Italian pronunciation and intonation patterns, including pronunciation of loan words and punctuation, for example: – recognising language specific examples the ‘c’ as in ciao and the ‘ch’ as in chi – noticing that words which have accents stress the final letter, eg papà, città – participating in shared reading with the teacher or recording text, with particular focus on questions, commas and full stops

 recognise parts of speech and understand basic rules of word order in simple sentences, for example: – developing metalanguage for communicating about language, using terms such as noun, verb, adjective – locating examples within text where the adjective copies the noun in the final letter, eg la gonna gialla – recognising simple verbs to describe actions and using them in formulaic expressions, eg Mi piace cantare; mi dai una matita! Gioco a pallacanestro, suono la chitarra, ho 7 anni, faccio la seconda, abito a Sydney, vengo a scuola in autobus, sono alto e sportivo, ho un coniglio – matching definite articles with the correct nouns, eg il quaderno, la porta, l’albero, lo zaino, gli spaghetti, le ragazze – exploring how to use singular and plural forms, eg il fratello, la casa, l’aula, i nonni, le forbici, gli spaghetti, vado a scuola, andiamo al parco – identifying people using pronouns, eg io, tu, lui, lei, noi – understanding and responding to imperatives, eg vieni qui! Alzatevi! Chiudi gli occhi! Pronti? Facciamo ricreazione! – expressing needs and wants, eg posso andare in bagno?, Devo trovare mia madre, voglio giocare con i miei amici – understanding different words for asking questions, eg Chi è? Dov’è la casa del bruco? Che cos’è ? Quanti palloncini ci sono? Quali colori vedete? Quando...? Come...? – using emotive words, eg Uffa! Che bello! Sei forte, Mario! Mamma mia! No! Che disastro! Si!Bravo/a! Buonissimo! Fantastico! Ottimo! Male, – recognising past tense of verbs, eg sono andato/a, ho fatto, ho finito, tanti anni fa, c’era una strega…, mio zio – using conjunctions, eg e, ma, poi, dopo, prima, – giving and not giving permission, eg posso andare in piscina? No. Non è possibile, è vietato/proibito lasciare rifiuti nel cortile , si, posso andare alla festa

Italian K–10 Draft Syllabus for consultation 53 Stage 1

Understanding The Role of Language and Culture

Outcome A student: › recognises similarities and differences in communication across cultures LIT1-8U

Content Students:  recognise that the ways of greeting and addressing others vary in different cultural and social contexts, for example: (ACLITU016) – exploring how language is used differently in Italian to reflect different relationships, eg parent–child exchanges – learning to choose which form of address or greeting to use, according to gender and the relationship between participants, eg using first names with peers (Ciao Isabella) but greeting the teacher with Buongiorno signora – understanding the use of Caro/Cara in greeting cards – understanding that greetings vary according to the time of day or the occasion, eg Buongiorno, Buonasera, Buon compleanno

 understand that language and culture are closely connected, for example (ACLITU019): – understanding that learning and using Italian involves becoming familiar with some different ways of communicating, eg hand gestures, as well as some ways of thinking about things and behaving that may be unfamiliar, eg twisting index finger to cheek indicating something is delicious – observing through visual and audio-visual resources such as video clips and photos that members of Italian-speaking communities may do everyday things differently, eg shaking hands, kissing on cheek, starting a meal with Buon appetito – understanding that culture influences representations of sounds such as those made by animals, eg bau bau (dog), pio pio (chicken), gru gru (pig) – exploring the range of languages and cultures at school and in the local community, including local Aboriginal languages and cultures – considering public cultural practices associated with Aboriginal Peoples, eg smoking ceremonies, Acknowledgement of Country

 identify what may look or feel similar or different to their own language and culture when interacting in Italian, for example: (ACLITC011) – recognising, recalling and responding to teacher prompts, such as Cosa vedi? Cosa pensi di …? – expressing reactions to using Italian, eg I like it when … or That word sounds like … – responding to guiding questions through which they reflect on experiences, such as greeting and socialising with others, or discussing aspects of school routines or family life, eg What do you think about this? How would it feel if you were there/doing that? How do you feel about …? Is it the same or different in Italy and Australia? – reflecting on what sounds, looks or feels similar or different to their own language and culture when interacting in Italian

Italian K–10 Draft Syllabus for consultation 54 Stage 1

Content for students with prior learning and/or experience Students:  reflect on the role of Italian language and culture in their own lives, for example: – exploring ways in which Italian people express their culture through music, dance, traditional stories, food, games and celebrations – discussing the role Italian language and culture in their own lives, eg participation in cultural events, food preferences or overseas travel – recognising the appropriate context for using informal language, eg at home with family, and the appropriate context for using formal language, eg with the teacher

Italian K–10 Draft Syllabus for consultation 55 Stage 2

Content for Stage 2

 consult Communicating

Interacting

Outcome A student: › interacts with others to share information and participate in classroom activities in Italian LIT2-1C

Content Students:  interact with teacher and peers in guided exchanges, for example: (ACLITC020) – introducing self to class, using formal spoken language, eg Buon giorno, Mi chiamo …, and appropriate non-verbal language, eg using hand gestures – exchanging personal information about self, family, leisure, neighbourhood, daily experiences and food, eg Da dove vieni? Da Torino. Sono italiano, e tu?; Chi sei? Chi è …? Sono …, e tu?; Lui/lei è …, …è mio padre. Questo/a è …, e questo/a? È mio fratello. Dove abiti? Abito in via.../a …, e tu? – describing location and the position of objects in the classroom, eg Il vaso è sopra il tavolo or an Australian landscape, eg l’albero è a sinistra. – describing things and routines, eg La camicia è rossa/nuova/piccola. A pranzo mangio ..., bevo, a character from a story or legend, eg il kookaburra ha un … – singing games, eg Chi ha preso i biscotti dal barattolo?

 participate in activities with teacher support that involve following instructions and interacting with peers, for example: (ACLITC021, ACLITC022, ACLITC023) – responding to teacher instructions and participating in classroom routines, eg taking the roll, naming the months and days of the week, and describing the weather – following instructions on a dice or a board game, eg fai 3 passi indietro – watching instructional video clip to create drawing or craft item, eg disegno gli animali in un cerchio – requesting goods, eg Posso avere un gelato? Posso avere il pennarello? – asking permission, eg Posso? Posso prendere/fare/parlare/avere qualcosa? Sì/no. Non è possibile. Non adesso – requesting help, eg Come? Aiuto, per favore – asking for repetition, eg Non ho capito, Puὸ ripetere? – praising and complimenting, eg Bravo / a! Ottimo! È bello / molto bello! Esatto!

Italian K–10 Draft Syllabus for consultation 56 Stage 2

Content for students with prior learning and/or experience Students:  interact with teacher and peers to share information, experiences and feelings, for example: – participating in a shared blog, exchanging information with students from a sister-school, eg Alla mia scuola ci sono … – describe features of the planets, eg Marte è il pianeta Rosso. Ha tre lune. È molto ... – connecting with and reacting to peer responses, noticing different perspectives, eg È vero, perché

 participate in classroom activities and collaborative tasks that involve planning or simple transactions, for example: – asking how to say or write a word, eg Come si dice …? Come si dice in italiano? Come si scrive …? – responding to a partner’s questions, eg Di che colore è la maglia? Qual è il tuo / suo gioco preferito? – following a procedure or instructions together, eg fruit salad recipe, or making a model of an Italian garden or piazza – participating in a visit to the local market to buy ingredients for making minestrone, or participating in ordering food at the school canteen, eg Io prendo un panino con il formaggio. E tu, cosa prendi? – following instructions for a craft activity, eg making a paper plane – creating a treasure hunt describing particular locations around the school, eg un posto dove si trova la sabbia. Guarda sotto l’albero con i fiori viola

Italian K–10 Draft Syllabus for consultation 57 Stage 2

Communicating

Accessing and Responding

Outcome A student: › locates and classifies information in texts LIT2-2C › responds to texts in a variety of ways LIT2-3C

Content Students:  obtain specific information from texts, for example: (ACLITC024, ACLITC026) – viewing, listening or reading simple texts to locate key points of information and known phrases – surveying classmates or responding to questionnaires about likes, interests, routines and activities, eg Ti piace ...? Mi piace/non mi piace. Qual è il tuo libro preferito? Qual è il tuo programma televisivo preferito?, tabulating the results, and presenting information in various forms, such as class profiles, birthday charts or summaries of findings, eg Dieci bambini giocano a tennis e tre a basket – reading profiles and other information about children in different cultural contexts, in print and digital form – ordering and categorising information, eg cibi sani e cibi poco sani – asking and responding to questions that address information such as participants, characteristics of a person, and dates, times and locations of events of interest to the class, eg la domenica; il dieci giugno; ha trentasette anni; è alto e forte; è grandissima; ha due ali; abita a Milano

 respond to texts using graphic, visual and digital supports, or in English or Italian, using simple statements, for example: (ACLITC026) – reporting the findings of surveys on families, pets, likes and dislikes, sports or other activities, and using picture or column graphs to display results – engaging with different types of children’s texts, eg Lo Zecchino d’Oro, video clips on Suonolandia and RAI Junior – reading a story such as Pinocchio and La Pimpa and commenting on the characters, discussing reasons and consequences, eg è disobbediente – sharing feelings and ideas about texts, eg La storia/canzone parla di …e di … Non mi piace … – making connections between their own experiences and those of characters and places encountered in stories or images – animating characters and using movement/drama to give expression to events in texts, eg acting out scenes from a story, taking the role of a character

Italian K–10 Draft Syllabus for consultation 58 Stage 2

Content for students with prior learning and/or experience Students:  locate and organise information from spoken, written, digital and visual texts, for example:

– writing a shopping list based on resources such as online supermarket catalogues, and doing the shopping in a real or simulated situation – recognising character traits or behaviours in texts, eg children’s stories that reflect Italian culture and traditions – recognising character traits or behaviours in texts, eg Pinocchio and children’s stories that reflect Italian culture and traditions – reordering and annotating a visual representation of a process, eg following a recipe or conducting an experiment – reading or viewing an authentic print or digital text, eg advertisements, catalogues, menus or packaging, to locate familiar Italian words, and categorising information by type, shape, function, colour, target audience or capacity for recycling

 respond in English or Italian to texts, using spoken, written and digital modes, and models, for example: – listening to a report of an event, such as a festival or family celebration, and using a timeline to sequence elements – writing a message to their favourite character in a story or children’s television program, eg Mi piace/non mi piace la canzone/il quadro. Il documentario è interessante. – recognising and responding to simple questions elements of humour and drama, use of sound effects, and facial expressions; and responding to the characters and events depicted in the texts, eg È strano, È buffo. La storia parla di …, La canzone parla di – modifying a text to reflect a different setting with different elements within the setting, eg a text about the sea and creatures found there may be substituted with the outback and the relevant animal and plant life

Italian K–10 Draft Syllabus for consultation 59 Stage 2

Communicating

Composing

Outcome A student: › composes texts in Italian using modelled language LIT2-4C

Content Students:  compose simple texts using familiar words, formulaic expressions and modelled language, for example: (ACLITC025, ACLITC027) – creating a simple spoken texts describing themselves, their interests, friends or family, using visual supports or objects – creating a text in spoken, written or digital form to provide information about people, pets and animals, eg Ha i capelli lunghi e ricci; ha gli occhi neri; fa il farmacista; abita a Napoli, Mi piace … perchè … . Mangia …, Vive … – creating posters to inform others of a special event, eg la festa della scuola – planning and giving a short presentations on topic, eg holidays, favourite computer games, or favourite playground, using a combination of language and images (photos, illustrations, captions, diagrams) to report information – creating a story based on a set of images, eg Il papà si alza. Il papà mangia. Il papà parte, matching or sequencing a set of images – creating a greeting card, eg, Caro/Cara …; … Saluti da …, Buona Pasqua, Buon Compleanno Buon Natale – making and playing a game with Italian instructions or questions, eg snakes & ladders, – composing instructions to reach a particular place in the classroom from the door, eg fa 4 passi a sinistra, fa 3 passi diritto, fa 8 passi a destra.

 create bilingual texts for the classroom, such as descriptions and signs, for example: (ACLITC029) – creating a simple activity that involves alternating or combining repeated words or phrases in Italian and English, eg verbs, questions words or months of the year – creating a simple bilingual text for different purposes and audiences, eg school/classroom signs, captions for a school event or a class/school display of ‘homes around the world’ or ‘classrooms around the world’ – exploring meanings between Italian and English using picture dictionaries created for self or younger learners

Italian K–10 Draft Syllabus for consultation 60 Stage 2

Content for students with prior learning and/or experience Students:  compose texts using formulaic expressions, modelled language and visual supports, for example:

– composing and illustrating a simple narrative about a day in the life of an imaginary person, animal or fictional character, using digital media to share with peers and Italian-speaking contacts, using both language and images to achieve particular effects – creating a new version of a well-known song by substituting the words, eg Per fare un tavolo could become Per fare un albero, ci vuole …

 create bilingual texts such as signs or notices, digital picture dictionaries and word banks for the classroom and school community, for example: – producing a bilingual school map and bilingual signs (Italian/English) for Italian visitors – making a list of Italian idioms and their meanings then presenting these to show classmates the difference between direct translation and intended meaning – composing a bilingual invitation for community members to attend a school event – creating a personal print or digital bilingual dictionary that includes visual cues and other graphics

Italian K–10 Draft Syllabus for consultation 61 Stage 2

Understanding

Systems of Language

Outcome A student: › recognises pronunciation and intonation patterns of Italian LIT2-5U › demonstrates understanding of elements of Italian grammar in familiar language patterns LIT2-6U › demonstrates an awareness of how familiar texts are structured LIT2-7U

Content Students:  reproduce pronunciation and intonation and recognise sound-writing relationships, for example: (ACLITU032) – using words with rolled r, eg carne/cane, scarpa/scappa, carta/canta – attempting to discern and use words with double consonant, eg nonno, nonna – developing pronunciation between sound blends in Italian in comparison to English, eg sc followed by h or i/e (schiavo, piscine, pesce); letter combinations such as gn in lavagna and gnocchi, and gl in figlio and famiglia – learning to recognise the silent h as applicable to the verb avere and for borrowed words, eg hockey, hotel – applying punctuation and capitalisation rules when writing, eg omission of capitals with days of the week and months of the year

 understand and identify elements of basic grammar and sentence structure, for example: (ACLITU033, ACLITU034) – understanding concepts, eg noun, verb and adjective – identifying gender, singular and plural in the regular form, eg bambina, bambino bambine and bambini – observing gender in patterns of naming, eg Paolo/Paola and Alessandro/Alessandra, but that Luca, Andrea and Simone are all male names in Italian – using singular and plural, recognising that some singular nouns do not follow the regular masculine/feminine pattern, eg la mano, il papà – using the definite and indefinite articles and understanding how to specify a particular person or object, eg la mamma, una mamma; il quaderno, un quaderno; l’arancia, un’ arancia – using personal pronouns in context, eg Chi ha finito? Io! – expressing negation, eg voglio/non voglio – using cardinal numbers to tell the time and for dates and ages, eg sono le due, il due di giugno – using ordinal numbers such as primo, secondo ... – using adjectives to describe characteristics or qualities of a person or object, such as nationality, shape and colour, eg Chiara è italiana, and noticing that they change with gender, eg la macchina rossa, il libro rosso – using prepositions to indicate location or direction, eg a casa, a Roma, in città, a sinistra, sopra il tavolo, sotto il banco – using possessive adjectives to express ownership, eg la mia casa, la tua famiglia, il tuo cappello, mia nonna – using suffixes to add nuance, eg -ino (fratellino, piccolino) or -etto (poveretto, casetta)

Italian K–10 Draft Syllabus for consultation 62 Stage 2

– creating simple sentences in the subject–verb–object pattern, and linking ideas using conjunctions such as e and ma, eg Il cielo e` azzurro ma le nuvole sono grigie. Isabella vede un cane e Tiara vede un elefante.

 recognise that Italian and English borrow words and expressions from each other and other languages, for example: (ACLITU036) – creating a class record of Italian words that are used in English and other languages, eg taxi, picnic, computer and comparing how these words are pronounced in the two languages – maintaining a record of loan words from English to Italian and from Italian to English, noting how borrowing relates to cultural change, eg new terms for technologies, or the use of Italian words in English advertisements or English words in Italian advertisements

 identify particular language features and textual conventions in familiar texts, for example: (ACLITU034) – recognising features of familiar genres of Italian texts, eg picture books, digital books or games, video clips or songs – recognising how ideas are sequenced in simple texts, eg prima, dopo, noticing patterns in the organisation of texts, sequence in a narrative – noticing some commonalities between particular text types in Italian and English, eg greeting cards have a front cover with images or photos specific to the occasion, an opening and closing address, and a written message.

