Italian - Beginning A/T

Board Endorsed December 2015

Beginning Italian

A/T

Written under the: Languages Course Framework 2013

Accredited from:

January 2015 – December 2019

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Student CapabilitiesThe Student Capabilities (Year 11-12), as shown below, can be mapped to the essential Learning achievements in the Curriculum Renewal (P-10) showing a strong relationship. Student capabilities are supported through course and unit content and through pedagogical and assessment practices.

Student capabilities include:

literacy

numeracy

information and communication technology (ICT) capability

critical and creative thinking

personal and social capability

ethical behaviour

intercultural understanding

collaborative team members.

Courses of study for the ACT Senior Secondary Certificate should be both relevant to the lives of students and incorporate the contemporary issues they face. Hence, courses address the following three priorities: These priorities are:

Aboriginal and Torres Strait Islander histories and cultures

Asia and Australia’s engagement with Asia

Sustainability.

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B S S SAUSTRALIAN CAPITAL TERRITORY

Course Adoption Form for Accredited Courses

College:

Course Title: Beginning Italian Classification: A

Framework: Languages Course Area: 5030 Course Code:

Dates of Course Accreditation: From 2015 to 2019

Identify units to be adopted by ticking the check boxes

Adopt Unit Title Value (1.0/0.5) Length

The Individual’s Experience 1.0 S Personal Identity 0.5 Q Education and Adolescence 0.5 Q Society and Community 1.0 S Travel and Services 0.5 Q Work and Leisure 0.5 Q The World Around Us 1.0 S Our Changing Planet 0.5 Q Social Issues 0.5 Q Lifestyle and Traditions 1.0 S Food and Festivals 0.5 Q Arts and Entertainment 0.5 Q

Adoption The course and units named above are consistent with the philosophy and goals of the college and the adopting college has the human and physical resources to implement the course.

Principal: / /20 College Board Chair: / /20

BSSS Office UseEntered into database: / /20

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B S S SAUSTRALIAN CAPITAL TERRITORY

Course Adoption Form for Accredited T Courses

College:

Course Title: Beginning Italian Classification: T

Framework: Languages Course Area: 5030 Course Code:

Dates of Course Accreditation: From 2015 to 2019

Identify units to be adopted by ticking the check boxes

Adopt Unit Title Value (1.0/0.5) Length

The Individual’s Experience 1.0 S Personal Identity 0.5 Q Education and Adolescence 0.5 Q Society and Community 1.0 S Travel and Services 0.5 Q Work and Leisure 0.5 Q The World Around Us 1.0 S Our Changing Planet 0.5 Q Social Issues 0.5 Q Lifestyle and Traditions 1.0 S Food and Festivals 0.5 Q Arts and Entertainment 0.5 Q

Adoption The course and units named above are consistent with the philosophy and goals of the college and the adopting college has the human and physical resources to implement the course.

Principal: / /20 College Board Chair: / /20

BSSS Office UseEntered into database: / /20

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Table of ContentsCourse Name .........................................................................................6

Course Classification .........................................................................................6Course Framework .........................................................................................6

Course Developers .........................................................................................6Evaluation of Previous Course .........................................................................................6

Course Length and Composition .........................................................................................7Implementation Guidelines .........................................................................................7

Duplication of Content .........................................................................................8Subject Rationale .........................................................................................9

Goals .......................................................................................10Content .......................................................................................11

Teaching and Learning Strategies .......................................................................................12Assessment .......................................................................................13

Representation of General Capabilities .......................................................................................17Representation of Cross-curriculum .......................................................................................18

Unit Grades .......................................................................................20Moderation .......................................................................................25

Resources .......................................................................................26Proposed Evaluation Procedures .......................................................................................28

The Individual’s Experience Value: 1.0.......................................................................30Personal Identity Value: 0.5.......................................................................33

Education and Adolescence Value: 0.5.......................................................................35Society and Community Value: 1.0.......................................................................37

Travel and Services Value: 0.5.......................................................................39Work and Leisure Value: 0.5.......................................................................41

The World Around Us Value: 1.0.......................................................................43Our Changing Planet Value: 0.5.......................................................................46

Social Issues Value: 0.5.......................................................................48Lifestyles and Traditions Value: 1.0.......................................................................50

Food and Festivals Value: 0.5.......................................................................53Arts and Entertainment Value: 0.5.......................................................................55

Appendix A – Linguistic Content .......................................................................................57Appendix B – Teaching and Learning Strategies...................................................................................59

Appendix C - Table Integrated Themes .......................................................................................63

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Course NameBeginning Italian

Course ClassificationA/T

Course FrameworkThis course is presented under the 2013 Languages Course Framework Edition.

Course DevelopersName Qualifications College

Sonja Vaughan BA (ANU), Grad DipEd (UC) Gungahlin College

Sonia Conte Grad DipEd (UC), MA Modern and Medieval Languages (Cambridge University)

Merici College

Assunta Corrado-Nitz

BA Foreign Languages and Literature Hons 1 (Istituto Universitario Orientale, Napoli, Italy), Grad DipEd (UC)

Narrabundah College

Bianca Porcheddu Masters in Historical Performance Practice (Royal Conservatory, The Hague, Netherlands), Grad DipEd (UNE), BMus First Class Hons (ANU).

St Francis Xavier College

Tina Rodriguez Masters of Arts in TESOL & Foreign Language Teaching (UC), Grad DipEd (UC), BA (ANU).

