Italian: Second Language - Scope and sequence 7-10 (Year 7 entry)
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Italian: Second Language – Scope and sequence 7–10 (Year 7 entry)
Year 7 Year 8 Year 9 Year 10
Communicating
Socialising Interact with peers and known adults Maintain interactions with peers and Initiate and maintain interactions with Initiate and participate in sustained
orally and in writing to exchange known adults orally and in writing to others orally and in writing to discuss interactions with others orally and in
information about self, family and exchange information and discuss and compare events of significance in writing to exchange ideas, opinions,
friends and interests, for example, Ciao!; aspects of home, school and social life, the lives of young people, including experiences and thoughts about making
Buongiorno! Mi chiamo Alfredo, e tu?; compare routines, interests and leisure holidays, special events and travel, for choices for today and in the future,
Ho quattordici anni. Quanti anni hai?; Ho activities, for example, Vado a scuola a example, Quest’anno per il mio including health and physical activity,
gli occhi verdi e i capelli rossi.; Sono di piedi.; Dopo scuola mia sorella gioca a compleanno ...; Vuoi venire alla mia festa having a part-time job, learning a
statura media.; Ti presento il mio amico tennis.; Non mi piace/Mi piace molto la di compleanno? Si, certo!/Mi dispiace, language and my future, for example,
Marco. Lui è intelligente e buffo!; musica/la matematica/l’italiano.; Mi non posso/sono impegnato/a.; Come Cosa studierai l'anno prossimo e perché?;
Ecco — la famiglia Barone!; Ho due piace giocare a calcio ma non mi piace festeggiate il Capodanno? Di solito ci È difficile per te imparare l’italiano? A
sorelle e un fratello.; Mi piace giocare a per niente suonare il pianoforte.; Amo riuniamo con i nostri parenti e amici per tuo parere ...?; Cosa fai per tenerti in
pallacanestro/basket e giocare ai guardare YouTube.; Ti piace leggere?; Il la cena.; Usiamo Instagram per forma?; È importante mangiare tanta
videogiochi. weekend vado alla partita con gli condividere delle foto.; Siete andati/e in verdura.; Quali sono i tuoi progetti per il
amici/le amiche a vedere ...; Mi alzo alle vacanza quest’estate? Sono andato/a a futuro? Dopo la scuola, vorrei diventare
sette. Broome per dieci giorni.; Cosa fai ingegnere. E tu, cosa farai?; L’aspetto più
durante le vacanze di Pasqua?; Cosa interessante da capire è …; Internet ti
fanno gli italiani a Ferragosto? Dove sei aiuta con i tuoi studi d’italiano? Al
andato/a per le vacanze? Sono stato/a contrario!
dai nonni.
Engage in individual and collaborative Engage in individual and collaborative Engage in individual and collaborative Engage in individual and collaborative
tasks, such as making arrangements with tasks, such as making arrangements to tasks, such as exchanging information, tasks, such as planning or debating with
a friend, planning for a class celebration cater for events, celebrations or outings, making arrangements or obtaining goods peers to initiate a school campaign to
or performance, or working together to for example, an excursion to an Italian or services, for example, when travelling promote awareness of a wellbeing issue
create displays, presentations or restaurant or organising a class event or in an Italian-speaking country, for teenagers, or organising a real or
performances to showcase their arranging an outing, purchasing simulated forum to raise awareness of
language learning for family, friends or souvenirs or using transport the use of social media at school, or
school community presenting a speech on their language
learning experiences
2020/18731 [PDF: 2020/26417]
Italian: Second Language | Scope and Sequence | 7–10 (Year 7 entry) 1Year 7 Year 8 Year 9 Year 10
Participate in classroom routines and Participate in classroom routines and Develop classroom language to Use classroom language to question,
interactions by responding to teacher interactions by asking and answering contribute to structured discussions and elicit and offer opinions, compare ideas
talk, following instructions, asking and questions, requesting information, reflect on learning experiences by and participate in reflective activities
answering questions, requesting expressing feelings, opinions and making suggestions, asking questions for and evaluations, for example, A mio
assistance or permission, asking others personal preferences and responding to clarification and expressing agreement parere ...; Secondo me ...; Non sono
how they are and offering wishes, for others’ contributions, for example, Ecco or disagreement, for example, (No) Non d'accordo.; Dopotutto ...; Va detto ...
example, Ascoltate!; Come si dice …?; mio fratello – è simpatico!; Mi scusi sono d'accordo.; È una buona idea.; Può
Signore, per favore …; Non capisco.; signora, ma ...; Preferisco …; Mi piace.; ripetere?; Avete finito?; Posso ...
Clicca sull’immagine della scatola!; Certo.; È meraviglioso!