Content for students with prior learning and/or experience Students:  understand the intonation and phrasing patterns of spoken Italian, for example: – recognising the differences in intonation between statements, questions, exclamations and commands, eg Sei australiana? Sei australiana. Sei australiana! – recognising that an accent may change the meaning of the word, eg è and e, il papà, il Papa

 develop knowledge of grammatical elements to describe actions, people and objects, for example: – expressing frequency, eg spesso, ogni giorno, di solito, qualche volta, non …. mai – expressing preferences and reasons for preferences, eg preferisco/mi piace ... perché – creating paragraphs for a range of texts, including descriptions, cards, letters or emails – observing language used across generations, such as by noticing differences in words used by grandparents, parents and themselves, and suggesting why these differences occur

– using adjective combinations to describe people and objects, eg, la mia sorella più piccola è carina ma anche un po’ viziata, questa casa è molto vecchia e strana – using relative clauses to describe objects in detail, eg oggi giochiamo con il pallone che mi ha comprato papà, la mia amica è quella che porta la maglietta bianca e le scarpe da ginnastica

– using conjunctions and linking ideas, eg voglio andare in montagna perchè mi piace fare lo sci, la Signora Rossi è una maestra bravissima, vero? Il pesce è finito così prendo il pollo e l’insalata verde – expressing that something must/should be done, eg bisogna…,è necessario, devo finire i compiti – understanding and using the polite form, eg Come sta, Signore? E Lei, come si chiama? – expressing thoughts, eg Che bella giornata!, Non mi piace perché … , Che divertente! Com'è carino questo gatto, secondo me è brutto

Italian K–10 Draft Syllabus for consultation 63 Stage 2

Understanding

The Role of Language and Culture

Outcome A student: › recognises how terms and expressions reflect aspects of culture LIT2-8U

Content Students:  understand that Italian changes according to the context of use and reflects different relationships, for example: (ACLITU035) – recognising differences in the ways in which both Italian and English speakers communicate with different people such as with young children, with unfamiliar adults or with elderly people, eg Ciao Angela/Buongiorno Signora. Come stai?/Come sta? Questo/a è … ti presento ... Piacere! – recognising differences between spoken and written texts – choosing appropriate formal and informal language for greetings, farewells and good wishes in social interactions – identifying the meaning of conventional expressions used socially in Italian and the different contexts in which they are used, eg Permesso? — Avanti! Grazie. — Prego; Per favore/per piacere. Buon appetito! A domani!

 make connections between cultural practices and language use, such as culture-specific terms and expressions in Italian or English, for example: (ACLITU0038) – understanding that language carries information about the people who use it, and that common expressions often reflect cultural values, eg the importance of respect for older people is reflected in terms of address in Italian – identifying culturally specific terms and phrases, eg ‘mate’ in Australian English and ‘amico’ in Italian, ‘sista’, ‘brutha’, ‘Aunty’ and ‘Uncle’ in Aboriginal English, and sharing insights into why particular cultures value certain language – recognising similarities and differences between the meaning of signs and symbols in everyday life, eg use of Roman numerals, male/female signs, street signs (Senso Unico and Zona Pedonale), currency – showing awareness that Italian language carries cultural ideas that have no equivalent in English language and Australian culture, eg Buon onomastico – developing a metalanguage for talking about language – making connections and comparisons between questions and responses among members of the class, noting different perspectives – observing the connection between some names and regional and family connections or religion

Italian K–10 Draft Syllabus for consultation 64 Stage 2

 understand that ways of communicating and behaving reflect aspects of personal identity, for example: (ACLITC030, ACLITC031) – using digital resources to create a self-profile to exchange with a potential Italian friend, selecting key words and simple expressions from word banks, and modelled statements that capture their sense of self, and comparing their choices and how they think about their identity – reflecting on cultural differences between everyday life in Italy and Australia, eg considering how their school day would change if they went to primary school in Italy, what they would find interesting about sharing a lunch with an Italian family, what they would tell a visiting Italian child about how their own family celebrates Christmas, and explaining their choices

– recognising similarities and differences in the Italian and Australian schooling systems, eg la maestra, l’aula, il cortile, and differences, eg il bidello, la mensa, il giardino, le scale – discussing distinctive social and cultural practices such as celebrations, eg Santo Stefano, Ferragosto, Carnevale or Pasquetta – recognising how their own language use influences expectations about Italian language use, such as seeing word order as ‘back to front’, eg la macchina rossa = the red car – considering own and others’ cultural assumptions about home, describing memberships of a wider network such as a club, country or language-speaking community (including being a learner of Italian), using textual and visual representation – using Italian to express aspects of personal identity such as name, nationality, languages spoken, interests, and memberships of teams/groups, eg Sono indiana. Parlo inglese e hindi. Imparo suonare la chitarra. Appartengo a una comunità che …. Mi piace giocare il calcio

Content for students with prior learning and/or experience Students: ● reflect on their experiences when interacting in Italian and English-speaking contexts, identifying differences in language use and behaviours, for example: – identifying and discussing phrases and expressions used only in Italian or in English, analysing cultural contexts in which they are used – considering messages in Italian children’s stories and making comparisons with own experiences, eg Is that the same or different for me? What would I do or say in that particular situation? – considering their own perspective on personal experiences of Italian language and culture by asking questions such as, Am I familiar with this? Have I experienced something like this? What does this mean for me? Is this similar to or different from my experience? How? In what ways?

Italian K–10 Draft Syllabus for consultation 65 Stage 3

Content for Stage 3

 consult Communicating

Interacting

Outcome A student: › uses Italian to interact with others to exchange information and opinions, and to participate in classroom activities LIT3-1C

Content Students:  initiate interactions and exchange information with teacher and peers, for example: (ACLITC039, ACLITC041) – simulating a first meeting based on assigned information using expressions, eg Ciao, Buongiorno, io sono Giulia, come ti chiami? Piacere, di dove sei? Arrivederci, a presto – exchanging personal information about themselves and others, eg Da dove vieni? Vengo da Sydney. Sei australiana? No, sono cinese. Quanti siete in famiglia? Siamo in sei. Quanti anni hai? Quali materie studi quest’ anno? Ti piace nuotare? Come si chiama il tuo amico? – opening and closing a conversation in a formal and informal setting, eg Ciao Stefano. Arrivederci, Signor Maffei. Alla mia cara famiglia, un forte abbraccio, Gentile Signora Medici, cordiali saluti … – asking about personal preferences, eg Quale sport preferisci? Ti piace la musica rap? Non mi piace il caffè …, secondo te, la matematica e facile o difficile? – contributing ideas, opinions and feelings in interactions by acknowledging, replying, agreeing/disagreeing and concluding in a respectful way, eg Ho capito. Sono d’accordo. E tu? Si, certo! No. Va bene. Mi piace la Juve. È forte il ciclista Nibali. È bravo il cantante Gabbani. . Perché? Non mi piace il pesce. Mi dispiace. Allora, ci vediamo dopo. – describing a person’s physical state, eg Ho fame, caldo; Ho mal di testa… Sono stanca, sono felice – providing options and choices, inviting, accepting or refusing, eg Vuoi venire alla festa di Sara …? Si, volentieri/ d’accordo. No, non posso/mi dispiace …un’altra volta. – interacting with others in writing a short text such as an email, letter, card or text message to invite, congratulate or thank someone, eg Ciao Luca, sei invitato al compleanno di Caterina, tanti auguri, Simone, ti ringrazio del bel regalo, cvd/tvtb/tu6 (abbreviazioni SMS)

Italian K–10 Draft Syllabus for consultation 66 Stage 3

 participate in a group activity or shared event, for example: (ACLITC040, ACLITC042) – making a poster, a class set of picture cards, flashcards or writing cards to inform and practise learning as well as sharing with younger students, eg qui si ricicla, no al bullismo, il Giro d’Italia 2017, caro ‘Buddy’...i passatempi dei giovani – participating in a game (digital and traditional), song and dance, art, craft and cooking activity, eg gioco della memoria, rubamazzo, bocce, Monopoli, la tarantella, making maschere per Carnevale, Italian cooking and tasting days, buon appetito! – creating a skit, performance or play to introduce aspects of Italian language and culture to younger students learning Italian, eg a performance at assembly promoting Italian National Day, creating a culture quiz – participating in a class discussion on a theme, activity or experience, eg secondo me, la Juve e forte, la musica di ... è bella, i funghi sono schifosi – exchanging information with a peer to organise where and when a meeting will take place, eg a che ora? dove c’íncontriamo? E lontano?

Content for students with prior learning and/or experience Students:  initiate interactions with adults and peers to exchange information, ideas and opinions, for example: – taking on a role and responsibilities in the classroom, eg leading the class in routines such as opening and closing lessons, following classroom instructions, taking the roll, helping others, writing answers, date, reminders on the board, using expressions, eg non dimenticate, attenzione, compiti, da fare per la prossima settimana – participating in a class discussion, presenting opinions and personal experiences, sharing information (using traditional and digital media) about aspects of their lives with peers, eg being a member of an Italian family and of the Italian community in Australia, family origins, i viaggi in Italia

 collaborate with peers in group activities and shared experiences to make choices and arrangements, organise events and complete transactions, for example: – planning and organising a performance item for school assembly, by contributing language and cultural knowledge to class discussion, and writing a draft story or scripts for the performance – organising a visit from a family member or expert to share knowledge and promote Italian culture, eg un cuoco, lo zio che fa l’olio d’uliva o un esperto delle bocce – collaborating to decide on a menu for a class lunch and negotiating items, prices and delivery with a local restaurant, using expressions, eg Quanto costa? – listening to or viewing community media, including Italian radio or television, and participating in advertised activities eg film competition or locally organised events

Italian K–10 Draft Syllabus for consultation 67 Stage 3

Communicating

Accessing and Responding

Outcome A student: › obtains and processes information in texts, using contextual and other clues LIT3-2C › responds to texts using different formats LIT3-3C

Content Students:  obtain and organise specific information from texts, for example: (ACLITC043) – viewing a video clip of a social interaction, and identifying and recording known words and expressions, eg exchanges between teacher and students, or customers and shop assistants, noticing the use of formal and informal language and behaviour – surveying classmates on specific topics and presenting the findings using tables, graphs and digital presentations, making comparisons with children’s lifestyles in Italy, eg la scuola, i passatempi, il cibo, una giornata tipica – reading a fictional text (traditional and digital) with visual cues, identifying language and summarising the story – gathering information by interpreting a range of texts, including signs, instructions, directions, diagrams, eg a language/dialect map of Italy or Aboriginal Country in NSW showing language/dialectical diversity, then participating in class discussions on this information or presenting information independently in a variety of forms, eg drawings with labels, actions, written explanations – researching a topic such as leisure, food, history, environmental issues, geographical features of Italy, using a range of sources, eg magazine articles, books and websites, and ordering and sharing the information in print or digital format – viewing a documentary about Australian/Italian cities or the natural environment to complete a list of facts or to collect information to discuss and compare with peers

 respond in English or Italian to texts, using a range of formats, for example: (ACLITC045) – responding to a song, simple spoken, written or digital text and relating what they read or view to their own feelings and life experiences, eg discussing the celebrations of Carnevale, Natale, la famiglia, i giovani e l’uso della tecnologia, la religione, l’immigrazione, la vita in città e in campagna – comparing cultural concepts and messages expressed in stories and song lyrics, recognising similarities and differences, eg la domenica le famiglie italiane mangiano insieme, le differenze fra il Nord e il Sud, lo sport, le vacanze

Italian K–10 Draft Syllabus for consultation 68 Stage 3

Content for students with prior learning and/or experience Students:  locate and classify information from a range of spoken, written, digital and visual texts, for example: – investigating aspects of life in Italian-speaking communities overseas, eg web-chatting with relatives overseas to find out more about their own family origins, history or circumstances and presenting this knowledge to peers – reading children’s literature and other texts, and exploring ideas, feelings and relevant issues, eg il sole e la luna, l’agnello rimbalzello – researching, recording digitally and in written form information to share with the class, eg una ricetta, un lavoro artigianale, il calcio – extracting key points from magazines, school newsletters or digital texts on topics such as healthy eating, school lunches, home or school routines – recording in written form a demonstrated procedure, eg a cookery demonstration or a science experiment – identifying and selecting visual sources and comparing and contrasting different perspectives on issues, eg how children in Italy describe their school experience

 respond in English or Italian to ideas and information, using a range of formats for different audiences, for example: – responding to spoken, written or digital narratives, eg folktales or films that evoke positive or negative emotions, by connecting these with their own experiences and expressing their feelings using emotive language – retelling and explaining to an English-speaking audience aspects of an Italian story or text read aloud by teacher or by the student himself/herself – giving an oral presentation on a researched topic of interest for a group of Italian parents, eg endangered animals in Australia, popular Australian bands, or Australian bushrangers – researching information and presenting findings in summary form in a class display, comparing the cultures of Italian-speaking and other communities, including Aboriginal and Torres Strait Islander communities, eg celebrations, family, local community and the environment

Italian K–10 Draft Syllabus for consultation 69 Stage 3

Communicating

Composing

Outcome A student: › composes texts in Italian using a series of sentences LIT3-4C

Content Students:  compose informative and imaginative texts, using scaffolded models, for different purposes and audiences, for example: (ACLITC044, ACLITC046) – designing and presenting a commercial for a new or existing technology product un’app per imparare l’italiano, un gioco, un telefonino – creating a video, multimedia text or traditional graphic text to present ideas and information to others, providing captions for images and labelling maps, eg a scuola, una visita a Roma/Sydney, la storia di Romolo e Remo, Masterchef – preparing and giving a presentation on a familiar, factual topic, incorporating material from print and multimedia texts and class discussions, eg a summary structured according to a series of questions such as Chi …? Dove...? Cosa …? Perché? Quando? La storia di Marco Polo – designing and composing a menu, greeting card or invitation, eg il pranzo per la Festa della Mamma - primo, secondo, dolce, Caro/a Giovanni/a, sei invitato/a, in Via Carboni, 23, alle 18- 00, si volentieri, mi dispiace, buon onomastico! Tanti auguri! – composing a procedural text using models, eg una ricetta per la bruschetta, come si gioca a Tombola/Simone dice, come si suona uno strumento musicale – composing a short play, role-play, skit, song or rap to be performed and filmed, eg al ristorante, al telefonino con un amico, il gelato, chi sporca, pulisce – composing an original story using images, key sentences and word banks as source material or creating an alternative ending to a well-known story, eg le Avventure di Pinocchio, il mito di Perseo e Medusa

 create bilingual texts, such as signs, notices, games, displays, websites or word banks, for the school community, for example: (ACLITC048) – creating a bilingual text for the classroom or school community, eg posters advertising an upcoming event or a significant school event, eg la festa della musica, i Giochi Olimpici, la Pasqua – creating a shared bilingual learning resource, using print and digital media, eg word banks, sight words, images with captions that are educational, thought-provoking or humorous, signs, colloquial expressions and sayings, simple stories, dialogues

Italian K–10 Draft Syllabus for consultation 70 Stage 3

Content for students with prior learning and/or experience Students:  compose informative and imaginative texts for a variety of purposes and audiences, for example:

– writing up the results of a scientific experiment – writing a monthly article or report on class activities and excursions for an Italian class or school newsletter – writing a review of a film or sporting or cultural event for an online magazine – composing the profile of a Italian or Australian historical figure – writing a blog for online communication modules, to be shared with the class and buddy school – creating a digital presentation with accompanying narration about a trip to Italy, incorporating photos and videos taken in different tourist sites for the class or the school-community

– collaborating to create a dramatic performance to retell or reconceptualise classic stories from Italy or famous stories in other cultures – recounting an imagined encounter with a famous person or acting out a scenario where cultural misunderstandings produce a humorous outcome – creating a narrative to describe imagined experiences, eg a trip to Italy, including a visit with a homestay family or an experience of a Italian student visiting Australia – illustrating and labelling observations of a scientific experiment – creating and designing a print or multimedia presentation with narration for peers and others, eg un viaggio in Italia, il mio weekend in famiglia, le feste e le tradizioni italiane, il mio passatempo preferito, se fossi il preside o il Primo Ministro ... – composing a story about an imagined encounter with a famous person or an imagined experience, eg getting lost in Rome, falling into a Venetian canal, attending gladiator school

 create bilingual texts and resources for their own language learning and the school community, for example: – creating shared bilingual learning resources, eg print or digital word banks, or glossaries of Italian and English expressions used in formal and informal everyday interactions – producing a Italian version of the school canteen menu – translating a simple Italian text into English and explaining to the class the difficulties experienced in conveying certain words or concepts, eg non vedo l’ora di... mi prende in giro, fare bella figura, forza! Dai!

Italian K–10 Draft Syllabus for consultation 71 Stage 3

Understanding

Systems of Language

Outcome A student: › applies key features of Italian pronunciation and intonation LIT3-5U › demonstrates understanding of Italian grammatical structures LIT3-6U › recognises how texts and language use vary according to context and purpose LIT3-7U

Content Students:  reproduce pronunciation, intonation and stress, recognising the relationship between sounds, words and meaning, for example: (ACLITU051) – pronouncing double consonants, eg la mattina, il cappello (i capelli), la piazza, il tonno, la zucca, fa freddo, la cassa (la casa), rosso (rosa) – pronouncing z and t sounds, eg marzo, la pizza, lo zaino, lo zoo, azzurro, attenzione, il tetto, la tuta, trenta – understanding that accents appear only on vowels and the most common accent in is the grave ` and is used to show where the stress in the word should be, eg è, città, nazionalità, sì, lunedì, giù, però, the acute accent ˊ is used with words ending in -ché , eg perché and numbers with tré, trentatré, also né

 recognise the systematic nature of Italian grammar rules, for example: (ACLITC052) – understanding and using both regular and irregular plural nouns, eg il braccio, le braccia, l’uovo, le uova, la mano, le mani, il caffè, i caffè, il banco, i banchi – understanding and using suffixes to modify Italian nouns and adjectives, eg il telefono, il telefonino, piccolo, piccolino, la sorella, la sorellina, bravo, bravissimo, un bacio, un bacione, la palla, il pallone, un pezzo, un pezzetto, la parola, la parolaccia – recognising the imperative as a formulaic expression, eg Dammi la matita! Dimmi! Vieni qui! Clicca sul link! Alzatevi! Ripetete! Andiamo! Ascoltiamo! – noticing adjective noun agreement, eg Lorenzo è italiano, Laura è australiana, Pierre è francese, Ming è cinese, ho i capelli lunghi e biondi, queste scarpe sono verdi – expressing negation, eg No! Non lo so, non sono sportivo, non vado a scuola, non mi piace l’insalata, non preoccuparti! Non fare così! Mai! Niente! Non importa! – expressing positive and negative preferences using adverbs to intensify the meaning, eg mi piace molto il tiramisù; non mi piace tanto ballare, non mi piace affatto – recognising the position of adverbs in sentences, eg porto sempre l’uniforme a scuola, non vado mai in città da solo/a, Luisa corre velocemente, sono molto felice, veramente non so – formulating questions and requests, eg Che ora è? Pronto, chi parla? Quant’è? Ti piace la matematica? Dov’è il bagno? Chi è? Come vieni a scuola? Mi dai la riga, per piacere? – using ordinal numbers to sequence, eg faccio la quinta elementare, al primo piano, la seconda parte, terzo posto - bronzo – using present tense of regular verbs, some irregular verbs and immediate future tense to present situations and events, eg gioco a netball, leggo un libro, dormo, ho 11 anni, sto bene, faccio i compiti, fa caldo, sono felice, è in ritardo, vado in piscina – recognising and using reflexive verbs and simple past tense as formulaic expressions, eg mi alzo alle sei, mi vesto, mi lavo i denti, ho finito, non ho capito

Italian K–10 Draft Syllabus for consultation 72 Stage 3

– developing metalanguage to describe patterns, grammatical rules and variations in language structures, eg gender, number (singular/plural), position and agreement of adjectives, definite/indefinite articles, present tense conjugation of verbs, reflexive verbs, statements, questions, commands

 recognise that the Italian language is both influenced and in turn influences other languages and cultures, for example: (ACLITU055) – investigating how media and digital technologies have changed the way Italian is used, eg noticing and questioning the influence of English words in television programs, advertisements and text messages, eg il computer, l’internet, il manager, lo spot, il budget, il marketing, hashtag, un blog, il social network, il FB, iPod, Nintendo DS, l’email, il film, lo shopping, chattare, gli SMS, smart TV radio e video, lo stream, km (come), ks (cosa), ki (chi?)