St Francis Xavier College

Gustavo Rivera BEd (Natural Science)Teacher Training Institute 1 (Argentina)Secondary Conversion (UC)Graduate Certificate in Scaffolding English for Speakers of other languages (UC)

UCSSC Lake Ginninderra

This group gratefully acknowledges the work of previous developers

Evaluation of Previous CourseSignificant changes were required with the new Framework. The process involved consultation with language-teaching professionals in the ACT, and the initiatives provided in the ACARA Revised National Curriculum for Languages F-10 (November 2013). The Course developers also considered Italian curriculum material from the NSW Board of Senior Secondary Studies and the Queensland Studies Authority Languages Curriculum document. The implications of these changes have been targeted to deliver a more comprehensive and flexible course that caters for diverse student needs and learning styles, with an emphasis on supporting literacy and numeracy skills. The Achievement Standards have been significantly redeveloped so that they reflect and align closely with the content material and teaching and learning strategies. The amendments aim to encourage the development

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of higher quality assessment tasks so that they can provide depth of learning and clearer discrimination in levels of student achievement.

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Course Length and CompositionThe following combinations of 0.5 units that have been approved by the panel as having coherence of purpose and clarity. No other combinations of 0.5 units have been accredited.

Unit Titles Unit Value

The Individual’s Experience 1.0

Personal Identity 0.5

Education and Adolescence 0.5

Society and Community 1.0

Travel and Services 0.5

Work and Leisure 0.5

The World Around Us 1.0

Our Changing Planet 0.5

Social Issues 0.5

Lifestyle and Traditions 1.0

Food and Festivals 0.5

Arts and Entertainment 0.5

Available course patternsA standard 1.0 value unit is delivered over at least 55 hours and can be as long as 63 hours. To receive a course, students must complete at least the minimum number of hours and units over the whole minor, major, major/minor or double major – both requirements must be met. The number of units may vary according to the school timetable.

Course Number of standard units to meet course requirements

Minor Minimum of 2 units

Major Minimum of 3.5 units

Major Minor Minimum of 5.5 units

Double Major Minimum of 7 units

Implementation GuidelinesCompulsory units

There are no compulsory BSSS accredited units in this course.

Prerequisites for the course or units within the course

Refer to the languages eligibility enrolment form at: http://www.bsss.act.edu.au/curriculum/courses

Arrangements for students continuing study in this course

Students continuing in this course from the previous course must study units not previously undertaken. Please refer to Duplication of Content rules below.

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http://www.bsss.act.edu.au/curriculum/courses


Duplication of ContentDuplication of Content Rules

Students cannot be given credit towards the requirements for a Senior Secondary Certificate for a unit that significantly duplicates content in a unit studied in another course. The responsibility for preventing undesirable overlap of content studied by a student rests with the principal and the teacher delivering the course. Substantial overlap of content is not permitted and students will only be given credit for covering the content once.

Duplication of Units

There are no duplications that exist across units within the course and with other course from any discipline areas.

The content of the previous unit will not be repeated; however, it is understood that in keeping with language acquisition theories, content will be revisited at different levels of depth and breath.

Units from other courses

Refer to the Intermediate language course.

Relationship to other courses

This course contains content that overlaps with content in other BSSS accredited courses. Refer to the Table, Integrated Themes (Appendix C).

Suggested Implementation PatternsImplementation may vary according to individual college choice of units.

Implementation Pattern Units

Semester 1, Year 11 The Individual’s Experience

Semester 2 , Year 11 Society and Community

Semester 1, Year 12 The World Around Us

Semester 2, Year 12 Lifestyles and Traditions

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Table Integrated Themes

Theme Beginning

The Individual’s Experience

Personal Identity Greetings

Self and Others

Education and Adolescence School life and daily routine

Society and Community

Travel and Services Service providers

Travelling

Work and Leisure Employment

Leisure

The World Around Us

Our Changing Planet Environment, weather and geography

Social Issues Migration

Media

Lifestyle and Traditions

Food and Festivals Italian festivals and cuisine

Entertainment Italian film, music or visual art

Refer to the Unit Goals and Suggested Topics in each Unit for more specific content.

Subject Rationale1

Learning Italian widens horizons, broadens cognitive and cultural experience, and develops communicative and intercultural competence. It also opens up new perspectives for learners, not only in relation to other cultures and languages, but also in terms of their own language and cultural practices.

Learning Italian strengthens intellectual and analytical capability and enhances creative and critical thinking. Students develop an understanding of the nature of language (including linguistic and stylistic features), of culture, and of the process of communication. They develop understanding of how values and culture shape world view. Learning Italian extends the learner’s understanding of themselves, their heritage, values, culture, and identity. Students develop intercultural capability; they develop understanding of, and respect for, diversity and difference, and openness to different

1 The Course Writers acknowledge the BSSS Languages Course Framework (2013) and the ACARA Languages F-10 Revised National Curriculum (November, 2013) for the development of this Rational.

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perspectives and experiences. Learning Italian contributes to strengthening the community’s social, economic, and international development capabilities.

Students learn to reorganise their thinking to accommodate the structure of another language, they develop cognitive flexibility and problem-solving ability, which can be applied when problems and solutions are not evident, as well as when critical thinking and creative approaches are required.

Learning Italian requires and improves intellectual disciplines and systematic study habits. These habits are characterised by effective planning and organisation, incorporating processes of self-management and self-monitoring.

Goals2

This course should enable students to:

enhance their capacity to communicate and interact effectively within and across languages and cultures, showing control over linguistic elements and an awareness of audience and purpose

understand the interrelationship of language and culture, and the importance of intercultural competence

acquire language learning strategies that can be applied in further studies

expand their post school options and meet the growing needs of business and industry for language skills and intercultural understanding

understand the variability of language use – how language changes with the context of situation and the context of culture (participants and their relationship, circumstances of communication)

employ technology to enhance communication.