Rispondete alle domande!; Ciao Natalia,
come stai? Non c’è male, e tu?;
Buongiorno professore/professoressa/
signore/signora. Come sta?; Buona
giornata e arrivederci/La.; A domani,
signor Pera.; A presto!; In bocca al lupo!;
Buon compleanno, Silvana!
Informing Identify topic, gist and specific points of Identify key information and supporting Identify information and ideas from a Identify information and ideas from a
information from a range of spoken and details from a range of spoken and range of texts related to aspects of their range of texts related to aspects of their
written texts related to aspects of their written texts related to aspects of their personal and social worlds, state personal and social worlds, and establish
personal and social worlds, and use the personal and social worlds, and use the opinions, compare views and present how culture and context influence the
information in new ways information in new ways information in different formats to presentation of ideas
inform or interest others
Convey information and ideas from a Convey information and ideas from a Convey information, ideas and opinions Convey information, ideas and
range of texts related to aspects of their range of texts related to aspects of their on texts related to aspects of their experiences, and compare diverse
personal and social worlds, using personal and social worlds, using personal and social worlds, using perspectives on texts related to aspects
different modes of presentation different modes of presentation that different modes of presentation that of their personal and social worlds, using
take account of context and audience take account of context, purpose and different modes of presentation that
audience take account of context, purpose and
audience
Creating Respond to imaginative texts by Respond to imaginative texts by Respond to traditional and/or Respond to traditional and/or
describing aspects, such as characters, describing and discussing aspects, such contemporary imaginative texts by contemporary imaginative texts by
events and/or key ideas as characters, events and/or ideas summarising, expressing opinions, or discussing ideas and considering how
modifying aspects, such as characters, these relate to contemporary society
events and/or ideas and own culture
Italian: Second Language | Scope and Sequence | 7–10 (Year 7 entry) 2Year 7 Year 8 Year 9 Year 10
Create simple own or shared imaginative Create own or shared imaginative texts Create own imaginative texts in different Create own imaginative texts in different
texts by reinterpreting or adapting by experimenting with different modes modes and formats, using imaginary modes and formats, using imaginary
familiar texts and/or using modelled and formats, and creating moods and characters, to inform or entertain, or to characters, places and/or experiences, to
structures and language effects suitable for different audiences convey experiences or express ideas entertain, or express ideas, attitudes
and/or perspectives
Translating Translate and interpret phrases and Translate and interpret short texts from Translate and interpret texts from Italian Translate and interpret texts from Italian
short texts from Italian to English and Italian to English and vice versa, to English and vice versa, identifying how to English and vice versa, identifying how
vice versa, noticing which words or comparing different versions of a text cultural concepts are embedded in cultural concepts are embedded in
phrases translate easily and which do and suggesting reasons for differences language and explaining differences in language and explaining differences in
not and mistranslations meaning meaning
Reflecting Reflect on own and others’ responses to Engage with Italian speakers and texts, Engage with Italian speakers and texts, Engage with Italian speakers and texts,
interactions and intercultural reflecting on how interaction involves reflecting on how interaction involves recognising how own cultural
experiences, and use these reflections to culture as well as language culture as well as language and being assumptions, practices and beliefs
improve intercultural communication aware of audience and context influence language and content, and
choosing whether and how to make
adjustments
Reflect on experiences of learning and Reflect on own identity, including Reflect on the experience of learning and Reflect on the experience of learning and
using another language, and share identity as a learner and user of Italian, using Italian and how it might add a using Italian and how it might add a
aspects of own identity, such as age, through experiences or in attitudes to further dimension to own identity further dimension to own identity
interests and family background, culture and intercultural communication
reflecting on how these impact on
intercultural communication
Understanding
Systems of Develop awareness of features of the Continue to build awareness of the Understand and use the features of the Understand and use the features of the
language Italian sound system, through features of the Italian sound system, Italian sound system, through Italian sound system, through
distinguishing and reproducing in through identifying and producing recognising some common interjections, recognising and using some common
familiar contexts, consonant consonant and vowel combinations, for for example, Allora…; Oh!, E?, Cioè, interjections, for example, Oh!, E?, Cioè,
combinations, such as the gl (in example, diciotto, scuola, sci, piazza, beh?, boh!, Uffa!, the differences in Ahimè, Ohimè, Uffa!, and recognising
famiglia), gn (in signora), ch (in chi), insegnante, and experimenting with pronunciation of words with similar and applying the differences in
vowel combinations, such as in buono, differences in tone and rhythm between spelling, for example, sùbito, subito, and pronunciation of words with similar
chiave, ciliegia, dicembre, double statements, questions, exclamations, common cognate words in speech, for spelling, for example, sùbito, subito
consonants, for example, sono and requests and commands, for example,
sonno, and differences in tone and Vai a casa?, Vai a casa!