– considering and explaining why word borrowing occurs in the Italian language, eg lo sport, il rugby, il tennis, il cricket, l’hockey – investigating the influence of Italian language and culture on other languages, by creating a glossary of Italian words specific to certain areas, eg food (la pasta, le lasagne, il cappuccino, il caffelatte, la pizza, la mozzarella, il salame, il gelato, il vino, la trattoria, San Pellegrino), design/fashion (Armani, Versace, Gucci, Ferragamo, Dolce & Gabbana) engineering (Lamborghini, Ferrari, Fiat, Alfa Romeo) famous artists and landmarks (Leonardo da Vinci, Michelangelo, Galileo, il Collosseo, la gondola, Pisa), the Latin language and its proximity to Italian, other Romance languages and many English words, for example, annus/annual/anno, celeber/celebrato/celebrity – understanding that all languages change, that some are constantly growing and expanding while others are being revitalised, eg Italian dialects, many international Indigenous languages and Aboriginal and Torres Strait Islander languages – recognising that there is not always word-for-word equivalence when moving between English and Italian, eg in advertisements, websites, shop signs (Tabacchi) and warning signs (Vietato entrare!, Ė vietato, calpestare l’erba!)

 identify how the features of text organisation vary according to purpose and audience, for example: (ACLITU053) – understanding the significance of features of different text types, eg opening and closing emails, letters or phone conversations, eg Caro/a Mario/a, a presto, un forte abbraccio, pronto? Chi parla? Sono Beatrice, ciao, a dopo – expanding the basic sentence structure by using simple conjunctions, eg ma, però, e – comparing language use in similar social situations in Italian and English – describing key features of different types of text, eg a shopping list serves as a reminder to self and consists of items and quantities, eg 6 arancie, 500 g di burro, whereas a shopping transaction involves interaction and negotiation and more extended language, eg Quanto costa il panino con mortadella panino? – identifying the purpose, context and intended audience of a range of familiar texts, eg phone messages, sports reports, take-away food orders – recognising differences between spoken and written texts, noting that some types of text such as emails or text messages combine elements of each – noticing differences in interaction styles in familiar Italian and Australian contexts, eg interactions in classrooms or shops

Italian K–10 Draft Syllabus for consultation 73 Stage 3

Content for students with prior learning and/or experience Students:  apply the Italian sound system, including variations in tone, stress and phrasing, for example: – understanding how to make appropriate pauses in a longer sentence, by dividing the sentence into cohesive chunks, eg when speaking and when reading aloud to the class

 understand and use basic structures and features of Italian grammar to elaborate on meaning, for example: – further developing metalanguage to describe and apply grammatical concepts, rules and language elements, and to organise learning resources, eg verb charts, different verb tenses, use of singular and plural nouns and adjectives, use of pronouns and prepositions – explaining the function of words and structures in language encountered, eg ieri siamo andati alla spiaggia, quando ero bambina non sapevo nuotare, cosa c’è da mangiare, stasera? Niente di speciale, i miei due fratelli maggiori non abitano da noi, a casa mia non facciamo mai così, non vale la pena, credo di si – understanding how to use quantities and classifiers, eg molti turisti non parlano inglese, qualche volta vado in centro con gli amici, alcuni studenti hanno capelli lunghi, da quanto tempo studi l’italiano? Quella macchina nera e la mia, questo ragazzo laggiù – expanding on ideas using justification words, eg non mi piace questo programma perché è troppo violento – using different verb forms to expand meaning, eg modal verbs and conditional tense, devo finire i compiti stasera, non posso trovare la penna, vorrei tornare a Firenze, mi piacerebbe andare al concerto – expressing opinions using secondo me, per me, penso/credo, io no!, eg secondo me, questa giacca è troppo stretta, penso di no, per me è una storia diversa, non sono d’accordo – making suggestions eg vuoi lavorare insieme? perché non andiamo a Luna Park? sarebbe possibile provare un colore diverso? – requesting to do something or not, eg Signora, posso andare in bagno? Ti prego di scusarmi, vi chiedo di non portare un regalo alla festa, – making decisions, eg ho deciso di cambiare la risposta, ho scelto il nome del mio cane, ho pensato di stare a casa – linking ideas, using, eg e, ma, però,o, allora, poi, cioè, quindi, anche, prima, dopo, alla fine – describing using a clause, eg i soldi che ho lasciato sul tavolo sono stati rubati – expressing what you want to do, eg vorrei andare alla spiaggia, mi piacerebbe comprare una nuova racchetta da tennis – giving permission, eg È permesso mangiare nell’aula? Posso aprire la finestra? Si, prego/certo!

Italian K–10 Draft Syllabus for consultation 74 Stage 3

Understanding

The Role of Language and Culture

Outcome A student: › makes connections between cultural practices and language use LIT3-8U

Content Students:  understand that Italian changes according to the context of use and reflects different relationships, for example: (ACLITU054) – recognising differences in formality according to context, purpose and intended audience, eg speaking or writing to friends/family Ciao, Isabella, come va? Caro papà, tu mi manchi, un bacione..., speaking or writing to a formal audience, Buongiorno, Signora Maffei, come sta? Gentile Signor De Biasi, distinti saluti... – observing how language use reflects relationships and respect, such as expressing familiarity with friends by using first names rather than titles or showing respect for authority figures, eg Signore, Signora, Dottore, Professore – noticing similarities and differences in interaction styles and ways of communicating, eg shaking hands, kissing on both cheeks depending on familiarity

 understand that language use is shaped by the values and beliefs of a community, for example: (ACLITU055) – practising formulaic expressions, eg those exchanged before meals buon appetito! Altrettanto, grazie, prego – developing an awareness of the different dialects spoken in Italy and used in Italian-speaking communities in Italy and in the diaspora, compare with the use/accents of English in different countries including Aboriginal English – reflecting on how different languages and cultures represented in the classroom influence ways of communicating about or relating to social and physical environments, eg Aboriginal and Torres Strait Islander traditions and protocols in relation to Country/Place, language and culture, Chinese traditions and protocols in relation to family – discussing the local linguistic landscape, including the founding presence of Aboriginal languages/dialects and their association with Country eg ‘language belongs to the land’, concept of ‘on-Country’ and ‘off-Country’

Italian K–10 Draft Syllabus for consultation 75 Stage 3

 describe aspects of own identity and reflect on differences between Italian and own language and culture, considering how this affects intercultural communication, for example: (ACLITC000, ACLITC057) – recognising ways in which Italian behaviour reflects values, traditions and culture, eg growing and preserving fruits and vegetables, simple, good-quality produce, cooking traditional foods and welcoming family and others to the table, respect for extended family, the matriarchs/patriarchs (nonna/nonno), intergenerational care of each other, the role of religion, respect for the deceased – connecting various experiences of learning Italian and describing how learning Italian has influenced own everyday behaviour and language use, eg using Italian outside the Italian classroom, going to dinner at an Italian restaurant or a trip to Italy and being able to read some of the signs and menus – exploring the idea of stereotypes and how people think about others from different cultural backgrounds

Content for students with prior learning and/or experience Students:  reflect on their experiences in Italian and English-speaking contexts, discussing adjustments made when moving from English to Italian and vice versa, for example: – comparing and contrasting their home life with other students in the class – identifying and comparing cultural images and language used in Italian and Australian print and media advertising and tourist brochures, considering how and why they are used and what message they convey – connecting various experiences and reflecting on self in interaction with others and how each person is perceived by others, eg Sono fiero perché … Gli italiani in Australia amano ... Mia nonna è contenta quando … – considering whether learning and using Italian affects their identity or influences their behaviour out of the classroom

Italian K–10 Draft Syllabus for consultation 76 Stage 4

Content for Stage 4

 consult Communicating

Interacting

Outcome A student: › uses Italian to interact with others to exchange information, ideas and opinions, and make plans LIT4-1C

Related Life Skills outcome: LITLS-1C

Content Students:  interact with peers and known adults on topics of interest, for example: (ACLITC096, ACLITC098)

– exchanging personal details with real or imagined visiting students from Italy or a sister school, eg name, age, birthday, phone number, email address, family members – commencing and finishing class lessons in Italian, eg Buongiorno Signora/Signor/Prof., buona giornata e buon proseguimento, arrivederci/La – conversing with peers about leisure activities, eg Nel mio tempo libero leggo un libro e guardo la televisione, ogni sabato cucino con mia nonna, dopo scuola faccio i compiti e poi gioco con il mio cane – expressing ideas about people and interests, eg Mi piace giocare a calcio ma odio suonare il pianoforte, adoro fare shopping con gli amici, ti piace leggere? – describing and comparing friends and family, eg Il mio amico è simpatico, mio fratello è alto invece mia sorella è bassa

 engage in collaborative activities that involve planning and making arrangements, for example: (ACLITC097, ACLITC099) – participating in a class activity, eg word, board or electronic game, using set phrases in Italian

– exchanging details about an event, such as time, day, place, activity and participants, eg A che ora inizia la festa? Dove? Quando? Con chi? Che tempo fa? Vieni a … con me? – negotiating and making arrangements for social or sporting events by using texts such as messages, emails, invitations, role plays and letters, eg andiamo alla partita sabato mattina, mi dispiace ma il sabato mattina ho una lezione di musica – planning a virtual restaurant in the different regions in Italy, including menu and prices, then role-playing interactions between waiters and customers – asking questions in group work, eg Perché? Come si scrive? Puó/puoi ripetere? Come si dice? Come? Come si fa? and explaining, eg È mio/è di Luisa

Italian K–10 Draft Syllabus for consultation 77 Stage 4

Content for students with prior learning and/or experience Students:  interact with peers and known adults on a range of topics and experiences, for example: (ACLITC058, ACLITC060) – making comparisons between their own daily routine and that of peers, family and students in Italy – using appropriate forms of address to express and receive thanks and good wishes, and to apologise, eg Tantissimi auguri. Cento di questi giorni. Grazie infinite. Mi dispiace, non posso/sono impegnato. Scusa se non vengo … – exchanging personal information such as routines and experiences, eg Vengo da Sydney. Questo è mio fratello. mi alzo presto il sabato – making comparisons between their own daily routine and that of peers, family and students in Italy

 engage in collaborative activities that involve planning, making decisions and negotiating, for example: (ACLITC059, ACLITC061) – participating in a class activity, eg word, board or digital games, using phrases such as tira i dadi, a chi tocca? – sharing suggestions with peers to organise a class event such as an excursion to the market, a party, hosting a guest or giving a community performance, eg Chi prenota il treno? L’ospite arriva alle ... – negotiating with friends what to buy for another friend’s birthday, considering the friend’s likes and the group budget, and role-playing the purchase of the gift – using language in negotiating travel plans such as comparing and contrasting alternatives, agreeing or disagreeing, accepting and declining when deciding what to do, where to go or what to choose, eg Non posso, mi dispiace. – negotiating options for an outing, eg Vuoi fare un giro in bicicletta? Posso/non posso. Oggi no, domani sì. Forse sì/no. Vengo più tardi.

Italian K–10 Draft Syllabus for consultation 78 Stage 4

Content for students with a background in Italian Students:  interact with peers and known adults to exchange information, opinions and preferences relating to social issues and cultural experiences, for example: – talking to the teacher, expressing opinions about their new high school life – making a phone call to a friend in Italy to talk about their life in Australia – exchanging ideas with their Italian peers about experiences of learning English – comparing and contrasting Italian and Australian food and dining experiences – sharing experiences and discussing how their own cultural practices are maintained or adapted in their new environment, eg school, sports/music/dance lessons outside school, and in the neighbourhood and community

 engage in collaborative tasks that involve negotiating, solving problems and justifying decisions, for example: – planning or participating in an event relating to popular aspects of Australian ways of life, eg music, popular culture, climate, landscape and recreational activities, and share experiences with members of their local Italian-speaking community – identifying a local issue of concern and working with others to devise a solution, eg a local environmental issue , lack of local facilities for young people – collaborating with others (local sister-school) to organise a cultural day to support appreciation of linguistic and cultural diversity within the school community, using technology to plan the event and to encourage others to participate – negotiating with parents regarding computer game time – discussing with friends how to resolve a personal issue – assigning and justifying the allocation of roles to peers in a planned activity

Italian K–10 Draft Syllabus for consultation 79 Stage 4

Communicating

Accessing and Responding

Outcome A student: › identifies main ideas in, and obtains information from texts LIT4-2C › organises and responds to information and ideas in texts for different audiences LIT4-3C

Related Life Skills outcomes: LITLS-2C, LITLS-3C

Content Students:  locate information and identify gist in a range of spoken, written and digital texts, for example: (ACLITC100) – identifying the speakers and the setting in a conversation – identifying the key message in an announcement – examining texts to identify items and their cost in Italy, making comparisons with their cost in Australia, eg Italian menus or shopping catalogues – identifying personal information in an email from a student in Italy – sequencing instructions or actions by using temporal markers, eg prima … poi… dopo … alla fine – listening to and reading a story, songs or poem, recognising aspects of meaning and style, eg use of rhythm, rhyme, choice of key words

 respond in English or Italian to information and ideas in a variety of spoken, written and digital forms for specific contexts, for example: (ACLITC102) – obtaining information from a class survey, and presenting the findings in a table or graph in English or Italian for another class – obtaining information about people or events, and using the information to create a profile for a social media site, or timetable/timeline to show a sequence of events – plotting a train trip, using an online map and train service websites, demonstrating understanding of place names and locations in Italy – summarising the findings of a class survey for presentation in English or Italian, or in a digital or visual format, poster or wall chart

Italian K–10 Draft Syllabus for consultation 80 Stage 4

Content for students with prior learning and/or experience Students:  obtain and process information from a range of spoken, written and digital texts, for example: (ACLITC062) – viewing a television program and listening to radio news, and identifying key information, eg Attenzione, elencare solo le città e i film – collating information from a range of Italian media on a topic of interest, eg popular culture, sport or youth issues – identifying key details, expressions and information in authentic or modified texts, eg signs, weather reports, print advertisements, menus, packaging, brochures or websites, and using the information to create their own texts for specific purposes and audiences – summarising the main points of texts, deducing the meaning of some unknown words and phrases, and identifying cultural references, as well as representations, images and other content which contribute to the overall meaning, eg Alcuni ragazzi vivono in famiglie numerose, con i nonni o in famiglie allargate con nuovi genitori e altri fratelli e sorelle – using a range of tools, eg graphs, tables, mind maps, concept maps and charts to organise findings and present them to others – evaluating the appropriateness of possible sources before undertaking a research project

 respond in English or Italian to information and ideas on a range of topics, events or experiences, using different modes of presentation for particular audiences, for example: (ACLITC064) – collating and presenting data relating to urban and country lifestyles in Italy, using online survey software – identifying appropriate sources for a research project, eg a tourism website or a documentary comparing, summarising and analysing information from a range of sources – participating in a school or community event, eg a school camp, excursion, performance or sporting event and creating a video clip or a photographic or journal record of activities with captions – comparing contemporary music popular among Italian and Australian teenagers, by listening to radio music stations and albums or viewing video clips, and presenting information about similarities and differences in themes, messages, expression, and singers’ style of performance and fashion styles, for the Italian class webpage on the school’s website

– investigating a social, environmental or cultural issue, and presenting the findings, summarising opinions, attitudes and comments collected from surveys, interviews or media sources

Italian K–10 Draft Syllabus for consultation 81 Stage 4

Content for students with a background in Italian Students:  access and evaluate information from a range of spoken, written and digital texts, for example:

– accessing diverse spoken texts, eg speeches, dialogues, news reports or interviews, and summarising key information in English – analysing word choices used to achieve a particular effect in digital texts, eg a debate on TV, or an advertisement on a website – obtaining information on a social topic, eg how young people spend their free time in Italy, the importance of soccer in the lives of young people, from diverse sources and expressing own perspectives in a variety of formats – evaluating the relevance and reliability of information from various sources on a topic of enquiry

 respond in Italian to information, ideas and perspectives on a range of topics, events or experiences, using a variety of presentation modes for particular audiences, for example: – analysing and presenting data in Italian on topics of interest using online survey software

– writing a review of a film, play or novel that considers the life and times of the composer of the text – researching a topic of interest to young people and presenting the information to an audience of adults – investigating a social, environmental or cultural issue using a range of sources, and presenting findings, summarising opinions,attitudes and comments collected from surveys, interviews or media sources for a website – investigating and discussing contributions made by Italian individuals and groups to contemporary Australia – participating in a school or community event such as a school camp, excursion, performance or sporting event and creating a video clip or a photographic or journal record of activities

Italian K–10 Draft Syllabus for consultation 82 Stage 4

Communicating

Composing

Outcome A student: › applies a range of linguistic structures to compose texts in Italian, using a range of formats for different audiences LIT4-4C

Related Life Skills outcome: LITLS-4C

Content Students:  compose informative and imaginative texts in spoken, written and multimodal forms for a variety of purposes and audiences, using stimulus materials and modelled language, for example: (ACLITC101, ACLITC103) – writing a simple email to a host family in Italy, providing personal information, likes and interests – creating a video to introduce and present information about school/school subjects to peers and teachers at a sister school in Italy – writing a greetings card to a friend to say ‘hello’, or wish them ‘Happy Birthday’ – creating resources such as posters, pamphlets, websites or journals to present topics related to lifestyles, events or causes, eg L’ Earth Day, Puliamo il mondo – using different modes of presentation to profile significant events, characters or places related to Italian culture, history or environment – describing aspects of their own lifestyles that may interest young learners of their own age in Italian environments, eg surf lifesaving, school camps or excursions, music events – creating texts to share with an Italian audience such as a video or web page to capture and interpret aspects of their personal and social worlds, eg A day in our life in school, i miei amici; la mia zona; il weekend – captioning pictures, photos or cartoons

 create bilingual texts and resources for the classroom, for example: (ACLITC105) – creating flashcards for peers to learn new vocabulary, eg la famiglia, il cibo – creating a texts with bilingual caption, such as picture dictionaries and photo stories – creating digital texts such as annotated maps or building plans to highlight aspects of culture such as school life, eg aula magna, bidello/a, mensa, andare a scuola in motorino / in macchina – creating captions and labels related to immediate environment, eg la mensa, il campo sportivo, le scale and explaining how the translated labels do not necessarily capture differences in worldviews – providing a commentary in English to a performance of a Italian skit

Italian K–10 Draft Syllabus for consultation 83 Stage 4

Content for students with prior learning and/or experience Students:  compose informative and imaginative texts in a variety of formats for different purposes and audiences, for example: (ACLITC063, ACLITC065) – creating a text, such as a brochure, poster or website post, about an upcoming event, eg an Italian-language performance or a school exchange visit – creating a video informing other students about different ways in which a festival is celebrated in Italy today, eg le sagre – creating spoken, written and multimodal texts to inform others about local places, events, activities, recommended places to visit and activities to do with family and friends, eg Vi consigliamo di visitare … Vi invitiamo a fare il giro della città – designing persuasive texts such as posters and brochures to advocate for sustainable water use, eg La doccia non deve durare più di tre minuti or creating a report on the best games or apps to buy – creating the next scene, a new character or an alternative ending to an Italian story, drama or film script – writing the school canteen menu in Italian – creating a slideshow describing favourite places in Italy or aspects of Italian culture for display, eg in the school library

 create bilingual texts and resources for the school and wider community, for example: (ACLITC067) – creating a video demonstrating the process of making something, eg a simple dish or a mask for Carnevale, with subtitles in English – creating bilingual resources such as glossaries, signage, recipes, children’s stories, factual reports, timelines or brochures, both individually and collaboratively – creating and presenting a bilingual oral history (possibly including fragments of dialects) of an older Italian person – subtitling popular music for a performance by the class at a school assembly – creating a brochure that explains aspects of the school for Italian visitors, such as the location of facilities or operation of the canteen – producing bilingual texts in print or multimodal formats to promote school events, such as multicultural activities, Italian performances or Language Week activities – creating a short film with subtitles depicting an aspect of contemporary teenage life from an Italian, Australian or diasporic perspective

Italian K–10 Draft Syllabus for consultation 84 Stage 4

Content for students with a background in Italian Students:  compose informative and imaginative texts in a variety of formats for different purposes and audiences, for example: – presenting information about the lifestyle of people in various places in Italy, showing the impact of historical or geographical factors, through multiple text types and modes of presentation – using idioms or quotations from popular sayings from modern media resources in their own writing – producing texts in various literary styles, experimenting with descriptive language, eg ‘shocking’ or ‘incredible’, to capture the intensity of characters’ emotions and to create tension