Literacy

Learning Italian develops overall literacy. It strengths literacy- capabilities that are transferable across languages (for example, the language being learnt and the learner’s first language), across domains of use (for example, the academic domain and the domains of home language use), and across learning areas.

Learning Italian makes accessible to students’ additional literacy experiences. It strengthens language awareness and helps to develop a metalanguage, a language for thinking and talking about how language works.

Numeracy

Students use and understand pattern, order and relationships, and develop understanding of concepts such as time, number and space in different cultures, as expressed through language. Students become familiar with numbers, dates and terms for mathematical operations in Italian.

Students apply numeracy skills when they use tables or graphs to support an idea, opinion, or position when creating texts and interacting in the Italian language.

Student Group

The Beginning Course is intended for students who have no previous knowledge of the language. The decision between Beginning and Continuing is dependent on the study at high school and primary

2 The Course Writers acknowledge the BSSS Languages Course Framework (2013) and the ACARA Languages F-10 Revised National Curriculum (November, 2013) for the development of these Goals.

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school. The differences in student performance levels also need to reflect the explicit differentiation between T and A Courses.

ContentRecommended content

Students completing a major must have studied all of the following topics:

the individual’s experience

society and community

the world around us

lifestyle and traditions.

Concepts and Knowledge

Concepts and knowledge underpinning learning Italian include:

grammatical and systems knowledge (for example, phonology, graphology, vocabulary, morphology, syntax)

textual knowledge (for example, cohesion and rhetorical organisation, text types)

sociolinguistic knowledge and understanding (for example, varieties, registers, cultural references)

cultural and intercultural knowledge and understanding (for example, how identity is constructed in intracultural and intercultural encounters and interactions)

general knowledge such as concepts drawn from areas of interest to the learners as well as subject matter connected to learning areas across the curriculum.

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Skills

Skills developed in learning Italian include:

higher order thinking skills including creating, synthesising, analysing, evaluating, interpreting, comparing and contrasting, explaining, elaborating, relating, judging, imagining, concluding, justifying, translating, connecting, engaging with multiple perspectives

independent and collaborative learning

problem solving

strategies for decoding unfamiliar language

intercultural sensitivity

negotiation of meaning through the use of language, questioning assumptions, noticing how interaction works and how meaning is exchanged interculturally

relationship between language and culture.

listening, speaking, reading and writing skills in various combinations

Teaching and Learning Strategies3

Teaching strategies and assessment tasks should promote intellectual quality, establish a rich learning environment and generate relevant connections between learning and life experiences. For Modified courses, teaching strategies should be underpinned by the principles of the Disability Discrimination Act and reflect contemporary pedagogical practices in meeting the needs of students with specific learning deficits or disabilities.

Teaching strategies that are particularly relevant and effective in the study of Italian include, but are not limited to, the following techniques:

Review prior learning through instructional planning

assess student’s prior knowledge and readiness for each unit

communicative activities: recall, brainstorming, individual, pair and group work (e.g. think, pair, share)

student reflection on relevant concepts and skills

review of metalanguage

formative tasks to gauge student’s learning preferences (Multiple Intelligences)

Introduce new material

setting the context (e.g. time, place, culture)

create real-life connections to engage student participation (e.g. guest speakers, shared storytelling, sharing photos or artefacts of teacher experiences with Italy, Europe or language-learning)

exposure to quality visual imagery/materials through a variety of media

3 The Course Writers acknowledge Diane Heacox, Ed.D, for the development of some teaching and learning strategies, “Making Differentiation a Habit”, (2009, Free Spirit Publishing).

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Provide demonstration, guided practice, flexible instruction and application

teacher demonstration, modelling and joint construction

scaffolding tasks to facilitate analysis of visual, spoken and written material including error recognition and correction

strategies to access unfamiliar language

sustained speaking and writing exposure (real-life text types and fictitious)

simulated real life and work scenarios

engagement with guest speakers and demonstrators

research strategies and time management

Promote independent practice and application

production of sustained written and spoken texts

manipulation of texts employing higher order thinking strategies

problem-solving strategies

workshop and peer review

discussions, debates and student presentations

practice and reinforcement of learning by way of written and oral reflection and evaluation

regular and meaningful feedback

Link to next task or skill area

links with the wider communities through excursions and field trips

cross curriculum activities (eg. Whole-school Cultural Days or Expo).

AssessmentThe identification of assessment task types, together with examples of tasks, provides a common and agreed basis for the collection of evidence of student achievement. This collection of evidence enables a comparison of achievement within and across colleges, through moderation processes. This enables valid, fair and equitable reporting of student achievement on the Senior Secondary Certificate.

Assessment Tasks elicit responses that demonstrate the degree to which students have achieved the goals of a unit (and the course as a whole).

Assessment Tasks in T courses require students to utilise the higher order thinking skills that are the basis of the ACT Scaling Test.

Assessment Task Types (with weightings) group assessment tasks in ways that reflect agreed shared practice in the subject area and facilitate the comparison of student work across different assessment tasks.

Assessment Criteria (the dimensions of quality that teachers look for in evaluating student work) provide a common and agreed basis for judgement of performance against unit and course goals, within and across colleges. Over a course, teachers use all of these criteria to assess students’ performance, but do not necessarily use all criteria on each task. Assessment criteria are to be used holistically on a given task and in determining the unit grade.