rhythm between statements, questions,
Italian: Second Language | Scope and Sequence | 7–10 (Year 7 entry) 3Year 7 Year 8 Year 9 Year 10
exclamations, requests and commands, Apply features of intonation and example, organizzazione, programmare,
for example, Si chiama Roberto?, Si pronunciation, such as grave and acute arrivare
chiama Roberto. accents when speaking, and apply rules
of spelling when writing own texts in
Learn to pronounce the letters of the familiar contexts
Italian alphabet and make connections
between spoken and written forms of
common context-related words and
expressions, and experiment with the
effect of grave and acute accents on
pronunciation, for example, papà and
perché
Generate language for a range of Generate language for a range of Generate language for a range of Generate language for a range of
purposes in simple spoken and written purposes in simple spoken and written purposes in spoken and written texts, by purposes in spoken and written texts, by
texts, by recognising and using texts, by using context-related extending understanding and use of continuing to extend understanding and
context-related vocabulary and elements vocabulary and applying elements of the context-related vocabulary and elements use of context-related vocabulary and
of the Italian grammatical system, Italian grammatical system, including: of the Italian grammatical system, elements of the Italian grammatical
including: applying rules related to nouns, such including: system, including:
recognising, and applying when as gender and number, regular and using common irregular noun plurals, applying rules of inclusion/omission
writing own texts, some rules of common irregular singular and plural for example, la città/le città; il dito/le of definite articles, for example, mio
spelling and punctuation of the regular forms, gender and some dita, and common collective nouns, padre and il mio papà; Buongiorno
Italian language, such as rules of exceptions for example, la gente signora …; È la signora …
capitalisation developing awareness of various beginning to use common regular beginning to use possessive and
noticing gender and using familiar categories of nouns with common superlative adjectives, for example, È demonstrative pronouns, for
singular and plural nouns in the endings, such as –ista, –zione, –tore bellissimo. example, Questa è la mia bicicletta,
regular forms and –trice, for example, il/la dentista, using adverbs of time and manner, quella è la tua.
recognising that some singular nouns la stazione, il vincitore/la vincitrice, for example, ieri, di solito recognising direct object pronouns
do not follow the regular and comparing them to their English using articulated or simple and indirect object pronouns
masculine/feminine pattern, for equivalents prepositions to indicate destinations using adverbs to modify meaning of
example, il papà, la mano learning to use and building and directions, for example, in Italia, verbs and adjectives, such as molto,
using definite and indefinite articles understanding of the rules of use and a Roma, al parco troppo, abbastanza, for example,
with familiar nouns omission of definite and indefinite using interrogatives, for example, Devo studiare molto.
learning to use adjectives to describe articles Come si chiama il tuo migliore beginning to use the future tense
people or objects, including learning to use adjectives to describe amico?; Quando hai cominciato a using the conditional mood in
agreement and position things (including agreement and suonare il flauto? modelled sentences and formulaic
learning to use possessive adjectives exceptions), and possessive beginning to use modal verbs, potere, expressions, for example, Mi
in the first, second and third person adjectives, for example, Il mio libro. volere and dovere, to indicate piacerebbe molto studiare in Italia.
forms when talking about family and using the demonstrative questo, for ability/willingness/necessity, for
example, Questa è la mia scuola.
Italian: Second Language | Scope and Sequence | 7–10 (Year 7 entry) 4Year 7 Year 8 Year 9 Year 10
possessions, for example, la mia using interrogatives in familiar example, Non posso andare al recognising the impersonal si, for
famiglia, il tuo libro, i suoi fratelli contexts, for example, Chi?, Che?, cinema perché devo studiare. example, Quali lingue si parlano in
observing that definite articles may Cosa?, Quale? and Come?, for using verbs in the present tense to Australia?
be omitted in some contexts, such as example, Quali materie studi?; Cosa indicate action in the present using prepositions to introduce
when using possessive adjectives fai lunedì dopo scuola? (including irregular verbs and additional information when
with family members in the singular using subject pronouns with the reflexives), for example, Ci describing actions, people and
form, for example, Mia sorella si present tense divertiamo molto insieme. objects, including articulated
chiama Anna. using cardinal and ordinal numbers in beginning to use verbs in the present prepositions, for example, Vado in
expressing likes and dislikes using mi familiar contexts and modelled perfect tense, for example, Siamo palestra per allenarmi.; Andrò negli
piace and non mi piace + noun/ language, such as with age, date, andati al festival sabato. Stati Uniti prima di cominciare
infinitive verb, for example, Mi piace time and describing the school day, learning to use the imperfect tense of all’università.