– creating a digital story in Italian, considering plot, character and setting, eg an adventure back in time to Renaissance Italy – rewriting a familiar story from a different viewpoint for young children

 create bilingual texts and resources for the school and wider community, for example: – creating a bilingual brochure to compare aspects of school life in Italy and in Australia, eg school subjects, timetables, sports, weekend – producing a bilingual Italian recipe book/video, with illustrations/film to introduce regional cuisines to the community – translating a children’s book with a commentary explaining particular cultural references

– translating into Italian a Principal’s address to parents – creating a school magazine which will be printed and distributed to parents – creating a resource for the community explaining concepts that are not immediately understood by non-Italian speakers

Italian K–10 Draft Syllabus for consultation 85 Stage 4

Understanding

Systems of Language

Outcome A student: › applies Italian pronunciation and intonation patterns LIT4-5U › demonstrates understanding of key aspects of Italian writing conventions LIT4-6U › applies features of Italian grammatical structures and sentence patterns to convey information and ideas LIT4-6U › identifies variations in linguistic and structural features of texts LIT4-7U

Related Life Skills outcomes: LITLS-5U, LITLS-6U, LITLS-6U, LITLS-7U

Content Students:  recognise and use features of the Italian sound system, including pitch, accent, rhythm and intonation, for example: (ACLITU108) – pronouncing sounds correctly, eg consonant combination sci, ce, co, cu, chi, che, gi, ge, go, gu, ghi, ghe – using the Italian alphabet, making connections between spoken and written forms, understanding the effect of grave and acute accents, eg città, perché – recognising the difference in tone and rhythm between statements, questions, exclamations, requests and commands, eg vai a casa? vai a casa! – recognising differences between Italian and English use of capital letters, and using rules of capitalisation when creating own texts, eg omission of capital letters with weekdays, months of the year and nationalities – checking pronunciation of words using sound files and text to text speech software – recording individual words to create a talking dictionary

 understand elements of Italian grammar, including the systematic nature of verb conjugation, for example: (ACLITC109) – applying standard word order and understanding that word order can vary, eg la macchina rossa, il ragazzo alto – identify people and objects using singular and plural regular forms, gender and recognising some exceptions – developing awareness of various categories of nouns with common endings, eg -ista, -zione, - tore and -trice and comparing them to their English equivalents – using definite and indefinite articles, use and omission – recognising adjectives to describe things (including agreement and exceptions); and possessive adjectives, eg Il mio libro – using demonstratives, eg Questo è il libro – using interrogatives, eg Chi, che, cosa, quale, come? – using subject pronouns, eg io, tu, lui, lei – using numerals — cardinal, ordinal, dates, time – recognising prepositions of time and place to describe when and where, eg in for a country a for a city, town or region – using commonly used adverbs to qualify verbs and adjectives

Italian K–10 Draft Syllabus for consultation 86 Stage 4

– using verbs describing state (essere), possession (avere) and regular verbs describing actions in the present tense, eg parlare, cantare – understanding sentence structure to construct simple sentences in Italian [subject]–verb– object; making statements, asking questions and giving/receiving instructions (verb + object), eg Chiudi il libro! – using negation to form negative statements and questions, eg Non ti piace il gelato

● recognise how Italian influences and is influenced by factors such as technology, and other languages and cultures, for example: (ACLITU112) – recognising that the Italian language borrows and adapts words and expressions from English and other languages, eg manager, drink, trendy, cool, social network, chic, noticing difference in pronunciation and whether they relate to particular themes, such as sport, food, fashion and considering possible reasons for this – recognising Italian words and phrases that have emerged in response to new ideas and developments in communications and technology, eg touchscreen, l'internet, twittare, googlare, live, chattare, cliccare, mouse – recognising that Italian is used in diverse communities and that it changes in response to local cultural contexts, eg dialects and differences in accents from northern to southern Italy – understanding that some international Indigenous languages and many Aboriginal and Torres Strait Islander languages are growing and adapting, while others are endangered, being revitalised, or blending with other languages

 identify textual conventions of familiar spoken, written and multimodal texts, for example: (ACLITU110) – identifying different text types, explaining differences in structure and linguistic features, eg postcard, letter, email, card, blog, conversation, face-to-face and phone – understanding and using cohesive devices such as conjunctions, eg e, ma, perché, anche, o, invece to help sequence ideas and to link ideas and actions – analysing simple and spoken, written and digital texts to identify different kinds of language use (such as personal, descriptive or informative) and ways to achieve textual cohesions, use of fillers in spoken texts, eg insomma, beh, boh, allora – dsiscussing language features and word order using relevant metalanguage such as ‘verbs’,’adjectives’, ‘nouns’ and ‘pronouns’, eg know if this noun/adjective is singolare or plurale? perché? and comparing grammatical features in Italian and English – understanding that texts vary in different languages, eg in Japanese texts can be written vertically, and read from right to left, Arabic is written from left to right

Italian K–10 Draft Syllabus for consultation 87 Stage 4

Content for students with prior learning and/or experience Students:  apply Italian pronunciation and intonation patterns, and punctuation, for example: (ACLITU0070)

– discriminating words that have similar sounds by responding to a variety of texts, eg songs, poems or rhymes – examining differences in pronunciation of consonant and vowel combinations, double consonants, stress and accents, and applying to own work, eg famiglie, gnocchi, chiese, barche, chiavi, buono, cena; sono and sonno, vale and valle; felicità, capacità – recognising the differences in tone and rhythm between statements, questions, exclamations and commands when speaking, interacting and expressing emotion, eg Vai a casa? Va’ a casa! Oh! E? Ahimè!

 understand and use elements of Italian grammar and sentence structure to express ideas, for example: (ACLITU071) – recognising questions asking for a reason, and responding by using justification words – examining and using nouns according to gender and number, regular and irregular – using suffixes such as –ino/a, -issimo/a, -etto/a, -astro/a, eg grande-grandissimo, piccolo- piccolino, casa-casetta, figlio-figliastro and figlia-figliastra; and prefixes such as pro- and bis-, eg prozio and bisnonno – using pronouns, including subject pronouns and direct object pronoun – using articulated prepositions, di, tra, con plus articles a, di, da, in, su plus article; and prepositions which do not combine, tra, per – using adverbs to qualify verbs, eg proprio, troppo, abbastanza, specialmente, spesso, nemmeno, purtroppo, non... né... né… – examining negative constructions including the double negative, eg Non vado mai in centro, Non c’è niente/nessuno… – using verbs to express action in time, using a range of regular and some irregular verbs, reflexive verbs in the present tense, perfect and imperfect, and exposure to the impersonal si; using modal verbs to express ability, possibility, likelihood and permission

 understand that the Italian language has evolved and developed through different periods of influence and change, for example: (ACLITU074) – examining Italian words and phrases that have emerged as a result of technological developments, eg manager, drink, trendy, cool, social network, password – understanding that some international Indigenous languages and many Aboriginal and Torres Strait Islander languages are growing and adapting, while others are endangered, being revitalised, or blending with other languages – discussing global and cultural influences on the Italian language and noticing when and how hybrid forms are used, eg use of numbers, emoticons, mathematical symbols, single letters and acronyms to replace words in SMS messaging, such as TVTB (ti voglio tanto bene), 6 (sei), x (per) – investigating the impact of the media on the Italian language by analysing headlines, advertisements and news reports, and comparing these with texts in English such as comparisons of vocabulary or syntax and noticing how English is modifying Italian in particular spheres, eg 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)

Italian K–10 Draft Syllabus for consultation 88 Stage 4

 understand how different types of texts are structured and use particular language features to suit different contexts, purposes and audiences, for example: (ACLITU072) – recognising key features and structures of familiar texts in Italian, eg lost child announcements, spoken commercials or print advertisements – understanding how to create textual cohesion, using elements, eg paragraphing, or conjunctions to sequence and link ideas and maintain the flow of expression, eg il giorno dopo, quindi, poi, invece, mentre – comparing and contrasting the structure of a variety of authentic community texts in Italian and English, exploring how audiences, purpose and context influence each language version

– comparing language features in diverse genres with similar topics to understand the importance of recognising audience in communication, eg birthday invitation card, birthday song – examining formal and informal language registers used according to purpose and context, eg informal letters, formal speeches, interviews – analysing the structure of persuasive texts in Italian and discussing its effectiveness, eg introduction, body, conclusion

Content for students with a background in Italian Students:  apply the Italian sound system, explaining features, including variations in tone, stress and phrasing, for example: – developing control of consonant and vowel combinations, double consonants, intonation, stress and accents when reading aloud – recognising that pronunciation, intonation, rhythm and pace assist in making meaning in interactions and applying this knowledge to own communication, eg in reading stories to young children, asking questions, expressing emotion, exclamations and commands

 apply knowledge of Italian grammar to organise and elaborate on ideas and opinions, for example: – using a range of grammatical structures, eg conditional and imperative, to justify opinions – 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, eg Pratico il nuoto da 6 anni. Hai una faccia da schiaffi! Fatto a mano! – using pronouns to refer to the person carrying out an action or to refer to somebody or something, including personal pronouns (use, position and elusion), reflexive pronouns, direct and indirect object pronouns, relative pronouns, demonstrative pronouns, possessive pronouns, and the use of the impersonal si, ci/vi, ne – using adverbs and adverbial phrases of manner, place and time to modify the meaning of verbs and adjectives, eg proprio, troppo, abbastanza, specialmente, soprattutto, spesso, quasi mai, nemmeno, neanche – describing events across different times, choosing appropriate tenses, including present, present perfect, imperfect and future tenses, conditional and the subjunctive mood – connecting or elaborating clauses by using conjunctions, including siccome, invece, sebbene, nonostante, anche, dunque, quindi, cioè – using cohesive devices to link, clarify, contrast, relate or sequence ideas and modify meaning in written and spoken texts, eg Non avevo più soldi, quindi sono tornato a casa – developing metalanguage to extend discussions of word order, tenses and verb moods, using terms such as ‘adverbs’, ‘pronouns’, ‘conditional’, eg How do we form the present perfect tense of a reflexive verb? What is meant by the conditional and when is it used?

Italian K–10 Draft Syllabus for consultation 89 Stage 4

 understand how different types of texts are structured and use particular language features to suit different contexts, purposes and audiences, for example: – examining the structure and word choices used in a range of texts for specific audiences and purposes, such as setting and plot in a narrative, or introduction, body and conclusion in a speech – using knowledge of text types in Italian to analyse different texts, eg a narrative, letter, recipe, message or report – comparing Italian and English versions of particular text types, noticing any differences – examining text structure and format in classical literature, eg Pinocchio – examining the impact of stylistic devices on the effectiveness of texts

Italian K–10 Draft Syllabus for consultation 90 Stage 4

Understanding

The Role of Language and Culture

Outcome A student: › identifies that language use reflects cultural ideas, values and beliefs LIT4-8U

Related Life Skills outcome: LITLS-8U

Content Students:  understand how language use varies according to context and the relationship between participants, for example: (ACLITU111) – understanding that language use may vary according to the intended audience – recognising patterns in language use based on gender, age, social status, and purpose of interaction, eg discussing appropriate greetings for people of different ages and/or status, such as a neighbour or teacher – comparing register in a range of texts and explaining the use of language such as polite and familiar forms, eg the use of the Lei in formal situations

 explore connections between language and culture in particular words, expressions and communicative behaviours, for example: (ACLITU114) – understanding the use of set phrases relating to cultural customs, eg at mealtimes Buon appetito – reflecting on how cultural assumptions and values are embedded in choices in language use, eg fare bella figura, fare brutta figura, Buon appetito — Grazie altrettanto – examining how their own communication carries assumptions and values that impact on interpretation and understanding – developing language to discuss, question and share understandings with others non- judgmentally

Italian K–10 Draft Syllabus for consultation 91 Stage 4

 recognise their own and others’ ways of expressing identity, reflecting on the relationship between language, culture and identity, for example: (ACLITC106, ACLITC107) – understanding traditional and modern ways of celebrating festivals in Italy, and the values that underpin them – listening to and viewing interactions between Italian speakers, eg in short video clips, recognising social norms such as levels of formality in opening and closing conversations – reflecting on how interactions are conducted in Australia and in Italy, eg at school or while shopping, comparing aspects such as the exchange of social niceties or the efficiency of the interaction, eg Buongiorno. Mi dica … /Desidera? – participating in guided bilingual discussion of intercultural experiences and personal reactions, noticing challenges and adjustments, eg Cosa noti di diverso? Cosa pensi? Penso che … Che differenza c’è tra fare un acquisto in Italia e in Australia? Secondo me … – creating texts to identify and describe significant events or experiences, including membership of groups, eg sporting or cultural groups, that have shaped personal identity

– creating personal profiles to share with others, considering which aspects of their identity to reveal to people in different contexts

Content for students with prior learning and/or experience Students:  understand variations in Italian language use that reflect different levels of formality, status and authority, for example: (ACLITU073) – analysing language used to express different levels of formality in a variety of texts, eg conversations, letters, emails and text messages, noting differences between written and spoken texts – identifying the way in which the choice of vocabulary and grammar relates to variables such as age, social status, relationship and situation, eg a conversation between a student and a teacher, at the doctor’s surgery, and when visiting friends and family – recognising that language use changes according to the text type and modality, eg comparing emails and letters, written notes and SMS, diary and interactive webpages – identifying and comparing the features of language that distinguish the purpose for which it is used, and the age and gender of the audience, eg the difference between Non mi piace and Non mi piace per niente – recognising and describing differences in accent and dialect when listening to Italian speakers from diverse regions – interpreting the relationships of participants in a spoken interaction by observing word choices and gestures, eg examining what titles are used for individuals in Italian, shaking hands and two kisses on the cheek, saying permesso when entering a home for the first time – finding examples of informal forms of language used by young Italian speakers, eg the use of abbreviations or emoji when texting

Italian K–10 Draft Syllabus for consultation 92 Stage 4

 explain ways in which choices in language use reflect cultural ideas, and explore different communicative behaviours across cultures, for example: (ACLITU076) – explaining language use in Italian interactions that reflects humility or deference, eg expressions used to refuse or deflect praise of self or family, or to defer to others – understanding the significance of cultural concepts and how these relate to social conventions and are reflected in language use, eg Salute! Cin Cin! Buon appetito! – discussing culturally significant concepts encountered in texts, eg Fare la passeggiata. Fare bella figura. Andare a trovare qualcuno and making comparisons with Australian culture – analysing the meaning and use of proverbs and sayings, eg l’abito non fa il monaco, costa un occhio dalla testa and considering equivalents in English and other languages – observing the connection between some names and regional and family connections or religion

 reflect on how their own biography, including family origins, traditions and beliefs, affects their sense of identity and ways of communicating, for example: (ACLITC0068, ACLITC069) – reflecting on how their own cultural etiquette and behaviour may be interpreted when interacting with Italian people, noticing their own body language and modifying gestures

– creating identity maps, timelines or digital presentations of their personal profile or family trees with captions, to describe significant life influences, eg key people, events, educational experiences , community affiliations or travel experiences – reflecting on the experience of learning and using Italian, and considering whether their own previous attitudes or assumptions in relation to Italy or Italian language and culture have changed – sharing and comparing cultural and intercultural experiences and language capabilities, and exchanging views on the benefits of speaking more than one language, eg having a larger vocabulary to draw on, additional insights and perspectives, and opportunities for new experiences – discussing how family origins reflect the use of language at home, eg mixing Italian with English while speaking to another speaker of Italian – comparing Italian and Australian gender roles, festivals, traditions and beliefs, eg lentils for New Years Eve, le 13 portate di Natale

Italian K–10 Draft Syllabus for consultation 93 Stage 4

Content for students with a background in Italian Students:  analyse ways in which choices in language use reflect cultural ideas and perspectives, and reflect on how what is considered acceptable in communication varies across cultures, for example: – understanding that language used in formal and informal contexts varies across cultures, eg greetings, meal etiquette – comparing use of idioms and colloquial sayings between languages to identify different cultural perspectives

 reflect on how and why being a speaker of Italian contributes to their sense of identity and is important to their Italian cultural heritage, for example: – examining the impact of living in Australia on their sense of being Italian and their values and beliefs – discussing the challenges and opportunities that arise as a speaker of Italian living in Australia, eg stereotypes, culture shock, bilingualism – reflecting on the experiences of their last trip back to Italy and their feelings about their old home – exploring Italian values, eg family values, that are significant in their lives while living in Australia – being aware that every culture may contribute to the world, providing a way for individuals to live and behave as world citizens

Italian K–10 Draft Syllabus for consultation 94 Stage 5

Content for Stage 5

 consult

Communicating

Interacting

Outcome A student:

› manipulates Italian in sustained interactions to exchange information, ideas and opinions, and make plans and negotiate LIT5-1C

Related Life Skills outcome: LITLS-1C

Content Students:  initiate and sustain interactions to share information, opinions and ideas, for example: (ACLITC115, ACLITC117) – modelling appropriate levels of formality for everyday exchanges; greetings, introductions and apologies, between peers, and between students and teachers/adults eg. Buongiorno Professoressa Come sta?, ArrivederLa – structuring an argument and explaining or justifying a position in relation to personal and social issues such as la scuola, lo sport e il cibo, passatempi, using connectives, eg perché, a causa di, oltre – exchanging personal information such as routines and experiences, eg Di solito mi alzo alle sette e mi lavo la faccia. Poi faccio colazione alle ...Mi preparo lo zaino e prendo l’autobus alle otto meno venti e tu? – communicating with a peer or a young Italian speaker via email, online conferencing or school-based exchanges, about shared interests, such as actors, films, singers, special events, comparing aspects of school and home life, and expressing preferences and opinions, eg il mio programma preferito, il mio complesso preferito, la mia materia preferita è … – sharing information about a significant or special event in their own life, and making comparisons with those of Italian teenagers, eg compleanni, l’onomastico, feste, gite scolastiche – planning and executing a role-play interacting with others, eg job interview, celebrity interview on TV, speed dating interaction

Italian K–10 Draft Syllabus for consultation 95 Stage 5

 participate in a range of collaborative tasks, activities and experiences that involve negotiating and solving problems, for example: (ACLITC116, ACLITC118) – engaging in a social transaction with peers, teachers and adults, eg choosing and presenting gifts, accepting and declining invitations, making excuses and apologising to Italian speakers, using appropriate protocols such as forms of respect when speaking to adults – collaborating to organise a treasure hunt in Italian with Italian clues and instructions, eg gira subito a destra e guarda sotto lo zaino con il fiocco rosso – negotiating and making arrangements for a social or sporting event by using texts such as messages, emails, invitations and text messages, and using expressions of possibility, need and obligation [modal verb + infinitive], eg Puoi venire..Vuoi venire a….Posso/non posso venire.. .Vuoi fare un giro in centro? Vuoi fare una passeggiata? – exchanging details about an event, such as time, day, activity and participants, eg A che ora? A che ora danno il film? Quando sei libero/a? Sei libero/a …..? Chi viene? Viene Alessia al cinema? Va bene vengo anch’io. Dove ci incontriamo?