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Assessment Rubrics are used to develop criteria for a task type and a continuum that indicates levels of student achievement against each criterion.

Board Requirements

Students are expected to study the accredited semester 1.0 units unless enrolled in a 0.5 unit due to late entry or early exit in a semester.

Where a 1.0 unit is delivered as a combination of two 0.5 units, the same percentage weighting for task types should be used. If not, separate mark books must be maintained and the 0.5 units must be meshed with the 1.0 standard unit following documented meshing procedures. These meshing procedures must be provided to students as part of the Unit Outline.

General Assessment Criteria for A and TStudents will be assessed in speaking, writing and responding tasks on the degree to which they demonstrate:

communicating

understanding.

Guide to Assessment Tasks

Assessment is to be differentiated for A and T courses. Assessment tasks in all courses need to be appropriate to the classification and cater for the needs of students. Creative, open-ended and rich learning tasks are recommended.

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Assessment Task Types for Beginning Language Course

Strand Communicating Understanding

Task Type Speaking Writing Responding

MandatoryItemsMust be one item with the minimum mandatory weighting as shown below.

Unscripted interview/conversation in the target language, with teacher/native speaker comprised of unseen and open ended questions based on content covered in the unit presented on CD, DVD or USB

Sustained writing in the target language, produced in class under test conditions in a minimum of 30 minutes in response to an unseen question or visual stimulus based on content covered in the unit

Listening AND reading comprehension and analysis with questions and answers in English and/or the target language*Over the course of two 0.5 units, both reading and listening must be assessed.

Minimum time limit:3 minutes

Minimum of 150 wordsSuggested task: letter, email, magazine article, blog

*comprehensive testing of listening and reading skills are required

Minimum for Mandatory 25% of the unit total mark 25% of the unit total mark 25% of the unit total mark

Optional The following options must include unscripted questions by teachers and/or peers in the target language:Oral presentationRole-playInterviewConversationDiscussionQuestionnaire

Sustained writing piece in the target language may include:A short text in a variety of genresAssignment under controlled conditionsShort response to an unseen visual stimulus/statisticsTranslationSurvey

Close textual analysis of languageListening comprehensionReading comprehensionWritten/visual response to a variety of text typesCreative response and written rationaleSummaryShort response

Weightings in A/T 1.0 Units 25-40% 25-40% 25-40%

Weightings in A/T 0.5 Units 25-40% 60-75%

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Assessment Requirements

For a standard unit (1.0), students must complete a minimum of three assessment tasks and a maximum of five.

For a half standard unit (0.5), students must complete a minimum of two and a maximum of three assessment tasks.

Each standard (1.0) or half standard (0.5) unit must assess all Mandatory items.

In a 0.5 unit, a Speaking task type must be included. Writing and Responding may be incorporated into the one assessment task with similar relevant weighting to the 1.0 unit.

Every task must enable students to demonstrate higher order thinking skills.

The Mandatory items must be one item with the minimum mandatory weighting as shown above.

The complexity of the target language in the stimulus material and the response required should reflect the level of the course.

No assessment item may be less than 10%.

It is recommended that students be provided with a choice of questions from which they select one for sustained writing.

It is recommended that students produce a variety of text types over a course of study.

Achievement Standards

Student achievement in A and T units is reported based on system standards as an A-E grade. Grade descriptors and standard work samples where available, provide a guide for teacher judgement of students’ achievement over the unit.

Grades are awarded on the proviso that the assessment requirements have been met. Teachers will consider, when allocating grades, the degree to which students demonstrate their ability to complete and submit tasks within a specified time frame.

Board Recommendations

The Board recommends 3 - 5 assessment tasks per standard unit (1.0) and 2 - 3 per half standard unit (0.5).

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Representation of General Capabilities4

Literacy

Learning languages develops overall literacy. It is in this sense ‘value added’, strengthening literacy-related capabilities that are transferable across languages, both the language being learnt and all other languages that are part of the learner’s repertoire. Language learning also strengthens literacy-related capabilities across domains of use, such as the academic domain and the domains of home language use, and across learning areas.

Literacy development involves conscious attention and focused learning. It involves skills and knowledge that need guidance, time and support to develop. These skills include the:

ability to decode and encode from sound to written systems

the learning of grammatical, orthographic, and textual conventions

development of semantic, pragmatic, and interpretative, critical and reflective literacy skills.

Literacy development for second language learners is cognitively demanding. It involves these same elements but often without the powerful support of a surrounding oral culture and context. The strangeness of the additional language requires scaffolding. In the language classroom, analysis is prioritised alongside experience. Explicit, explanatory, and exploratory talk around language and literacy is a core element. Learners are supported to develop their own meta–awareness, to be able to think and talk about how the language works and about how they learn to use it. Similarly, for first language learners, literacy development that extends to additional domains and contexts of use requires comparative analysis that extends literacy development in their first language and English.

Numeracy

Learning languages affords opportunities for learners to use the target language to develop skills in numeracy, to understand, analyse, categorise, critically respond to and use mathematics in different contexts. This includes processes such as using and understanding patterns, order, and relationships to reinforce concepts such as number, time or space in their own and in others’ cultural and linguistic systems.

Information and communication technology (ICT) capability

Learning languages is enhanced through the use of multimodal resources, digital environments and technologies in the target language. Accessing live target language environments and texts via digital media contributes to the development of information technology capabilities as well as linguistic and cultural knowledge. Accessing different real–time contexts extends the boundaries of the classroom.

Critical and creative thinking

In learning a language, students interact with people and ideas from diverse backgrounds and perspectives, which enhances critical thinking, reflection and encourages creative, divergent and imaginative thinking. By learning to notice, connect, compare, and analyse aspects of the target language, students develop critical, analytic and problem–solving skills.