Sandro. E un caro amico.; Non mi for example, La prima ora comincia verbs in formulaic expressions, such using modal verbs, potere, volere and
piace fare i compiti. alle 8 e venti, ho matematica. as Il festival era divertente. dovere, to indicate
using interrogatives in modelled using prepositions of time and place ability/willingness/necessity, for
structures, for example, Di che colore to describe when and where, for Continue to build metalanguage to talk example, Perché vuoi continuare a
hai i capelli?; Come ti chiami? example, Ogni giorno prima di about vocabulary and grammar concepts studiare l’italiano?; Vorrei andare
recognising subject pronouns and andare a scuola vado in piscine. negli Stati Uniti prima di cominciare
using the singular io, tu, lui, lei and using articulated prepositions with a, all’università.
the plural noi da, in, di and su in modelled using the relative pronoun che to
recognising and using singular structures, for example, Dopo scuola form complex sentences, for
conjugations and the noi form of vado dalla mia amica. example, La città che ho visitato era
verbs describing state (essere), beginning to use commonly used bellissima.
possession (avere) and regular verbs adverbs, such as molto, mai, sempre, beginning to use disjunctive
describing actions in the present ancora and bene to qualify verbs and pronouns in formulaic expressions,
tense, for example, parlare, cantare, adjectives, for example, Noi usciamo for example, Secondo me ... ; A te
giocare, abitare sempre il sabato pomeriggio. piace ...?
distinguishing between the infinitive recognising and using subject
and a conjugated verb pronouns Continue to build metalanguage to talk
using irregular conjugations of the using verbs describing state (essere), about vocabulary and grammar concepts
present tense of common irregular possession (avere) and regular verbs
verbs in modelled sentences, for describing actions in the present
example, Nella mia famiglia ci sono tense, for example, parlare, abitare,
cinque persone. scrivere, dormire and common
developing number knowledge and irregular verbs, such as andare and
using cardinal numbers to state age fare
and give the date beginning to use reflexive pronouns
recognising and using articulated and verbs in modelled sentences, for
prepositions with a, in modelled example, La mattina mi alzo alle
structures sette.
Italian: Second Language | Scope and Sequence | 7–10 (Year 7 entry) 5Year 7 Year 8 Year 9 Year 10
using modelled sentence structure to applying rules of sentence structure
construct simple sentences in Italian to construct simple sentences in
(subject–verb–object), make Italian (subject–verb–object); make
statements, ask questions and statements, ask questions and
give/receive instructions give/receive instructions
(verb + object), for example, Chiudi il (verb + object), for example, Chiudi il
libro! libro!
beginning to use simple conjunctions, using simple conjunctions, such as e,
such as e, ma and perché, to connect ma, con and perché, to connect
ideas, for example, Ho due sorelle ma ideas, for example, Mi piace la
non ho fratelli. matematica perché è interessante.; Il
using the negation non to form sabato gioco a calcio con gli amici.
negative statements and questions,
for example, Non ti piace il gelato?; Continue to build metalanguage to talk
Non ho sorelle. about vocabulary and grammar concepts
Build metalanguage to talk about
vocabulary and grammar concepts
Identify and use text structures and Identify, analyse and use text structures Apply understanding of the Apply understanding of the
language features of common spoken, and language features of common interrelationship between text structures interrelationship between text
written and multimodal texts, and spoken, written and multimodal texts, and language features to different types structures and language features to
compare with structures and features of and explain how different types of texts of texts, including simple narrative, different types of texts, including simple
similar texts in English are structured and use particular informative and persuasive texts narrative, informative and persuasive
language features to suit different texts
contexts, purposes and audiences
Language Examine linguistic features in texts to Examine linguistic features in texts to Analyse how Italian is used in varying Analyse how Italian is used in varying
variation develop an understanding that understand that Italian, like all ways to achieve different purposes ways to achieve different purposes, and
and change languages vary according to elements, languages, varies according to changes over time and place
such as register participants, roles and relationships,
situations and cultures
Understand that Italian, like all
languages, varies according to
participants, roles and relationships,
situations and cultures
Recognise the place of Italian locally and Understand the dynamic nature of Understand that language has power Understand that language has power
internationally, including the Italian, and how it influences and is and changes over time as a result of and changes over time as a result of
Italian: Second Language | Scope and Sequence | 7–10 (Year 7 entry) 6Year 7 Year 8 Year 9 Year 10
relationship between Standard Italian influenced by other languages and influences, such as contact with other contact with other languages and with
and regional dialects, and Italian in the cultures languages, globalisation and new influences, such as globalisation and new
ecology of languages in Australia technologies and knowledge technologies and knowledge
Role of Explore the relationship between Explore the relationship between Explore the ways in which language and Explore the nature of the relationship
language language and culture language and significant cultural values culture are used to establish between language, culture and
and culture or practices in Italian, English and other relationships, indicate social values and communication and how it impacts on
languages enhance intercultural exchange attitudes and beliefs
Italian: Second Language | Scope and Sequence | 7–10 (Year 7 entry) 7You can also read