Content for students with prior learning and/or experience Students:  initiate and sustain interactions with peers and adults to share information, feelings, opinions, ideas and points of view, for example: (ACLITC077, ACLITC079) – engaging in a face-to-face or online discussion with Italian-speaking peers, to describe a significant event, special occasion or milestones in their lives, eg Allora parlami del matrimonio di tuo fratello/del diciottesimo di tua sorella? La giornata è stata favolosa. È stata una serata indimenticabile. È stato il giorno più bello della mia vita! Che banchetto sontuoso! Che risate! Che giornataccia! Mamma mia che disastro! Che delusione! – sustaining exchanges with others by acknowledging, asking for repetition or clarification, or questioning further, eg Scusi non ho capito, può ripetere, per favore? Potrebbe ascoltare, per favore? Può aiutarmi a … Mi sono dimenticato/a di … – sharing and narrating a past experience and event of significance, eg holiday, l’anno scorso sono andato in Italia – interviewing class members to gauge views about an aspect of daily life such as relationships and discussing as a class the major themes and concerns that emerge, eg Come mai …? Perché …? Secondo te …? Forse ... pensi che …? È chiaro che … – sharing future aspirations and justifying the choices and plans made for the future, eg nel futuro vorrei studiare la fisica/penso di essere molto comprensivo e vorrei aiutare la gente quindi penso che la psicologia sia ideale per me

 participate in a range of collaborative tasks, activities and experiences that involve negotiating and solving problems, for example: (ACLITC078, ACLIT080) – clarifying, expressing preference for, and summarising arrangements for a social outing – planning and preparing for a real or virtual trip or excursion to Italy, eg Andremo a Verona oppure a Venezia? Il tempo è limitato allora cosa preferiamo? Possiamo prendere la Frecciarossa da Milano a Venezia che ci mette due ore. Cosa preferite? – planning and making shared arrangements for Italian visitors to the school or a homestay, eg by preparing print or digital informative materials such as filming an introduction to Australian school and home life or conducting school tours – asking for, giving and following directions to real or virtual locations, using resources such as digital devices, maps, eg Scusi per andare al Teatro Massimo? Mi scusi mi sa dire dov'è Il Teatro Massimo? Va sempre diritto per Via Maqueda e gira subito a destra a Piazza Giuseppe Verdi – planning and participating in a learning experience, eg an excursion to an Italian restaurant, film festival, a language and cultural immersion day with students from other schools and members of the Italian-speaking community

Italian K–10 Draft Syllabus for consultation 96 Stage 5

– using communication strategies, such as questioning further, asking for repetition or clarification, eg Scusi, non ho capito. Puoi/potresti ripetere per favore? Puoi /potresti aiutarmi [ a + infinitive] – debating pros and cons related to a topic such as adolescenti a dieta or the l’uso dei social media, eg, Sono pro/contro ... perché ... Di pro/contro c’è …

Content for students with a background in Italian Students:  initiating and sustaining interactions with others to discuss ideas and points of view, for example: – conducting a survey with Italian people in the community to investigate a problem or issue in the school or local area, and discussing and determining solutions, eg discussing the pros and cons related to topics such as, adolescenti a dieta, la salute e l’attività fisica, portare la divisa a scuola, avere un lavoretto, l’uso dei social media, i problemi ambientali – initiating and sustaining a discussion on a current issue with class peers by acknowledging different viewpoints (Lei ha un diverso punto di vista, Quell'aspetto lo vede in un’altra maniera…), asking for repetition or clarification (Che cosa vuole dire … ) or inviting further elaboration (Come? Questo significa …) – discussing a topical issue such as I diritti umani, eg come sappiamo … è chiaro che nessuno può negare ...

 participating in a range of collaborative tasks, activities and experiences that involve planning, negotiation and debate, for example: – planning with others to prepare a welcome speech or conducting a school tour in Italian – initiating a school campaign to promote awareness of a social issue or charity fundraising, organising an event with members of an Italian community to discuss issues regarding the maintenance of the italian language and culture – participating in a class debate, eg on whether there should be more sport at school, whether all schools should be co-educational – expressing, contrasting and comparing views on particular expectations and issues such as the use of social media at school, by writing a collaborative blog, eg sono d’accordo, la penso allo stesso modo, condivido il tuo/vostro punto di vista, sono d’accordo fino ad un certo punto, sono completamente contrario/a a, non sono per niente d’accordo, penso che + subjunctive, credo che + subjunctive, Dubito che + subjunctive – corresponding to express a complaint about a poor-quality service and suggest a way to improve it, eg Le scrivo/ti scrivo per lamentarmi del pessimo servizio, vorrei fare un reclamo/ nel futuro ti/Le consiglio/consiglierei di, deve/devi assolutamente/ dovresti/ dovrebbe assolutamente – planning and justifying a class excursion, eg È chiaro che... perché/come mai…? È giusto..? Secondo te..? Forse...Dal mio punto di vista...A mio avviso...Penso che sia...Sono sicuro/a

Italian K–10 Draft Syllabus for consultation 97 Stage 5

Communicating

Accessing and Responding

Outcome A student: › identifies and interprets information in a range of texts LIT5-2C › evaluates and responds to information, opinions and ideas in texts, using a range of formats for specific contexts, purposes and audiences LIT5-3C

Related Life Skills outcomes: LITLS-2C, LITLS-3C

Content Students:  obtain and synthesise information and ideas from spoken, written, visual or multimodal texts, for example: (ACLITC119) – obtaining information from a range of media texts, including television weather reports, interviews and digital video clips, and summarising key points such as viewing television programs, listening to radio programs, podcasts, and songs, and identifying key information, eg le previsioni del tempo – understanding the gist and recording specific details from texts, eg websites, newspaper articles, documentaries, reports or podcasts on popular topics – identifying key ideas or themes in texts that they have particularly enjoyed, giving reasons for their choice – listing in chronological order a day’s events by comparing and synthesising information from a range of written, spoken and multimodal texts – analysing and discussing the themes and characters in an Italian film – discussing the message in a song

 responding in English or Italian to information, ideas and opinions, using a variety of text types and formats according to context, purpose and audience, for example: (ACLITC121) – discussing the product advertised in an advertisement – preparing multimodal presentations on aspects of Italian lifestyles and cultural practices that invite comparison and contrast with their own experiences, eg on topics such as fashion, music, festivals, regional cooking and the typical day of a teenager, school life – contacting and interviewing Italian and Australian students about their interests, daily routine practices, preferences and choices – preparing a presentation for parents to promote an in-country experience, a school exchange or a school visit to Italy – viewing and understanding an age-appropriate an Italian film with subtitles, and discussing their understanding of the content and themes and giving their opinions on the film as a whole

Italian K–10 Draft Syllabus for consultation 98 Stage 5

Content for students with prior learning and/or experience Students:  obtain, interpret and evaluate information, ideas and opinions from a range of texts, for example: (ACLITC081) – identifying underlying values, cultural references and the purpose and intended audiences of different types of community texts, eg advertisements, posters, magazines, blogs, television programs, graffiti – interpreting and evaluating key perspectives or themes reflected in interview data collected from Italian students discussing roles and responsibilities at home, school and in community contexts, and making comparisons with their own views on these topics – discussing how texts, such as films, plays, songs, media texts, present social issues, eg la famiglia, i giovani, la scuola, l’ambiente – listening to, viewing and reading authentic texts and asking critical questions such as, Chi è l’autore? Di che cosa si tratta? Dov’è stato ambientato… ? – comparing different perspectives on the same event or on a topical issue, eg i rapporti intergenerazionali, l’ambiente, le scelte alimentari, il consumo del grano transgenico, i rapporti genitori-figli – using dictionaries effectively and accessing reference materials such as word lists and grammar references in print and online resources to assist and refine understanding of content – reading an abridged or simplified literary text in Italian and writing a book report on it in Italian

 respond in English or Italian to information, ideas and opinions, using different formats for specific contexts, purposes and audiences, for example: (ACLITC083) – gathering information from sources to develop a digital travel guide for a proposed class visit to Italy – reading information included in a personal profile or résumé for a real or imaginary part-time job based on information and participating in an interview – responding to stimulus material, eg a blog or advertisement to promote awareness of a particular issue, event or behaviour, such as sport and fitness options, healthy food choices, travel destinations – developing promotional materials, eg posters, leaflets or web pages, that encourage a healthy lifestyle based on research

Italian K–10 Draft Syllabus for consultation 99 Stage 5

Content for students with a background in Italian Students:  access a variety of informative and imaginative texts to identify and analyse in written and spoken forms textual elements such as viewpoints, themes, stylistic devices, influences and values, for example: – identifying bias in texts, examining the values that influence bias, and discussing how bias differs from opinion and perspective – reading and/or listening to news articles and exploring how the author’s personal values and experiences influence their reporting on such events – reading an Italian literary text and composing an task based on one of characters – examining information obtained from different sites and sources to compare how young people are represented in the media, eg comparing letters to the editor about young people with postings on forums conducted by young people – selecting samples of spoken, written and digital texts that convey cultural as well as factual information such as regional news headlines, local community announcements, advertisements, notices in public spaces, and providing explanations and commentary on particular cultural aspects – reading, viewing or listening to extracts from expressive contemporary texts such as poems, songs, dance and performance, and identifying elements of expression that reflect Italian cultural traditions or experience, eg Festival della Canzone Italiana di Sanremo

 respond in Italian to information, ideas and opinions on a range of issues from different perspectives, using a variety of formats for specific contexts, purposes and audiences, for example – connecting and presenting information showing varying perspectives, such as child/adult, Australian/Italian, insider/outsider or rural/urban, using present, past and future tenses as appropriate, eg taking on the persona of Giosue and Guido from La Vita è Bella and explaining how each one viewed the concentration camp or taking on the persona of Caterina and her father from the film Caterina va in città explaining each one’s impression of life in Rome as opposed to their country town – researching and preparing a report on community attitudes towards, and challenges in relation to an environmental or social issue, using presentation techniques, eg diagrams, digital displays, flowcharts, or captioned photographic displays – writing a book or film review for a popular review website – researching the local city or region to provide to Italian visitors via a local tourism website, including details on history, including Aboriginal history identifying the local Aboriginal Country, Peoples, language and sites significant to Aboriginal People, climate, environment and cultural activities while protecting the Indigenous cultural and intellectual property of those Peoples – listening to or reading a narrative, biography or autobiography to explore concepts such as, adolescence, relationships and roles identifying practices, values and beliefs of characters in extracts from contemporary Italian literature, film and popular culture – exploring how values and practices may have changed over time by comparing texts from different eras, eg analysing the lyrics of Italian popular songs, eg L’Italiano by Toto Cutugno (1983) and In Italia by Fabri Fibra (2012) – changing aspects of a story or film by locating it in a different time or place, or developing an alternative ending, eg Pinocchio, La vita è bella – writing a poem, letter, email or text message to other learners of Italian as one of the characters from a story, novel or film such as, Pinocchio, La vita è bella or Bianca come il latte, Rossa come il sangue, or the script of an interview with the characters from a story, novel or film

Italian K–10 Draft Syllabus for consultation 100 Stage 5

– presenting information in a report about the movement of people globally, including to and from Italy, eg comparing stories of migration with other cultural groups, or the phenomenon of asylum seekers in Italy and Australia

Italian K–10 Draft Syllabus for consultation 101 Stage 5

Communicating

Composing

Outcome A student: › experiments with linguistic patterns and structures to compose texts in Italian, using a range of formats for a variety of contexts, purposes and audiences LIT5-4C

Related Life Skills outcome: LITLS-4C

Content Students:  compose a range of informative and imaginative texts using a variety of formats for different contexts, purposes and audiences, for example: (ACLITC120, ACLITC122) – creating a text to inform others about or promote an event, place or experience, eg a poster or flyer for a multicultural event or a brochure about their school for an Italian audience – researching and presenting and/or taking on the persona of a famous Italian such as an astronaut, a sportsperson, an actor, a singer, eg L’astronauta Samantha Cristoforetti è la prima donna che ha...Il calciatore Gianluigi Buffon e il portiere della Juventus e della nazionale italiana... – writing a description of your day whilst on holidays in Italy, eg Ciao a tutti. Oggi mi trovo a Verona ed il sole splende. È un posto da sogni. C’è una fila per il famoso balcone di Giulietta mentre aspetto scrivo un messaggio d’amore al mio principe azzurro … – exchanging personal information with a new correspondent in Italy or a student from another school studying Italian – using digital technologies to create a design to showcase Aboriginal and Torres Strait Islander cultures to young Italian visitors to Australia, demonstrating knowledge of cultural protocols protecting Indigenous cultural and intellectual property – creating a fashion/soccer blog in Italian – creating and presenting a short text, eg Commedia Dell’Arte skits, raps, interviews, weather reports, advertisements, poems, songs, itinerary – creating and performing a fashion parade in Italian using multimedia, eg la bellissima ...indossa i jeans firmati ed un maglioncino...ideale una passeggiata in centro con gli amici

 create a range of bilingual texts and resources for the school and wider community, for example: (ACLITC124) – creating an online bilingual class profile to send to a Italian sister school, or to present to Italian visitors to the school, including translations and/or explanation of key terms and expressions associated with events or school celebrations – creating a bilingual or monolingual Italian picture book to be presented and read to students at the local Primary school – creating a short film with subtitles for a Film Competition – using digital technologies to create a short bilingual presentation on an an Italian festival, eg Carnevale, Pasqua, Natale, La Festa della Donna, le sagre ...

Italian K–10 Draft Syllabus for consultation 102 Stage 5

Content for students with prior learning and/or experience Students:  compose a range of informative and imaginative texts using different formats to express ideas, attitudes and values, for example: (ACLITC082, ACLITC084) – adapting existing texts to change the emotional effect, or to represent different cultural values or experiences, eg by changing the location, characters or era of a familiar story or cartoon

– composing and performing a poem, song, monologue or dialogue that reflects cultural values and personal experiences – creating a text to entertain others, expressing real and imagined experiences, ideas and emotions, eg a rap about bullying and friendship, a video about a fictional school, a cartoon about a real or fictitious hero, a story about an inanimate object coming to life

 creating a range of bilingual texts using different formats for a variety of contexts, purposes and audiences, for example: (ACLITC0086) – creating bilingual instructions for Italian visitors about how to play various Australian and Italian traditional sports – creating a bilingual flyer for potential students at your school explaining the subjects taught at your school – producing a bilingual visual text with subtitles, explaining important events in your area, and events in Italy, eg, Australia Day, Anzac Day, Ferragosto, Chinese New Year, Earth Hour/L’ora della terra – creating a bilingual digital database that groups words and expressions associated with themes, fields or contexts, eg il cibo, le feste, la scuola, viaggiare – adding subtitles and captions in English to complement the Italian language audio of video clips, commercials, YouTube videos, photo stories

Italian K–10 Draft Syllabus for consultation 103 Stage 5

Content for students with a background in Italian Students:  compose a range of informative and imaginative texts, using a variety of formats for different contexts, purposes and audiences, and experimenting with genre, textual features and stylistic devices, for example: – composing a speech on an aspect of popular youth culture for an audience of adults – creating a design to showcase Aboriginal and Torres Strait Islander cultures to young Italian visitors to Australia, demonstrating knowledge of cultural protocols protecting Indigenous cultural and intellectual property – creating a reflective text to present feelings about themes of personal or social relevance, such as friendships/relationships and contemporary issues, eg using the following expressions, mi fa paura, mi fa arrabbiare, mi sorprende, mi da’ coraggio, non sopporto, mi rende felice

 create a range of bilingual texts using different formats for a variety of contexts, purposes and audiences, for example: – translating a literary text, eg poem, song or short story, using print and online dictionaries to develop their own linguistic repertoire and an understanding of the risks of word-for-word translation – using strategies to maintain the integrity of meaning of original texts when translating and interpreting for different audiences, eg considering the use of register, colloquialisms and idioms, and explaining culture-specific concepts such as ‘the outback’, ‘slip, slop, slap’ – annotating translated literary texts, eg poems and novels, to show how translators maintain the original intention of authors in terms of stylistic devices – writing a bilingual storybook for primary school students that explores a contemporary issue such as refugees or an environmental issue

Italian K–10 Draft Syllabus for consultation 104 Stage 5

Understanding

Systems of Language

Outcome A student: › demonstrates how Italian pronunciation and intonation are used to convey meaning LIT5-5U › analyses the function of complex Italian grammatical structures to extend meaning LIT5-6U › analyses linguistic, structural and cultural features in a range of texts LIT5-7U

Related Life Skills outcomes: LITLS-5U, LITLS-6U, LITLS-6U, LITLS-7U

Content Students:  understand the intonation and phrasing patterns of spoken Italian, for example: (ACLITU127)

– identifying ways in which stress and intonation convey meaning, eg affirmative and interrogative sentences can be identical, therefore, intonation is important to understand the meaning, eg Puoi venire domani? Puoi venire domani – understanding how body language can convey meaning by recognising hand gestures and facial expressions used, eg the gestures used for Ma sei pazzo/a?, Ma che fai? Ma che dici?, Me ne frego! – recognising that pronunciation, intonation, rhythm and pace assist in making meaning in interactions and applying this knowledge to own communication, eg when, reading stories to young children, asking questions, expressing emotion, exclamations and commands

 understand and use Italian language and grammatical forms, and explore how to use/combine these elements to express complex ideas, for example: (ACLITU128) – further developing metalanguage to describe and apply grammatical concepts and language elements, and to organise learning resources, eg verb charts and lists of vocabulary and sentence structures – using articles — rules for inclusion or omission, eg mio padre and il mio papà; Buongiorno signora… È la signora … – using nouns — irregular plurals such as la città/le città, il dito/le dita and collective nouns, eg la gente – using pronouns — possessive, reflexive, demonstrative and relative – using possessive pronouns and identifying when they do not require the definite article, eg il mio libro, i miei libri, mio fratello, il mio fratellino – using suffixes and understanding how they change the meaning of the word such as ino/a, etto/a, one/ona, uccio/a, accio/a, eg poverino, poveretto, poveraccio – using comparatives and superlatives (regular and irregular) to make descriptions more precise, eg Il film è piu bello del romanzo; è bellissimo – using adverbs of time and manner, eg ieri, di solito – prepositions (articulated or simple) to indicate destinations and directions, eg in Italia, a Roma, al parco – using interrogatives, eg Chi …? Quando …? Come…? – using verbs indicating action in the present (including irregular verbs and reflexives) and action across time: present perfect; imperfect; exposure to the future and conditional tenses and impersonal si; use of modals to indicate ability/willingness/necessity