Personal and social capability

Interacting effectively in an additional language and with people of diverse language backgrounds involves negotiating and interpreting meaning in a range of social and cultural situations. This involves understanding and empathizing; important elements of social and intercultural competence.

4 The Course Writers acknowledge the ACARA Languages F-10 Revised National Curriculum (November, 2013) for the General Capabilities

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Being open–minded and recognising that people view and experience the world in different ways and learning to interact in a collaborative and respectful manner are key elements of personal and social competence.

Ethical behaviour

When learning another language, students are taught explicitly to acknowledge and value difference in their interactions with others and to develop respect for diverse ways of perceiving and acting in the world. Opportunities are provided to monitor and to adjust their own ethical points of view. In learning Aboriginal and Torres Strait Islander languages, students should consider appropriate ethical behaviour in terms of engaging with the owners and custodians of the languages. Similar consideration is required when interpreting and translating, or when collecting and analysing primary research data.

Intercultural understanding

The development of intercultural understanding is a central aim of learning languages, as it is integral to global citizenship and lifelong learning. Students bring various preconceptions, assumptions, and orientations shaped by their existing language(s) culture(s) to their learning that can be challenged by the new language experience. Learning to move between the existing and new languages and cultures is integral to language learning and is key to the development of students’ intercultural capability. By learning a new language, or learning to use an existing language in new domains and contexts, students are able to notice, compare, and reflect on things previously taken for granted; to explore their own linguistic, social and cultural practices as well as those associated with the target language. They begin to see the complexity, variability, and sometimes the contradictions involved in using language. Learning a new language does not require forsaking the first language. It is an enriching and cumulative process, which broadens the learner’s communicative repertoire, providing additional resources for interpreting and making meaning. Learners come to realise that interactions between different people via different languages also involves interactions between the different kinds of knowledge, understanding, and values that are articulated through language(s) and culture(s). They realise that successful intercultural communication is not only determined by what they do or say but also by what members of the other language and culture understand from what they say or do.

Collaborative team members

Students will have the opportunity to group work in both spoken and written tasks. Through these activities they will be able to foster cooperation and respect for others within the group.

Representation of Cross-curriculum 5

Aboriginal and Torres Strait Islander histories and cultures

Aboriginal and Torres Strait Islander communities are strong, rich, and diverse. Aboriginal and Torres Strait Islander identity is central to this priority. It is intrinsically linked to living and learning in Aboriginal and Torres Strait Islander communities, deep knowledge traditions and holistic world view.

A conceptual framework based on Aboriginal and Torres Strait Islander Peoples’ unique sense of Identity has been developed as a tool for embedding Aboriginal and Torres Strait Islander histories and cultures within the Australian curriculum. This sense of identity is approached through the interconnected concepts of Country/Place, people, and culture. Embracing these elements enhances all areas of the curriculum.

5 The Course Writers acknowledge the ACARA Languages F-10 Revised National Curriculum (November, 2013) for the Cross-curriculum priorities

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The Aboriginal and Torres Strait Islander priority provides opportunities for all learners to deepen their knowledge of Australia by engaging with the world’s oldest continuous living cultures. This knowledge and understanding will enrich their ability to participate positively in the evolving history of Australia.

A direct way of learning about and engaging with diverse Aboriginal and Torres Strait Islander communities is to learn an Aboriginal language and/or a Torres Strait Islander language. There is an inseparable connection between Aboriginal languages and Torres Strait Islander languages and land/sea, Country and Place, the environment, fauna, and flora. Aboriginal and Torres Strait Islander histories and cultures are an integral part of the learning of Aboriginal languages and Torres Strait Islander languages.

In learning all languages there is scope for making inter–linguistic and intercultural comparisons across languages, including Aboriginal and Torres Strait Islander languages, to develop understanding of concepts related to the linguistic landscape of Australia and to the concepts of language and culture in general.

Asia and Australia’s engagement with Asia

In the Australian Curriculum: Languages, the cross–curriculum priority of Asia and Australia’s engagement with Asia enables the development of rich and engaging content and contexts for developing students’ capabilities to engage with the languages and cultures of Asia and of people of Asian heritage within Australia.

The Australian Curriculum: Languages enables students to learn the languages of the Asian region, learning to communicate and interact in interculturally appropriate ways, exploring concepts, experiences, and perspectives from within and across Asian cultures.

In the Languages learning area, students develop an appreciation for the place of Australia within the Asian region, including the interconnections of languages and cultures, peoples and communities, histories and economies. Students learn how Australia is situated within the Asian region, how our national linguistic and cultural identity is continuously evolving both locally, regionally and within an international context.

Sustainability

In the Australian Curriculum: Languages, the priority of sustainability provides a context for developing students’ capability to communicate ideas, understanding, and perspectives on issues and concepts related to the environment.

The Australian Curriculum: Languages contributes to students’ capabilities to investigate, analyse, and communicate concepts and understandings related to sustainability in broad contexts, and to advocate, generate and evaluate actions for sustainable futures. Within each language, students engage with a range of texts focused on concepts related to sustainability.

These include:

the environment

conservation

social and political change

linguistic and cultural ecologies

change, both within the target language and culture, and across languages and cultures in general.

In this way, students develop knowledge, skills, and understanding about sustainability within particular cultural contexts. This is crucial in the context of national and international concerns

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about, for example, climate change, food shortages, and alternative ways of caring for land and agriculture. Through developing a capability to interact with others, negotiating meaning and mutual understanding respectfully and reflecting on communication, students learn to live and work in ways that are both productive and sustainable.

Learning Aboriginal languages and Torres Strait Islander languages contributes to the global effort to exchange knowledge among people with varied practices in caring for the land. It also contributes to the reconciliation process in Australia and goals for language revival.

Unit GradesGrade descriptors provide a guide for teacher judgement of students’ achievement, based on the assessment criteria, over a unit of work in this subject. Grades are organized on an A-E basis and represent standards of achievement.

Grades are awarded on the proviso that the assessment requirements have been met. When allocating grades, teachers will consider the degree to which students demonstrate their ability to complete and submit tasks within a specified time frame.

The following descriptors are consistent with the system grade descriptors, which describe generic standards of student achievement across all courses.

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Unit Grade Descriptors for Beginning A Courses – Year 11A student who achieves an A

grade typicallyA student who achieves a B

grade typicallyA student who achieves a C

grade typicallyA student who achieves a

D grade typicallyA student who achieves

an E grade typicallyU

nder

stan

ding

explains language and culture in familiar contexts

describes language and culture in familiar contexts

identifies language and culture in familiar contexts

identifies some language and culture in familiar contexts

identifies minimal features of language and culture in familiar contexts

explains some interconnections between own beliefs and practices, and ideas represented or expressed in texts

describes interconnections between own beliefs and practices represented or expressed in texts

identifies interconnections between own beliefs and practices represented or expressed in texts

identifies some interconnections between own beliefs and practices represented or expressed in texts

identifies little or no interconnections between own beliefs and practices represented or expressed in texts

Com

mun

icati

ng

produces texts displaying breadth in the treatment of familiar topics

produces texts displaying some breadth in the treatment of familiar topics

produces texts displaying knowledge of the topic

produces texts displaying some knowledge of the topic

produces texts displaying minimal knowledge of the topic

applies conventions of rehearsed texts to represent ideas appropriate to audience and purpose

applies conventions of rehearsed texts to represent experiences appropriate to audience or purpose

applies some conventions of rehearsed texts to represent experiences appropriate to audience or purpose

applies few conventions of rehearsed texts to represent experiences appropriate to audience or purpose

applies limited or no conventions of texts

uses accurate language and a variety of vocabulary and grammar both orally and in writing

uses a range of vocabulary and grammar with accuracy both orally and in writing

uses familiar grammar and vocabulary with some accuracy both orally and in writing

uses some grammar and vocabulary both orally and in writing

displays limited or no grammar and vocabulary both orally and in writing

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Unit Grade Descriptors for Beginning A Courses – Year 12A student who achieves an

A grade typicallyA student who achieves a B


grade typicallyA student who achieves a D

grade typicallyA student who achieves an

E grade typically

Und

erst

andi

ng

analyses language and culture in familiar contexts

explains language and culture in familiar contexts



identifies minimal features of language and culture in familiar contexts

explains some interconnections between own beliefs and practices, and ideas represented or expressed in texts

describes interconnections between own beliefs and practices represented or expressed in texts

identifies interconnections between own beliefs and practices represented or expressed in texts

identifies some interconnections between own beliefs and practices represented or expressed in texts

identifies little or no interconnections between own beliefs and practices represented or expressed in texts

Com

mun

icati

ng

produces texts displaying breadth in the treatment of familiar topics

produces texts displaying some breadth in the treatment of familiar topics

produces texts displaying knowledge of the topic


produces texts displaying minimal knowledge of the topic

applies conventions of texts to represent ideas appropriate to audience and purpose

applies conventions of texts to represent experiences appropriate to audience or purpose

applies some conventions of texts to represent experiences appropriate to audience or purpose

applies few conventions of texts to represent experiences appropriate to audience or purpose


uses accurate language and a wide range of vocabulary and grammar both orally and in writing

uses accurate language and a range of vocabulary and grammar both orally and in writing

uses grammar and vocabulary with some accuracy both orally and in writing

uses some grammar and vocabulary both orally and in writing

displays limited or no grammar and vocabulary both orally and in writing

23

Unit Grade Descriptors for Beginning T Courses – Year 11A student who achieves an A





an E grade typically

Und

erst

andi

ng

analyses language and culture in a variety of familiar contexts

analyses language and culture in most familiar contexts

describes language and culture in most familiar contexts

identifies language and culture in some familiar contexts

identifies minimal language and culture in rehearsed contexts

explains interconnections between own values, beliefs, practices, and ideas represented or expressed in texts

explains some interconnections between own beliefs, practices, and ideas represented or expressed in texts

describes interconnections between own values, beliefs, practices, and ideas represented or expressed in texts

identifies some interconnections between own beliefs, practices, and ideas represented or expressed in texts

identifies few interconnections between own beliefs, practices, and ideas represented or expressed in texts

analyses perspectives represented in texts

explains perspectives represented in texts

explains some perspectives represented in texts

identifies perspectives represented in texts

identifies aspects of the perspectives represented in texts

Com

mun

icati

ng

produces texts displaying breadth and some depth in the treatment of the topic and constructs logical and structured responses

produces texts displaying breadth in the treatment of the topic and constructs well structured responses

produces texts displaying some breath in the treatment of the topic and constructs conclusions


produces texts displaying little or no understanding of the topic

applies appropriate conventions of texts and takes some risks to represent ideas and experiences appropriate to audience and purpose

applies conventions of texts to represent ideas and experiences appropriate to audience and purpose

applies some conventions of texts to represent experiences appropriate to audience and/or purpose