Italian K–10 Draft Syllabus for consultation 105 Stage 5

– using compound sentences, eg Mi piace la pizza ma preferisco le lasagne, and complex sentences, eg La città che ho visitato era bellissima – recognise the use of dove and quando in questions, as unlike English the subject never precedes the verb – understanding the flexibility of word order in Italian such as the basic word order in Italian and English is [subject+verb+object], however, pronoun subjects in Italian may be omitted, eg Mio figlio parte per l’Italia / Parte per l’Italia

 investigate the impact of factors such as media, technology, globalisation and popular culture on Italian, for example: (ACLITU131) – considering how globalisation has accelerated the introduction of English words and expressions into Italian, and discussing possible benefits and disadvantages associated with the blending and mixing of languages, eg fashion/food/music – identifying examples of the influence of media and technology on Italian by looking at advertisements – identifying how and why foreign words with Italian equivalents are being adopted into the Italian language, eg download/scaricare, coupon/buono, e-mail/posta- elettronica, music band/complesso musicale

 apply knowledge of the interrelationship between linguistic elements, structure, context, purpose and audience to a range of texts, for example: (ACLITU129) – applying understanding of the textual features of different text types to construct simple narratives, messages, slogans or song lyrics, recognising how the choice of language and text structure works to achieve each text’s purpose – applying understanding and knowledge of the textual features of different text types to deconstruct a simple text, locating features such as adjectives, adverbs, nouns, possessives, verbs and tenses, identifying how the choice of language and structure achieves the text’s purpose – understanding the elements that create coherence at a whole text level such as the use of cohesive devices, linked paragraphs and sequencing of ideas

Italian K–10 Draft Syllabus for consultation 106 Stage 5

Content for students with prior learning and/or experience Students:  apply intonation and phrasing patterns in both formal and informal speech, for example: (ACLITU089) – developing control of consonant and vowel combinations, double consonants, intonation, stress and accents when reading aloud – recognising that pronunciation, intonation, rhythm and pace assist in making meaning in interactions and applying this knowledge to own communication, eg in reading stories to young children, asking questions, expressing emotion, exclamations and commands

 understand how sophistication in expression can be achieved by the use of a variety of verb and adjective conjugations, and other complex grammatical structures, for example: (ACLITU090) – 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, eg Pratico il nuoto da 6 anni. Hai una faccia da schiaffi! Fatto a mano! – using pronouns to refer to the person carrying out an action or to refer to somebody or something, including personal pronouns (use, position and elusion), reflexive pronouns, direct and indirect object pronouns, relative pronouns, demonstrative pronouns, possessive pronouns, and the use of the impersonal si, ci/vi, ne – increasing cohesion within paragraphs by using devices to link, contrast, relate or sequence ideas, eg in primo luogo, in secondo luogo, dunque, quindi, comunque, allora, inoltre, anche , pure, cioe’ … – using adverbs and adverbial phrases of manner, place and time to modify the meaning of verbs and adjectives, eg proprio, troppo, abbastanza, specialmente, soprattutto, spesso, quasi mai, nemmeno, neanche – describing events across different times, choosing appropriate tenses, including present, present perfect, imperfect and future tenses, conditional and the subjunctive mood – connecting or elaborating clauses by using conjunctions, including siccome, invece, sebbene, nonostante, anche, dunque, quindi, cioè – developing metalanguage to extend discussions of word order, tenses and verb moods, using terms such as adverbs, pronouns, conditional and subjunctive, eg How do we form the present perfect tense of a reflexive verb? What is meant by the subjunctive and when is it used?

 research the phenomenon of language change in Italian-speaking communities, analysing and comparing language use of previous generations with contemporary use, for example: (ACLITU093) – finding examples of ways in which social and cultural influences affect languages, eg the influence of the English language in Italian in areas such as music, technology and popular culture, eg cliccare, digitare, formattare, il manager – identifying the influence of the Italian language on English, in cuisine eg alfresco, al dente, antipasto, barista, musical terms eg a cappella, adagio, allegro, aria, bravo, diva, in Art/Architecture eg cupola, graffiti, grotto, pergola, piazza, villa, terracotta – recognising the use of Italese/hybrid Italian within some Italian speaking communities in Australia – exploring texts associated with particular subgroups in Italian communities (eg youth, rappers, elderly) to understand how groups develop their own language and how this influences membership, eg viewing the film Scialla and analysing the use of Roman dialect and gergo giovanile – reflecting on changes in their own language(s) and culture(s) due to influences such as technology and social media, eg the use of abbreviations in text messaging or the replacement of words by emoticons

Italian K–10 Draft Syllabus for consultation 107 Stage 5

– finding examples of ways in which social and cultural influences affect languages – investigating the state and nature of Indigenous Italian languages, considering issues, eg revival of dialects and reclamation, and drawing comparisons with Aboriginal languages and Torres Strait Islander languages in Australia – recognise the revival of Italian dialects and their use in contemporary television programs, films, Youtube videos, music, advertising, eg Scialla, Benvenuti al Sud, L’Ispettore Montalbano

 understand the relationship between context, purpose, audience, linguistic features and cultural elements in different types of personal, reflective, informative and persuasive texts, for example: (ACLITU091) – identifying the use of cohesive devices such as conjunctions, to sequence and link ideas and actions in both Italian and English media texts, eg siccome, invece, sebbene, nonostante, anche, dunque – identifying the features of familiar types of texts, eg emails, slogans or public signs, and noticing how the choice of language and structure works to achieve each text’s purpose – comparing language features of Italian and English version of texts, eg weather reports, text message, including the use of abbreviations and emoticons, and noting differences that may be culturally significantly – recognising textual conventions used in a formal letter, email or article, identifying elements, eg introductions, sequencing of ideas and the use of cohesive devices to link paragraphs – comparing features of spoken and written versions of texts, eg spoken and print advertisements, face-to-face conversations and emails, to understand how text mode shapes structure and helps a text achieve its purpose

Italian K–10 Draft Syllabus for consultation 108 Stage 5

Content for students with a background in Italian Students:  apply the Italian sound system in both formal and informal speech, understanding how patterns of rhythm, tempo, stress, pitch and intonation are used to enhance the aesthetic features of texts, for example: – experimenting with rhythm, tempo, stress, pitch and intonation in different situations, analysing and comparing how differently they are used, eg when reading a story to an audience, or having a casual conversation with friends – viewing and listening to Italian news reporters and analysing their intonation when presenting the news – understanding different intonation and accents of dialects, identifying in which regions the dialect is used – making connections between informal and formal forms of language and tone of voice, rhythm and pitch evident in a conversation

 understand and apply complex grammatical structures to enhance communication and achieve particular effects, for example: – using passive, causative and passive-causative forms, eg using the passive si, eg si parla italiano, si vendono ... – recognise the use of causative verbs and how they are formed eg, fare or lasciare + infinitive, eg ho fatto arrabbiare Luisa, lascia fare il lavoro a ... – using reflective language, eg using se + imperfect subjunctive + conditional eg, se potessi ritornare indietro cambierei tante cose, se avessi i soldi farei tante cose – understand the relationship between context, purpose, audience, linguistic features and cultural – elements in different types of personal, reflective, informative and persuasive texts – using persuasive language to achieve the desired outcome, eg ti prego, ti suggerisco, ti obbligo, ti aspetto, non puoi mancare, ma dai!, forza! – identifying stylistic features of formal text types, eg when presenting an argument in a speech or essay, using terms such as, e’ un fatto ben noto che, per iniziare, dobbiamo considerare i pro e i contro di, per concludere, in fin dei conti …

– identifying stylistic features of formal text types, eg formal letter of complaint with appropriate conventions and very highly sophisticated language structures, eg Egregio Sig. / Egregia Sig.ra … , La contatto per avere maggiori informazioni riguardo…, In attesa di una Sua pronta risposta… – comparing literary texts to understand how authors use characterisation to incite sympathy or antagonism of reader

Italian K–10 Draft Syllabus for consultation 109 Stage 5

Understanding

The Role of Language and Culture

Outcome A student: › explains and reflects on the interrelationship between language, culture and identity LIT5-8U

Related Life Skills outcome: LITLS-8U

Content Students:  analyse and explain how and why language use varies according to social and cultural contexts, relationships and purposes, for example: (ACLITU130) – comparing features of written and spoken Italian that reflect different communicative purposes, eg formal grammatical structures in letters compared to conversational markers or interjections to support the flow of face-to-face conversation – using abbreviations in text messaging, eg tvb/ ti voglio bene, tvtb/ ti voglio tanto bene cs/cosa, c ved/ ci vediamo, K6?/ chi sei?, midi/ mi dispiace – analysing differences in lexis and syntax between regional uses of Standard italian and dialect – analysing the appropriateness of language choices for a given context and purpose according to age, relationship and gender, eg the context of use for phrases such as non mi va as compared to non mi piace – analysing differences in communicative style between formal and informal interactions, eg Come va? Come stai? – noticing changes in style, lexicon and grammatical structures, observing how the same facts may be communicated differently by different people in different contexts, eg describing a school assignment (Non sono stato/a promosso/a; Sono stato/a bocciato/a)

 understand that language, culture and communication are interrelated and shaped by each other, for example: (ACLITU133) – understanding that language carries cultural associations and indicates priorities in regard to individual, collective and family relationships – understanding that differences exist between Standard Italian and regional varieties and dialects – examining the link between language and cultural values and practices evident in Italy, eg the appreciation of things of beauty and style expressed by the concept of la bella figura; the connotations of the concept of mammone – examining how their own language and culture influence their responses to others – analysing and discussing language choices by asking, eg Who uses this expression and where? Why is it meaningful? Why is it used? – evaluating own and others’ assumptions and generalisations about values, beliefs, cultural norms and practices of Italian-speaking communities and how these influence intercultural exchange – sharing own responses in class to a given topic and comparing with those of others, reflecting on how different people are perceived through their use of language and the way it reflects values and beliefs

Italian K–10 Draft Syllabus for consultation 110 Stage 5

– understanding how language and culture convey values such as, respect, eg Cosa ne pensi? Sei d’accordo? È giusto? In Australia invece … A differenza di …

 reflect on intercultural experiences as a learner of Italian, recognising how cultural identity influences ways of communicating, thinking and behaving, for example: (ACLITC125, ACLITC126) – discussing incidences in Italian language exchanges when miscommunication may occur and/or has occurred, and reflecting on why or how this may happen, eg Italian - English false friends, such as, parenti (relatives) not parents, libreria (bookshop) not library, bravo (good) not brave, simpatico (likeable) not sympathetic – discussing Italian expressions that can be misinterpreted if translated literally, eg in bocca al lupo, in gamba, che barba, fare colpo, meno male, a due passi, non tutte le ciambelle escono con il buco – discussing how in other cultures there are expressions that are culturally rich and can be misinterpreted if translated literally – developing a metalanguage for discussing ideas, issues and experiences related to intercultural communication

Content for students with prior learning and/or experience Students:  analyse and explain how and why language use varies according to social and cultural contexts, relationships and purposes, for example: (ACLITU092) – evaluating how language choices reflect social relations and priorities in the use of expressions, eg fare bella figura, fare brutta figura, Buon appetito, Grazie altrettanto – identifying specific expressions that reflect cultural concepts, eg sono in pausa pranzo, pausa caffé, faccio un pisolino, andiamo a prendere un aperitivo, facciamo una passeggiata – analysing degrees of formality in correspondence and dialogue to discover features of language that affect formality, eg the use of the subjunctive (Qualunque cosa vuoi, non fare complimenti. Qualunque cosa Lei voglia, non faccia complimenti) – understanding the power of language to influence people’s actions and beliefs, eg by analysing language used in community appeals in response to natural disasters

 analyse the reciprocal relationship between language, culture and communication, and how this relationship reflects values, attitudes and beliefs, for example: (ACLITU000) – examining the language of texts such as songs, commercials, posters to identify ways in which language is used for social commentary – discussing their own and others’ attitudes towards cultural diversity and difference, including the use of stereotypes and generalisations, and considering how these affect communication

– keeping a journal to record perceptions of how using and learning Italian has impacted on their own assumptions about Italian language and culture

 reflect on how their own cultural identity both influences and is shaped by ways of communicating, thinking and behaving, for example: (ACLITC094) – reflecting and reporting on how learning Italian provides insights into language and culture in general, and how their own assumptions about Italy have changed as a result of intercultural language learning – recounting personal experiences and expressing opinions through a range of texts, using present and past tenses as appropriate, eg writing an autobiography indicating how their identity has changed and why; writing a narrative about their family history and generational influences, eg Ammiro … Giovanni perché è venuto in Australia da solo quando aveva diciotto anni

Italian K–10 Draft Syllabus for consultation 111 Stage 5

– surveying a group of students studying Italian and analysing what their assumptions were prior to studying Italian, have these views changed and whether the study of Italian has helped them understand their first language better – discussing ways adults and young Italians communicate which are different to the way Australians communicate, eg the greeting of people you do not know when entering a small store, doctor’s practice, with people in the same apartment building, the shaking of hands, the kissing of both cheeks and the use of hand gestures – 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

Content for students with a background in Italian Students:  analyse how and why language use varies according to social and cultural contexts, relationships and purposes, for example: – examining the language of texts such as protest songs, posters and graffiti to identify ways in which language is used for social commentary – identifying features of language such as lexical choices and idiomatic expressions used to achieve different purposes, eg Chiamaci … ti aspettiamo. Batti un colpo..O cosi. O Pomi, (sauce advertisement) – examining a level of politeness in language and how the language changes, depending on the audience, eg, using the Lei form and titles, such as, Signora, Signorina, Signore, Professore/Prof – examining the complexity of language, such as the highly academic technical language used in formal written Italian and how it differs to spoken Italian

 discuss how meanings vary according to cultural assumptions that Italian and English speakers bring to interactions, and how mutual understanding can be achieved, for example: – reflecting on their own cultural values and evaluating how these intersect with mainstream values when interacting Italian and English-speaking contexts – engaging with other learners and speakers of Italian such as through social media, wikis and video, to describe experiences of using and learning Italian, seeking advice on how to learn and navigate aspects of Italian language and culture such as taboo topics, personal space, and perceptions of image eg, È permesso parlare di politca/religione? Con chi? Perché no?; surveying class/schoolmates, relatives, neighbours and friends to examine how identities may vary

 reflect on their language choices, and communicative and cultural behaviours in Italian and English-speaking contexts, for example: – reflecting on how their language choices, including the use of English and Italian, are indications of their sense of identity within a particular context such as in advertising, eg ‘Tu gust is megl che uan’ where inglese maccheronico is used to sell the product. The use of English in brand names, such as, Eataly – reflecting on when one chooses to speak in Italian within the Australian context – comparing and contrasting Italian and Australian experiences, such as a concert or celebration, or teenage use of technologies, and considering how their own and others’ identity may shift according to place and time; discussing cultural notions of ‘self’ as public or private

Italian K–10 Draft Syllabus for consultation 112 Life Skills

Years 7–10 Life Skills Outcomes and Content

 for your information

The Years 7–10 Life Skills outcomes and content are developed from the Stage 4 and Stage 5 objectives of the Italian K–10 Syllabus.

Before deciding that a student should undertake a course based on Life Skills outcomes and content, consideration should be given to other ways of assisting the student to engage with the regular course outcomes. This assistance may include a range of adjustments to the teaching, learning and assessment activities for the Italian Years 7–10 curriculum.

If the adjustments do not provide a student with sufficient access to some or all of the Stage 4 and Stage 5 outcomes, a decision can be explored for the student to undertake Life Skills outcomes and content. This decision should be made through the collaborative curriculum planning process involving the student and parent/carer and other significant individuals. School principals are responsible for the management of the collaborative curriculum planning process.

The following points need to be taken into consideration:  students are not required to complete all Life Skills outcomes  specific Life Skills outcomes should be selected on the basis that they meet the learning needs, strengths, goals and interests of each student  outcomes may be demonstrated independently or with support.

Further information in relation to planning, implementing and assessing Life Skills outcomes and content can be found in support materials for:  Italian  Special education needs  Life Skills.

Italian K–10 Draft Syllabus for consultation 113 Life Skills

Years 7–10 Life Skills Outcomes

Table of Objectives and Outcomes

 for your information

For students undertaking a course based on Life Skills outcomes and content:  students are not required to complete all Life Skills outcomes  specific Life Skills outcomes should be selected on the basis that they meet the learning needs, strengths, goals and interests of each student  outcomes may be demonstrated independently or with support.

Communicating Strand

Objective Students:  Interacting: exchanging information, ideas and opinions, and socialising, planning and negotiating

Life Skills outcome A student: LITLS-1C uses Italian to interact with others in everyday contexts

Objective  Accessing and responding: obtaining, processing and responding to information through a range of oral, written, digital and multimodal texts

Life Skills outcomes A student: LITLS-2C accesses and obtains information from a range of texts

LITLS-3C responds to information and ideas for a range of purposes and/or audiences

Objective  Composing: creating spoken, written, bilingual, digital and/or multimodal texts

Life Skills outcome A student: LITLS-4C composes texts in a range of formats

Italian K–10 Draft Syllabus for consultation 114 Life Skills

Understanding Strand

Objective  Systems of language: understanding the language system, including sound, writing, grammar and text structure; and how language changes over time and place

Life Skills outcomes A student: LITLS-5U explores Italian pronunciation and intonation patterns

LITLS-6U explores Italian language patterns and structures

LITLS-6U engages with a variety of text structures

Objective  The role of language and culture: understanding and reflecting on the role of language and culture in the exchange of meaning, and considering how interaction shapes communication and identity

Life Skills outcome A student: LITLS-8U explores their own and other languages and cultures

Values and Attitudes Objectives Students:  develop an interest in and enjoyment of language learning  appreciate and value their own heritage, culture and identity  appreciate and respect the culture, beliefs and values of others through language learning.

Italian K–10 Draft Syllabus for consultation 115 Life Skills

Years 7–10 Life Skills and Related Syllabus Outcomes

 for your information

Knowledge, Understanding and Skills

Communicating Strand

Objective  Interacting: exchanging information, ideas and opinions, and socialising, planning and negotiating

Life Skills outcome Related Stage 4 and 5 outcomes A student: A student:

LITLS-1C LIT4-1C uses Italian to interact with others in uses Italian to interact with others to exchange everyday contexts information, ideas and opinions, and make plans

LIT5-1C manipulates Italian in sustained interactions to exchange information, ideas and opinions, and make plans and negotiate

Objective  Accessing and responding: obtaining, processing and responding to information through a range of oral, written, digital and multimodal texts

Life Skills outcomes Related Stage 4 and 5 outcomes A student: A student:

LITLS-2C LIT4-2C accesses and obtains information from a identifies main ideas in, and obtains information from range of texts texts

LIT5-2C identifies and interprets information from a range of texts

LITLS-3C LIT4-3C responds to information and ideas for a organises and responds to information and ideas in range of purposes and/or audiences texts for different audiences

LIT5-3C evaluates and responds to information, opinions and ideas in texts, using a range of formats for specific contexts, purposes and audiences

Italian K–10 Draft Syllabus for consultation 116 Life Skills

Objective  Composing: creating spoken, written, bilingual, digital and/or multimodal texts

Life Skills outcome Related Stage 4 and 5 outcomes A student: A student:

LITLS-4C LIT4-4C composes texts in a range of formats applies a range of linguistic structures to compose texts in Italian using a range of formats for different audiences

LIT5-4C experiments with linguistic patterns and structures to compose texts in Italian using a range of formats for a variety of contexts, purposes and audiences

Understanding Strand

Objective  Systems of language: understanding the language system, including sound, writing, grammar and text structure; and how language changes over time and place

Life Skills outcomes Related Stage 4 and 5 outcomes A student: A student:

LITLS-5U LIT4-5U explores Italian pronunciation and intonation applies Italian pronunciation and intonation patterns patterns LIT5-5U demonstrates how Italian pronunciation and intonation are used to convey meaning

LITLS-6U LIT4-6U explores Italian language patterns and applies features of Italian grammatical structures and structures sentence patterns to convey information and ideas

LIT5-6U analyses the function of complex Italian grammatical structures to extend meaning

LITLS-7U LIT4-7U engages with a variety of text structures identifies variations in linguistic and structural features of texts

LIT5-6U analyses linguistic, structural and cultural features in a range of texts

Italian K–10 Draft Syllabus for consultation 117 Life Skills

Objective  The role of language and culture: understanding and reflecting on the role of language and culture in the exchange of meaning; and considering how interaction shapes communication and identity

Life Skills outcome Related Stage 4 and 5 outcomes A student: A student:

LITLS-8U LIT4-8U explores their own and other languages and identifies that language use reflects cultural ideas, cultures values and beliefs

LIT5-8U explains and reflects on the interrelationship between language, culture and identity

Italian K–10 Draft Syllabus for consultation 118 Life Skills

Years 7–10 Life Skills Content

 for your information

Content in Life Skills syllabuses is suggested. Content describes the intended learning for students as they work towards achieving one or more syllabus outcomes. It provides the foundations for students to progress to the next Stage of schooling or post-school opportunities.