displays accurate language use, clarity of expression and a variety of vocabulary and grammar both orally and in writing

displays accurate language use and a variety of vocabulary and grammar both orally and in writing

uses familiar vocabulary and grammar with some accuracy both orally and in writing

displays some vocabulary of the language both orally and in writing

displays limited or no vocabulary of the language both orally and in writing

24

Unit Grade Descriptors for Beginning T Courses – Year 12A student who achieves an A





an E grade typically

Und

erst

andi

ng

evaluates language and culture in familiar and unfamiliar contexts

analyses language and culture in familiar and unfamiliar contexts



identifies some features of language and culture in familiar contexts

analyses interconnections between own values, beliefs, practices, and ideas represented or expressed in texts

explains interconnections between own values, beliefs, practices, and ideas represented or expressed in texts

explains some interconnections between own values, beliefs, practices, and ideas represented or expressed in texts

identifies interconnections between own beliefs, practices, and ideas represented or expressed in texts

identifies some interconnections between own beliefs, practices, and ideas represented or expressed in texts

evaluates concepts and perspectives represented in texts

analyses perspectives represented in texts

explains perspectives represented in texts

identifies perspectives represented in texts

identifies aspects of the perspectives represented in texts

Com

mun

icati

ng

produces insightful texts displaying depth and breadth in the treatment of the topic and constructs logical and structured responses

produces texts displaying breadth in the treatment of the topic and constructs well structured responses

produces texts displaying some breath in the treatment of the topic and constructs conclusions


produces texts displaying little or no understanding of the topic

applies appropriate conventions of texts and takes risks to represent ideas and experiences appropriate to audience and purpose

applies conventions of texts and takes some risks to represent ideas and experiences appropriate to audience and purpose

applies some conventions of texts to represent experiences appropriate to audience and/or purpose


applies very few conventions of texts

displays accurate language use, clarity of expression and a variety of vocabulary and grammar both orally and in writing

displays accurate language use and a variety of vocabulary and grammar both orally and in writing

uses familiar vocabulary and grammar with some accuracy both orally and in writing

displays some vocabulary of the language both orally and in writing

displays limited vocabulary of the language both orally and in writing

25


ModerationModeration is a system designed and implemented to:

provide comparability in the system of school-based assessment

form the basis for valid and reliable assessment in senior secondary schools

involve the ACT Board of Senior Secondary Studies and colleges in cooperation and partnership

maintain the quality of school-based assessment and the credibility, validity and acceptability of Board certificates.

Moderation commences within individual colleges. Teachers develop assessment programs and instruments, apply assessment criteria, and allocate Unit Grades, according to the relevant Course Framework. Teachers within course teaching groups conduct consensus discussions to moderate marking or grading of individual assessment instruments and unit grade decisions.

The Moderation Model

Moderation within the ACT encompasses structured, consensus-based peer review of Unit Grades for all accredited courses, as well as statistical moderation of course scores, including small group procedures, for T courses.

Moderation by Structured, Consensus-based Peer Review

Review is a subcategory of moderation, comprising the review of standards and the validation of Unit Grades. In the review process, Unit Grades, determined for Year 11 and Year 12 student assessment portfolios that have been assessed in schools by teachers under accredited courses, are moderated by peer review against system wide criteria and standards. This is done by matching student performance with the criteria and standards outlined in the unit grade descriptors as stated in the Course Framework. Advice is then given to colleges to assist teachers with, and/or reassure them on, their judgments.

Preparation for Structured, Consensus-based Peer Review

Each year, teachers teaching a Year 11 class are asked to retain originals or copies of student work completed in Semester 2. Similarly, teachers teaching a Year 12 class should retain originals or copies of student work completed in Semester 1. Assessment and other documentation required by the Office of the Board of Senior Secondary Studies should also be kept. Year 11 work from Semester 2 of the previous year is presented for review at Moderation Day 1 in March, and Year 12 work from Semester 1 is presented for review at Moderation Day 2 in August.

In the lead up to Moderation Day, a College Course Presentation (comprised of a document folder and a set of student portfolios) is prepared for each A, M and T course/units offered by the school, and is sent in to the Office of the Board of Senior Secondary Studies.

The College Course Presentation

The package of materials (College Course Presentation) presented by a college for review on moderation days in each course area will comprise the following:

a folder containing supporting documentation as requested by the Office of the Board through memoranda to colleges

a set of student portfolios containing marked and/or graded written and non-written assessment responses and completed criteria and standards feedback forms. Evidence of all assessment responses on which the unit grade decision has been made is to be included in the student review portfolios.

26


Specific requirements for subject areas and types of evidence to be presented for each Moderation Day will be outlined by the Board Secretariat through memoranda and Information Papers.

Visual evidence for judgements made about practical performances

(also refer to BSSS Website Guidelines)

It is a requirement that schools’ judgements of standards to the mandatory, oral assessment item (A/T/M) be supported by auditory evidence as a minimum requirement (refer to Assessment Task Types table, page 15).

All other practical performances may be supported by visual evidence (still photos or video).

Teachers should consult the BSSS guidelines at http://www.bsss.act.edu.au/grade_moderation/information_for_teachers when preparing photographic evidence.