Teachers will make decisions about the choice of outcomes and selection of content regarding the sequence, emphasis and any adjustments required based on the needs, strengths, goals, interests and prior learning of students.

 consult Communicating

Interacting

Outcome A student: › uses Italian to interact with others in everyday contexts LITLS-1C

Related Stage 4/5 outcomes: LIT4-1C, LIT5-1C

Content Students:  use language to interact with peers and known adults, for example: – recognising basic greetings, eg ciao – responding to greetings – initiating questions, eg Come ti chiami?, Come stai?, Quanti anni hai?, Dove abiti? – responding to questions in everyday situations, eg mi chiamo… , sto bene grazie/male/cosi cosi, ho ... anni, abito a … – introducing themselves to others, eg ciao mi chiamo/sono, ho… anni – participating in a conversation, eg mi piace ballare /il calcio/ lo sport/ andare al cinema/ ho due sorelle/sabato gioco a tennis – recognising and responding to Italian words related to topics of interest – building vocabulary that relates to familiar environments, eg the classroom, family and personal world – sharing information on a topic of interest such as sport, eg Mi piace/ amo il tennis – sharing opinions and ideas about what they like and do not like to do in their spare time, eg Ti piace nuotare? Ti piace fare shopping?

Italian K–10 Draft Syllabus for consultation 119 Life Skills

 engage in everyday collaborative activities and participate in classroom routines, for example:

– following instructions, eg to learn a song or game, to put a pencil down – responding to cues for turn-taking, eg tocca a te – responding to directions, eg gira a destra, sempre diritto – responding to classroom instructions, eg to put their pencil down, to open their book, to use their device – seeking help or permission, eg scusa, posso… – seeking clarification, eg scusa non ho capito – sharing information about aspects of their personal world, such as family, friends, entertainment, sport or leisure, eg La mamma si chiama…, lei è simpatica – expressing an opinion, eg non mi piace – offering suggestions – accepting or declining an invitation, eg mi dispiace, non posso

Content for students with prior learning, experience and/or background Students:  initiate and sustain interactions with peers and known adults, for example: – initiating a conversation – responding to questions about themselves, eg abito a.., non ho sorelle ma ho due fratelli – sharing an opinion and/or point of view, eg why their sports team should win the competition

– participating in a conversation and elaborating ideas – sharing their thoughts, feelings and/or preferences, eg about owning and caring for a pet – sustaining interactions by asking questions, eg e tu? Cosa fai durante il weekend? perché? – sharing experiences online with an Italian friend about life at an Australian school

 engage in everyday collaborative activities that involve planning and negotiating, and participate in classroom routines, for example: – asking for clarification – seeking help, permission and advice – responding to ‘yes’ or ‘no’ questions about learning activities – responding to open-ended questions about learning activities – giving and following instructions, eg to put their book on the shelf – experiencing different roles in group activities – offering suggestions and advice, eg potresti guardare/andare/comprare – participating with others in a shared event, eg popular Italian games and songs, planning a weekend outing to the cinema, arranging to meet for lunch, organising a birthday party – elaborating on ideas and opinions eg giving reasons for not accepting an invitation – collaborating with others to make decisions and/or solve problems in group activities, eg choosing when and where to meet, which restaurant to eat at, which film to see and which session time, A che ora, dove? Come? Chi viene? – collaborating with others to express opinions, thoughts and ideas

Italian K–10 Draft Syllabus for consultation 120 Life Skills

Communicating

Accessing and Responding

Outcome A student: › accesses and obtains information from a range of texts LITLS-2C › responds to information and ideas for a range of purposes and/or audiences LITLS-3C

Related Stage 4/5 outcomes: LIT4-2C, LIT4-3C, LIT5-2C, LIT5-3C

Content Students:  access texts and locate information, for example: – identifying known words and phrases, eg in conversation, songs and rhymes – recognising known words and phrases, eg greetings, days of the week – locating information on a print or online map eg, locating popular sites such as Colosseum in Rome on a city map, locating Italy on a world map – listening for key information, eg numbers or names – obtaining specific information from written texts in a variety of ways, eg matching words with pictures, sequencing words and sentences – locating and identifying key information in texts, eg timetables, recipes, menus – identifying features of objects and/ or people in a text, eg Pinocchio ha il naso lungo, la fata è gentile, la volpe è bugiarda – recognising Italian food items from a range of different food item

 respond to information in a variety of formats using modelled language, for example: – responding to known words and phrases – responding to information on a familiar topic – responding to simple questions or ideas about a text, eg a well-known children’s story – responding to information presented in a variety of formats, eg graph, poster, report – exploring information presented in texts, eg travel brochure about a popular tourist destination in Italy, to include in a presentation – gathering information about a special Italian event, eg a festival, and presenting a short report, using photos, illustrations, captions or diagrams – responding to ideas and opinions in a group forum, eg a blog, class discussion, game or activity

Italian K–10 Draft Syllabus for consultation 121 Life Skills

Content for students with prior learning, experience and/or background Students:  access and select relevant information and ideas from a range of texts, for example: – identifying main points and specific details in texts – locating and identifying relevant information in texts, eg focusing on familiar and predictable situations and answering questions in English or Italian – gathering information from a range of print and online sources, eg about schools, pop music, sport in Italy and Australia – organising and interpreting information, eg recording information in a timeline or profile about a famous person or event – describing information and ideas gathered from texts, eg describing a character from an Italian story or film – gathering opinions and points of view on a topic, eg recycling, social media or sport

 respond to information on a range of topics, events or experiences in a variety of formats, for example: – presenting findings about a familiar topic, eg surveying opinions of classmates and presenting findings using digital technology – collating and presenting information using simple statements, images and digital technology, as appropriate, eg a presentation on their family, what they did on the weekend – responding to more complex questions or ideas about texts, eg a well-known children’s story

– presenting a short talk using information gathered from multiple sources – creating a shopping list of ingredients required to cook a simple Italian meal from a recipe

– researching information about a popular tourist destination in Italy and creating a brochure

– gathering information about a special Italian event, eg a festival, and presenting a short report, using photos, illustrations, captions or diagrams

Italian K–10 Draft Syllabus for consultation 122 Life Skills

Communicating

Composing

Outcome A student: › composes texts in a range of formats LITLS-4C

Related Stage 4/5 outcomes: LIT4-4C, LIT5-4C

Content Students:  compose texts in a variety of formats, using modelled language, for example: – participating in creating texts on familiar topics, eg a family tree – labelling photos from a real or virtual school excursion in Italian for classroom display, eg Ecco la nostra classe, questo è Fabio, questo ragazzo si chiama Luca, questa ragazza si chiama Isabella, qui siamo in gelateria – creating a greeting card to a friend to say hello or wish them Happy Birthday – completing speech bubbles in a comic strip – composing a self-introduction speech for meeting new students – creating a shopping list of ingredients required to cook a simple Italian meal from for a recipe

– creating an Italian menu using images, word banks and sample sentence patterns for a class restaurant – creating a timetable of weekly or monthly activities – creating a visual text using simple Italian words or phrases

 create bilingual texts, for example: – matching Italian words with corresponding English words – labelling familiar objects in Italian and in English, eg classroom objects – creating a visual display of new vocabulary, using digital technology as appropriate, eg flashcards – creating a bilingual picture dictionary of new words – creating a bilingual poster, eg of a school map or school canteen menu – making a dictionary of learned vocabulary for the class, using digital technologies

Italian K–10 Draft Syllabus for consultation 123 Life Skills

Content for students with prior learning, experience and/or background Students:  compose texts in a variety of formats for different contexts and purposes, for example: – composing an Italian menu with some details about each item for a class restaurant – composing a recount, eg of a school excursion for the school newsletter – composing a diary entry including phrases about how they felt – producing an advertisement, eg to promote a class restaurant or a cultural event – creating own version of a popular children’s game involving numbers

 create bilingual texts for the classroom and the wider community, for example: – creating a bilingual notice, eg for the school to notify parents of a school dance – creating a digital presentation for the class, eg about favourite people and things, spoken in Italian with English subtitles – creating a bilingual version of a well-known children’s story using illustrations and basic language – creating lyrics in Italian to a well-known song – creating bilingual posters for the classroom – composing a simple article about a recent event in English and Italian for a school newsletter or local newspaper

Italian K–10 Draft Syllabus for consultation 124 Life Skills

Understanding

Systems of Language

Outcome A student: › explores Italian pronunciation and intonation patterns LITLS-5U › explores Italian language patterns and structures LITLS-6U › engages with a variety of text structures LITLS-7U

Related Stage 4/5 outcomes: LIT4-5U, LIT4-6U, LIT4-7U, LIT5-5U, LIT5-6U, LIT5-7U

Content Students:  recognise features of the Italian sound system, such as pitch, accent, rhythm and intonation, for example: – recognising that tone, pitch and volume varies according to speaker’s mood – recognising non-verbal communication, eg handshake – exploring non verbal communication, eg two kisses on the cheek – exploring common Italian sounds, eg consonant combination sci, ce, co, cu, chi, che, gi, ge, go, gu, ghi, ghe – exploring the Italian alphabet – recognising the difference in tone and rhythm between statements, questions, exclamations, requests and commands, eg vai a casa? vai a casa!

 recognise elements of Italian grammar and sentence patterns, for example: – recognising verbs related to daily activities, eg studiare, leggere, scrivere .... – recognising definite and indefinite articles – recognising interrogatives, eg Chi, che, cosa, quale, come? – recognising subject pronouns, eg io, tu, lui, lei – recognising numerals – cardinal, ordinal, dates, time – recognising commonly used adverbs to qualify verbs and adjectives – recognising standard word order – making simple statements – responding to and making polite requests, eg posso andare in bagno? – using verbs to describe state (essere), possession (avere) and regular verbs describing actions in the present tense,eg parlare, cantare

Italian K–10 Draft Syllabus for consultation 125 Life Skills

 recognise the dynamic nature of Italian and other languages, for example: – recognising Italian words that are commonly used in English, eg ciao, biscotti, panino – recognising that the Italian language borrows and adapts words and expressions from English and other languages, eg manager, drink, trendy, cool, social network, chic – recognising Italian words and phrases that have emerged in response to new ideas and developments in communications and technology, eg touchscreen, l'internet, twittare, googlare, live, chattare, cliccare, mouse

 explore how different texts are structured, for example: – identifying the format of familiar texts texts, eg greeting card, invitation, email, map, menu, timetable – identifying language forms and features of texts, eg a date, time and place in an invitation – recognising the purpose and audience of a range of texts

Italian K–10 Draft Syllabus for consultation 126 Life Skills

Content for students with prior learning, experience and/or background Students:  recognise and use Italian pronunciation and intonation patterns, for example: – recognising correct pronunciation and intonation when speaking – recognising differences in pronunciation of consonant and vowel combinations, double consonants, stress and accents, and applying to own work, eg famiglie, gnocchi, chiese, barche, chiavi, buono, cena; sono and sonno, vale and valle; felicità, capacità – using different tone and rhythm when making statements, questions, exclamations and commands, eg Vai a casa? Va’ a casa! Oh! E? – discriminating between words that have similar sounds, eg lavare and lavorare – understanding the effect of grave and acute accents, eg città, perché

 recognise and use elements of Italian grammar and sentence structure, for example: – recognising different question words, eg chi? dove? quando? cosa? perché? – exploring a range of verbs in the present and past tense related to daily activities, eg vado a scuola, scrivo una lettera, sono andata al cinema, ho guardato la TV – using nouns and adjectives in the present tense in basic sentences, eg il bambino è alto – using simple linkers, eg prima, dopo, poi, alla fine – manipulating verb tense and adjectives to communicate about past experience

 explore how Italian has changed, for example: – exploring the influence of technology and globalisation on Italian – recognising the effect of youth culture on language, eg the use of English words in Italian music, cartoons or advertising – participating in discussions about the origin of borrowed words and how they came to be adopted in the Italian language

 explore and recognise textual conventions of familiar multimodal texts, for example: – exploring a range of texts in Italian – recognising how content is organised in a range of Italian texts, including headings, images, use of scripts and fonts – composing a text in Italian including the accents, using digital technology as appropriate – demonstrating appropriate structure when composing texts, eg narrative, letter, argument – applying knowledge of text features to locate key information in a range of texts, eg maps, menus, emails, narratives and recipes – engaging with familiar texts in both Italian and English and explaining how the content and features of the text suit its purpose, eg the menu has pictures of dishes to help the customer understand what kind of food it is

Italian K–10 Draft Syllabus for consultation 127 Life Skills

Understanding

Role of Language and Culture

Outcome A student: › explores their own and other languages and cultures LITLS-8U

Related Stage 4/5 outcomes: LIT4-8U, LIT5-8U

Content Students:  explore how language changes in formal and informal contexts, for example: – exploring how different people use language in different ways, eg formal and informal language – exploring specific formal language, eg addressing male and female forms, addressing a teacher – exploring specific informal language, eg colloquial words that are not standard Italian words, addressing peers – exploring how different people use language in different ways, eg a range of ways of greeting and farewelling – exploring basic phrases according to the relationship, age and familiarity, eg ciao to friends, but buongiorno to the teacher – using titles to address teachers in Italian, eg Professoressa, Professore, Prof.

 explore links between language, culture and behaviours, for example: – recognising that Italian is the main language spoken in Italy – recognising appropriate and inappropriate gestures used commonly by Italian people – recognising that there are culturally appropriate language and behaviours for particular contexts, eg restaurants, public places

 explore their own and others’ lifestyles, beliefs and cultural practices, for example: – participating in traditional Italian games and songs – exploring celebrations and cultural traditions – exploring Italian money systems, eg setting up a pretend shop using euros – exploring popular entertainment and recreational activities – participating in a shared meal of Italian food and identifying that customs associated with eating vary according to culture – exploring the range of languages spoken in Australia, including Aboriginal and Torres Strait Islander languages, and identifying people in the local community or in the media who speak a different language, eg My mum’s friend is from Italy, and she speaks Italian – comparing cultural practices around the world – comparing everyday experiences of Italian and Australian people, eg sharing experiences of life in school with an Italian friend online

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– recognising that there are Italian-speaking communities outside Italy, eg in Switzerland, and that Italian is widely taught in many countries around the world and within the Asia-Pacific region, including Australia – sharing information about themselves and their family background, eg their age, interests, country of origin and languages spoken – comparing Italian and Australian lifestyles related to festivals and celebrations, including music, traditional clothing, food staples and cooking styles, and discussing own engagement with these

Content for students with prior learning, experience and/or background Students:  explore how language changes in formal and informal contexts, for example: – recognising the use of prefixes before some words to indicate respect, eg signora, signore, signorina, dottore – identifying the opening of a conversation in a range of situations, and finding key words participants use, noticing how language can change depending on the situation – using polite language in appropriate contexts when speaking to seniors/teachers/Italian guests and students, eg buongiorno, come sta? arrivederLa – using polite greetings in daily life and at school in class, eg posso andare in bagno, posso fare una domanda? vorrei…

 explore the relationship between language, culture and behaviour, for example: – exploring the idea of belonging through a shared culture and behaviour – exploring difference and diversity of cultural expression in Australia, including Aboriginal and Torres Strait Islander peoples, eg celebrations, food, music, art, craft, beliefs/protocols, dance and traditional clothing – discussing the importance to their own identity of speaking Italian to connect with older relatives, and the wider Italian-speaking community

 explore how aspects of identity, including family background, traditions and beliefs, influence us, for example: – recognising that identity can be reflected through culture and language, eg the use of colloquial language and dialects – participating in class activities about own and others’ cultural practices – sharing information about themselves and their family, eg their family origins, languages they speak at home, why their families emigrated to Australia – demonstrating respect for diverse cultural practices, eg differences in speech, dress, celebrations and beliefs – identifying culturally specific terms and phrases, eg ‘mate’ in Australian English and amico in Italian, and sharing insights into why particular cultures value certain colloquial language

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Assessment

 for your information

Specific assessment advice relating to Italian will be provided in support materials.

Standards

The NSW Education Standards Authority’s (NESA) K–10 Curriculum Framework is a standards- referenced framework that describes, through syllabuses and other documents, the expected learning outcomes for students.

Standards in the framework consist of three interrelated elements:  outcomes and content in syllabuses showing what is to be learned  Stage statements that summarise student achievement  samples of work on the NESA Assessment Resource Centre (ARC) website which provide examples of levels of achievement within a Stage.

Syllabus outcomes in Italian contribute to a developmental sequence in which students are challenged to acquire new knowledge, understanding and skills.

Assessment

Assessment is an integral part of teaching and learning. Well-designed assessment is central to engaging students and should be closely aligned to the outcomes within a Stage. Effective assessment increases student engagement in their learning and leads to enhanced student outcomes.

Assessment for Learning, Assessment as Learning and Assessment of Learning are three approaches to assessment that play an important role in teaching and learning. The NESA K–10 syllabuses particularly promote Assessment for Learning as an essential component of good teaching.

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Further advice on programming and appropriate assessment practice is contained on the NESA website. This support material provides general advice on assessment as well as strategies to assist teachers in planning education programs.

Assessment for Students with Special Education Needs

Some students with special education needs will require adjustments to assessment practices in order to demonstrate what they know and can do in relation to syllabus outcomes and content. The type of adjustments and support will vary according to the particular needs of the student and the requirements of the activity. These may be:  alternative formats for responses, for example written point form instead of essays, scaffolded structured responses, short objective questions or multimedia presentations  adjustments to assessment activities, for example rephrasing questions, using simplified language, fewer questions or alternative formats for questions  adjustments to the assessment process, for example additional time, rest breaks, quieter conditions, or the use of a reader and/or scribe or specific technology.

It is a requirement under the Disability Standards for Education 2005 for schools to ensure that assessment tasks are accessible to students with a disability. Schools are responsible for any decisions made at school level to offer adjustments to course work, assessment tasks and in-schools tests.

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Further examples of adjustments to assessment for students with special education needs and information on assessment of students undertaking Life Skills outcomes and content can be found in support materials for:  Italian  Special education needs  Life Skills.

Reporting

Reporting is the process of providing feedback to students, parents and other teachers about student progress.

Teachers use assessment evidence to extend the process of Assessment for Learning into their Assessment of Learning. In a standards-referenced framework, teachers make professional judgements about student achievement at key points in the learning cycle. These points may be at the end of a Year or Stage, when schools may wish to report differentially on the levels of knowledge, understanding and skills demonstrated by students.

Descriptions of student achievement in Italian provide schools with a useful tool to report consistent information about student achievement to students and parents, and to the next teacher to help plan the next steps in the learning process.

The A–E grade scale or equivalent provides a common language for reporting by describing observable and measurable features of student achievement at the end of a Stage, within the indicative hours of study. Teachers use the descriptions of the standards to make a professional, on- balance judgement, based on available assessment information, to match each student’s achievement to a description. The Common Grade Scale (A–E) or equivalent is used by teachers to report student levels of achievement from Stages 1 to 5.

For students with special education needs, teachers may need to consider, in consultation with their school and sector, the most appropriate method of reporting student achievement. It may be deemed more appropriate for students with special education needs to be reported against outcomes or goals identified through the collaborative curriculum planning process. There is no requirement for schools to use the Common Grade Scale (A–E) or equivalent to report achievement of students undertaking Life Skills outcomes and content.

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Glossary

 for your information

This section draws on the Australian curriculum: Languages F–10 glossary which is included below. Additional words and/or terms specific to individual languages may also be identified for inclusion.

 consult

Glossary Term Definition

Aboriginal and Aboriginal and Torres Strait Islander peoples are the original inhabitants of Torres Strait Australia, including the Indigenous peoples of the Torres Strait islands of Islander peoples Northern Queensland. accent A manner of pronunciation of a language which marks speakers as belonging to identifiable categories such as geographical or ethnic origin, social class or generation. activity A game or other teaching strategy that is used to rehearse learned language. Playing a game of bingo, singing a song or writing and acting out a role-play are examples of activities where language is modelled and practised. ‘Classroom activities’ is a generic term used in the syllabus to describe any planned occurrences within a language classroom and includes exercises, activities and learning tasks. adjective A word that modifies or describes a noun or pronoun, eg astonishing in an astonishing discovery. adverb A word class that may modify or qualify a verb, an adjective or another adverb, eg beautifully in she sings beautifully; really in he is really interesting; very and slowly in she walks very slowly. adverbial A word or group of words that functions as an adverb, eg ‘at the speed of light’. aesthetic Relates to a sense of beauty or appreciation of artistic expression. audience Intended readers, listeners or viewers. authentic Texts or materials produced for ‘real-life’ purposes and contexts as (texts/materials) opposed to being created specifically for learning tasks or language practice. author A composer or originator of a work, eg a novel, film, website, speech, essay, autobiography. bilingualism An ability to use two languages.

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Glossary Term Definition biography A detailed account of an individual’s life; a text genre that lends itself to different modes of expression and construction. In the context of intercultural language learning, the concept of biography can be considered in relation to identity, to the formation of identity over time, and to the understanding that language is involved in the shaping and expressing of identity. clause A grammatical unit that contains a subject and a predicate (verb) and expresses the complete proposition.

CLIL Content and Language integrated learning. An approach to learning content through an additional language. cohesion That quality in a text determined by its parts being related and contributing to its overall unity. Cohesion is achieved through various devices such as connectives, ellipses and word associations. These associations include synonyms, antonyms (for example study/laze about, ugly/beautiful), repetition (for example work, work, work – that’s all we do!) and collocation (for example friend and pal in, My friend did me a big favour last week. She’s been a real pal.) communication A mutual and reciprocal exchange of meaning. composing A process of producing written, spoken, graphic, visual or multimodal texts.

It also includes applying knowledge and control of language forms, features and structures required to complete the task. compound sentence A sentence with two or more main clauses of equal grammatical status, usually marked by a coordinating conjunction such as or, and, but. In the following examples, the main clauses are indicated by square brackets: [Alice came home this morning] [but she didn't stay long]. [Kim is an actor], [Pat is a teacher], [and Sam is an architect]. conjunction A part of speech that signals relationships between people, things, events, ideas, eg Sophie and her mother might come and visit, or they might stay at home. The conjunction and links the two participants, while or links alternative options. context An environment and circumstances in which a text is created or interpreted. Context can include the general social, historical and cultural conditions in which a text exists or the specific features of its immediate environment, such as participants, roles, relationships and setting. The term is also used to refer to the wording surrounding an unfamiliar word that a reader or listener uses to understand its meaning. convention An accepted language or communicative practice that has developed and become established over time, eg the use of punctuation or directionality.

Country Country is a space mapped out by physical or intangible boundaries that individuals or groups of Aboriginal Peoples occupy and regard as their own. It is a space with varying degrees of spirituality.

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Glossary Term Definition create/compose Develop and/or produce spoken, written or multimodal texts in print, visual, oral or digital forms. cues Sources of information used to facilitate comprehension of language that may be visual, grammatical, gestural or contextual. culture In earlier models of language teaching and learning, culture was represented as a combination of literary and historical resources, and visible, functional aspects of a community group’s way of life such as food, celebrations and folklore. While these elements of culture are parts of cultural experience and organisation, current orientations to language teaching and learning employ a less static model of culture.

Culture is understood as a framework in which things come to be seen as having meaning. It involves the lens through which people  see, think, interpret the world and experience  make assumptions about self and others  understand and represent individual and community identity.

Culture involves understandings about ‘norms’ and expectations, which shape perspectives and attitudes. It can be defined as social practices, patterns of behaviour, and organisational processes and perspectives associated with the values, beliefs and understandings shared by members of a community or cultural group. Language, culture and identity are understood to be closely interrelated and involved in the shaping and expression of each other. The intercultural orientation to language teaching and learning is informed by this understanding. de-centre A capacity to step outside familiar frames of reference, to consider alternative views, experiences and perspectives and to look critically and objectively at one’s own linguistic and cultural behaviour. dialect A variant of a language that is characteristic of a region or social group. digital media Various platforms via which people communicate electronically. digital texts Audio, visual or multimodal texts produced through digital or electronic technology. They may be interactive and include animations or hyperlinks. Examples of digital texts include DVDs, websites and e-literature. directionality A direction in which writing/script occurs, eg from left to right, right to left.

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Glossary Term Definition ellipsis Ellipsis is the omission of words where:  words repeat what has gone before and these terms are simply understood, eg ‘The project will be innovative.’ To be involved (in the project) will be exciting.’  a word like one is substituted for a noun or group, as in ‘There are lots of apples in the bowl. Can I have one?’  a cohesive resource that binds text together and is commonly used in dialogue for speed of response, eg (Do you) ‘Want a drink?’/’Thanks’ (I would like a drink)  three dots (also known as points of ellipsis) are used to indicate such things as surprise or suspense in a narrative text or that there is more to come in an on-screen menu  the points of ellipsis take the place of sections of text when quoting from a source. exercise A teaching strategy that is used to practise learned language. Matching exercises, sentence completions, true/false statements, grammatical manipulations are examples of exercises. form-focused Activities designed to rehearse, practise, control and demonstrate particular learning activities language structures, forms or features, eg drills, rehearsed role- plays/dialogues, games and songs, set sequences of language patterns. formulaic language Words or expressions which are commonly used in fixed patterns and learned as such without grammatical analysis, eg Once upon a time (story- starter); G’day, how are you going? (greeting in Australian English). genre A category used to classify text types and language use; characterised by distinguishing features such as subject matter, form, function and intended audience. Examples of genres typically used in early language learning include greetings, classroom instructions and apologies. More advanced language proficiency includes the ability to use genres such as narrative or persuasive text, creative performance and debates.

The language we use and the description of language as a system. In describing language, attention is paid to both structure (form) and meaning (function) at the level of the word, the sentence and the text. gist The general meaning or most important piece of information in a text.

Identity A person’s conception and expression of individuality or group affiliation, self-concept and self-representation. Identity is closely connected to both culture and language. Thinking and talking about the self is influenced by the cultural frames, which are offered by different languages and cultural systems. Identity is not fixed. Non-background language learners’ experiences with different linguistic and cultural systems introduces them to alternative ways of considering the nature and the possibilities associated with identity.

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Glossary Term Definition

Indigenous cultural Includes objects, sites, cultural knowledge, cultural expression and the arts, and intellectual that have been transmitted or continue to be transmitted through property generations as belonging to a particular Indigenous group or Indigenous people as a whole or their territory.

Indigenous peoples This term is used when referring collectively to the first peoples of a land in international communities. The term Indigenous Australians is used when speaking about both Aboriginal and Torres Strait Islander peoples within Australia. idiomatic A group of (more or less) fixed words having a meaning not deducible from expressions the individual words. Idioms are typically informal expressions used by particular social groups and need to be explained as one unit, eg I am over the moon, on thin ice, a fish out of water, fed up to the back teeth. input Direct contact with and experience of the target language; the stimulus required for language acquisition and learning. Input can take multiple forms and be received through different modes. intercultural An ability to understand and to engage in the relationship between capability language, culture and people from diverse backgrounds and experience. This involves understanding the dynamic and interdependent nature of both language and culture, that communicating and interacting in different languages involves interacting with values, beliefs and experiences as well as with words and grammars. An intercultural capability involves being open to different perspectives, being flexible and curious, responsive and reflective; being able to de-centre, to look objectively at one’s own cultural ways of thinking and behaving, and at how these affect attitudes to others, shade assumptions and shape behaviours.

Characteristics of an intercultural capability include cognitive and communicative flexibility and an orientation and ability to act in ways that are inclusive and ethical in relation to diversity and difference. intercultural An orientation to language teaching and learning that informs current language teaching curriculum design; framed by the understanding that language and culture and learning are dynamic, interconnected systems of meaning-making; that proficiency in an additional language involves cultural and intercultural as well as linguistic capabilities. The focus is on developing communicative proficiency and on moving between language-culture systems. It includes the reflexive and reciprocal dimension of attention to learners’ own language(s) and cultural frame(s). interpret In the context of second or additional language learning, interpret refers to two distinct processes:  the act of translation from one language to another  the process of understanding and explaining; the ability to conceive significance and construct meaning, and to explain to self or others.

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Glossary Term Definition intonation A key component of communication, involving patterns of pitch and melody of spoken language that can be used like punctuation, eg to express surprise or suggest a question, to shade, accentuate or diminish emphasis or meaning, and to regulate turn-taking in conversations. language A human cognitive and communicative capability which makes it possible to communicate, to create and comprehend meaning, to build and sustain relationships, to represent and shape knowledge, and to imagine, analyse, express and evaluate.

Language is described and employed:  as code – comprising systems, rules, a fixed body of knowledge; for example grammar and vocabulary, sound and writing systems  as social practice – used to do things, create relationships, interact with others, represent the world and the self; to organise social systems and practices in dynamic, variable, and changing ways  as cultural and intercultural practice – means by which communities construct and express their experience, values, beliefs and aspirations  as cognitive process – means by which ideas are shaped, knowledge is constructed, and analysis and reflection are structured. language features Features of language that support meaning, eg sentence structure, noun group/phrase, vocabulary, punctuation, figurative language. Choices in language features and text structures together define a type of text and shape its meaning. These choices vary according to the purpose of a text, its subject matter, audience and mode or medium of production. language patterns Identifiable repeated or corresponding elements in a text. These include patterns of repetition or similarity, such as the repetition of imperative verb forms at the beginning of each step in a recipe, or the repetition of a chorus after each verse in a song. Patterns may alternate, as in the call and response pattern of some games, or the to-and-fro of a dialogue. Patterns may also contrast, as in opposing viewpoints in a discussion or contrasting patterns of imagery in a poem. language systems Elements that organise how a language works, including the systems of signs and rules (phonological, syntactic, semantic and pragmatic) that underpin language use. These systems have to be internalised for effective communication and comprehension.

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Glossary Term Definition learning task Learning tasks are relevant and significant learning experiences that involve purposeful language use. Unlike form-focused language activities and exercises, the learning task involves the achievement of a devised or actual goal or purpose. Learning tasks provide opportunities to draw on existing language resources and to experiment with new forms.

The learning task may be authentic, eg to conduct a Italian-speaking person around a school or to participate in an experiment; or simulated, eg to compose an email to a Italian-speaking friend or read a friend’s blog.

Learning tasks provide the organising structure and context for meaning- focused language learning. macro skills Four major language skills of listening, speaking, reading and writing. manipulate To change or alter the vocabulary or syntax of a sentence. media texts Spoken, print, graphic, or electronic communications created for a public audience. They often involve numerous people in their construction and are usually shaped by the technology used in their production. Media texts studied in different languages can be found in newspapers, magazines and on television, film, radio, computer software and the internet. metalanguage A vocabulary used to discuss language conventions and use (for example language used to talk about grammatical terms such as sentence, clause, conjunction; or about the social and cultural nature of language, such as face, reciprocating, register). mnemonic Memorising information by use of an aid such as a pattern, rhyme, acronym, visual image. mode Various processes of communication: listening, speaking, reading/viewing, signing and writing/creating. Modes are also used to refer to the semiotic (meaning-making) resources associated with these communicative processes, such as sound, print, image and gesture. monolingual Using only one language. multimodal text A text which involves two or more communication modes; for example the combining of print, image and spoken text in film or computer presentations. narrative A story of events or experiences, real or imagined. noun A part of speech that includes all words denoting physical objects such as man, woman, boy, girl, car, window. These are concrete nouns. Abstract nouns express intangibles, such as democracy, courage, success, idea. onomatopoeia The formation of a word by imitating the sound associated with the object designated. orthography Writing words with correct letters or characters according to common usage.

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Glossary Term Definition performance A use of the language in real situations, putting language knowledge into practice; it involves accuracy, fluency and complexity. phonological Understanding that every spoken word is composed of small units of awareness sound, identifying relationships between letters and sounds when listening, reading and spelling. It includes understandings about words, rhyme and syllables.

Place Place is a space mapped out by physical or intangible boundaries that individuals or groups of Torres Strait Islander Peoples occupy and regard as their own. It is a space with varying degrees of spirituality. plurilingual An ability to use several languages. pragmatics A study of how context affects communication, eg in relation to the status of participants, the situation in which the communication is happening, or the intention of the speaker. prefix A meaningful element (morpheme) added before the main part of a word to change its meaning, eg ‘un’ in unhappy. preposition A part of speech that precede a noun, noun phrase or pronoun, thereby describing relationships in a sentence in respect to:  space/direction (below, in, on, to, under ‒ for example she sat on the table)  time (after, before, since ‒ for example I will go to the beach after lunch)  those that do not relate to space or time (of, besides, except, despite ‒ for example he ate all the beans except the purple ones).

Prepositions usually combine with a noun group or phrase to form a prepositional phrase, eg in the office, besides these two articles. productive language One of two aspects of communication through language (see receptive language) involving the ability to express, articulate and produce utterances or texts in the target language. pronoun A part of speech that refers to nouns, or substituting for them, within and across sentences, eg Ahmad chose a chocolate cake. He ate it that evening (where he and it are personal pronouns; and that is a demonstrative pronoun). pronunciation A manner in which a syllable is uttered.

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Glossary Term Definition question A commonly employed prompt to find out information. A key element of scaffolding to support learners’ use of language and to encourage further contributions. Different types of questions provide different prompts:  closed questions are questions for which there are predictable answers, eg What time is it? These are typically used as prompts for short answers, as a framework for testing comprehension or reviewing facts, and for routinised interactions. They are frequently used to scaffold early language development.  open questions are questions with unknown and unpredictable answers that invite and support more elaborated and extended contributions from learners, eg How do you feel about that? What do you think might happen next? They are used as stimulus for discussion, reflection and investigation.

Questions are an important element of intercultural language teaching and learning. The quality of questions determines the quality and substance of the learning experience. Effective questions relating to the nature of language, culture and identity and the processes involved in language learning and intercultural experience guide the processes of investigating, interpreting and reflecting which support new understanding and knowledge development. receptive language One of the two components of communication through language (see productive language): the ‘receiving’ aspect of language input, the gathering of information and making of meaning via listening, reading, viewing processes. register A variety of language used for a particular purpose or in a particular situation, the variation being defined by use as well as user, eg informal register or academic register. scaffolding Support provided to assist the learning process or to complete a learning task. Scaffolded language support involves using the target language at a level slightly beyond learners’ current level of performance, and involves incremental increasing and decreasing of assistance. Task support provides assistance to perform just beyond what learners can currently do unassisted, to progress to being able to do it independently. Scaffolding includes modelling and structuring input in ways that provide additional cues or interactive questioning to activate existing knowledge, probe existing conceptions or cue noticing and reflecting. speak Convey meaning and communicate with purpose. Some students participate in speaking activities using communication systems and assistive technologies to communicate wants and needs, and to comment about the world. stereotype A widely held but fixed and oversimplified image or idea of a particular type of person or thing. stress An emphasis in pronunciation that is placed on a particular syllable of a word, eg she will conduct the orchestra; her conduct is exemplary.

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Glossary Term Definition suffix A meaningful element added after the root of a word to change its meaning, eg to show its tense: -ed in passed. Common suffixes in English include - ing, -ed, -ness, -less, -able. sustained An exchange of information, ideas and/or opinions consisting of a series of interaction questions, responses or comments. talk Convey meaning and communicate with purpose. Some students participate in speaking activities using communication systems and assistive technologies to communicate wants and needs, and to comment about the world. texts Communications of meaning produced in any media that incorporates Italian. Text forms and conventions have developed to support communication with a variety of audiences for a range of purposes. Texts include written, spoken, visual, digital and multimodal communications of meaning. See multimodal texts. text structure Ways in which information is organised in different types of texts (for example chapter headings, subheadings, tables of contents, indexes and glossaries, overviews, introductory and concluding paragraphs, sequencing, topic sentences, taxonomies, cause and effect). Choices in text structures and language features together define a text type and shape its meaning. Different languages/cultures structure texts differently in many instances. text types (genres) Categories of text, classified according to the particular purposes they are designed to achieve, which influence the features the texts employ, eg texts may be imaginative, informative or persuasive; or can belong to more than one category. Text types vary significantly in terms of structure and language features across different languages and cultural contexts, eg a business letter in French will be more elaborated than a similar text in English; a request or an offer of hospitality will be differently expressed in Italian or German. textual features/ Structural components and elements that combine to construct meaning conventions and achieve purpose, and are recognisable as characterising particular text types (see language features). translation A process of translating words/text from one language into another, recognising that the process involves movement of meanings and attention to cultural context as well as the transposition of individual words. verb A part of speech which expresses existence, action, state or occurrence, eg they watch football; she is exhausted; the day finally came.

auxiliary verb – a verb that combines with another verb in a verb phrase to form tense, mood, voice or condition. For example they will go, I did eat lunch, she might fail the exam.

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Glossary Term Definition word borrowing A practice of incorporating words from one language into another. For example the use of Italian words such as karate, karaoke in English and the use of English ICT terms in many languages. The increasing frequency of word-borrowing between languages reflects intercultural contact, contemporary cultural shifts and practices in a globalised world, issues of ease of communication and efficiency and technological specialisation.

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