Suggested ResourcesBooks

Bonaffini, L. (1995). Schaum’s Outlines Italian Vocabulary second edition. McGraw-Hill

Bonaffini, L. (1995). Schaum’s Outlines Italian Grammar second edition. McGraw-Hill

Carluccio, A. and P. (2002). Carluccio’s complete Italian food (book and video). Quadrille Publishing

Ciavarella, A., Caiazzo, A. (2005). Volare 1, Italian Course book. Longman: Sydney

Ciavarella, A., Caiazzo, A. (2000). Volare 3-4 Italian Course book . Longman: Sydney

Continanza, M. (1997). Viaggio nel nuovo cinema italiano. Edizioni La Certosa

Fratter, I., Troncarelli, C. (2006). Piazza Navona: Corso di italiano per stranieri Livello A1-A2

Gobetti, D. (2011). Practice makes perfect: Italian Vocabulary. McGraw-Hill Education

Gruppo Italiaidea (2006). Italian espresso 1. Alma Edizioni: Firenze

Gruppo Italiaidea (2007). Italian espresso 2. Alma Edizioni: Firenze

Leone, P. (2003). Attivita’ di ascolto 1 e 2. ELI: Recanati, italia

Lombardo, D. et al. (2008) Ciao ragazzi. Guerra Edizioni: Perugia

Guastalla, C. (2004). Giocare con la scrittura. Alma Edizioni: Firenze

Marin, T. Albano, A. (2009). Progetto Italiano Junior 1, Book and audio. Edilingua, Roma



Marin,T. Manielli, S. (2009) Nuovo progetto italiano 1 Course book, activity book and 2 CDs

Edilingua, Roma

Marin,T. Manielli, S. (2009) Nuovo progetto italiano 2 Course book, activity book and 2 CDs

Edilingua, Roma

Marin, T. (2005). La Prova Orale 1 & 2. Edilingua: Roma

Merlonghi et al. (2002). Oggi in Italia, 7th edition. Houghton Mifflin Company, Boston New York

Mezzadri, M., Balboni, P. (2008). Rete 1. Guerra Edizioni: Perugia

27

http://www.bsss.act.edu.au/grade_moderation/information_for_teachers


Nanni-Tate, P. (2013). Practice makes perfect: Italian verb tenses. McGraw-Hill Education

New Italian Espresso 1, 2014

Nocchi, S. (2007). Italian Grammar in Practice. Alma Edizioni: Firenze

Pasqualini. T., Flammini, P. (2009). Noi. Corso base di italiano per Stranieri. Zanichelli: Bologna

Posterino, N. (2002). Forza!tre. CIS Heinemann: Melbourne

Toffolo,L. Nuti, N. Merklinghaus, R. (2006). That’s Allegro1. Edilingua: Roma

Wright, A., Betteridge, D., & Buckby, M. (2006) Games for Language Learning, Cambridge Handbooks for Language Teachers Series

Journal Articles

Magazines and Journal Articles such as Babel, Azzurro, Ciao, Ragazzi

Audio Visual Materials

Note: Refer also to the Book sources listed above, as some also contain audio materials

Naddeo, C. N., Trama, G. (2000) Canta che ti passa. Imparare l’italiano con le canzoni. Alma: Firenze

Selection of Italian films are available from various sources. Specific film titles can be found at the end of each unit

CD ROMS

Refer to the Book sources listed above, as some contain CD ROMS

Websites

Note: Web addresses were accurate at the date of publication. Those marked * indicate that they are by paid prescription

http://www.fredriley.org.uk/call/langsite/

This is a collection of annotated links to websites of use to both teachers and learners of languages.

http://www.linguanet-worldwide.org/lnetww/en/home.jsp

Information and links to good online resources from around the world relating to the teaching and learning of any language.

www.esteri.it/MAE/IT

Portal for the Ministry of Foreign Affairs: lots of information on regions, events and history

The following websites provide a variety of teaching and learning resources. The resources are mostly interactive and make wide use, amongst other sources, of videos, songs, grammar explanations and exercises, and educational games. They also provide links to other educational websites

www.languagesonline.com

www.tes.com.uk

http://www.bbc.co.uk/languages/italian/

http://www.serenovariabile.rai.it

http://www.ilmeteo.it/

http://www.impariamoitaliano.com/

http://www.adgblog.it/welcome/

28

http://www.adgblog.it/welcome/

http://www.impariamoitaliano.com/

http://www.ilmeteo.it/

http://www.serenovariabile.rai.it/

https://mail.sfx.act.edu.au/owa/redir.aspx?C=kxIsyIJ5n0ul9QI1W7bpJoesxGvoAtEIPSJxm6-WNLJntX67h3w9XCIrloqQs2hBOOFet5d7jEY.&URL=http%3A%2F%2Fwww.bbc.co.uk%2Flanguages%2Fitalian%2F

http://www.tes.com.uk/

http://www.languagesonline.com/

http://www.esteri.it/MAE/IT

http://www.linguanet-worldwide.org/lnetww/en/home.jsp

http://www.fredriley.org.uk/call/langsite/


http://www.scudit.net/mdindice.htm

www.rai.it

http://www.comeitaliani.it/

http://parliamoitaliano.altervista.org/

http://quizlet.com/subject/italian/

www.shopping.alice.it.com

http://www.ips.it/scuola/home.html

http://www.italianoinfamiglia.it/piano.asp#

http://users.telenet.be/henk.verdru/rete1/

Organisations

Australian Federation of Modern Language Teachers’ Associations (AFMLTA)

www.afmlta.asn.au

AFMLTA Online provides information about national competitions, national conferences, the national language teachers’ journal (Babel) and links for member associations (including ACT)

The Centre for Information on Language Teaching and Research (CILT)

http://www.cilt.org.uk/CILT's regularly updated web pages include information from and about: CILT conferences, publications and information services; training to teach languages; research; projects and initiatives; CILT library collection and on-line versions of CILT's information sheets

World Federation of Modern Language Associations (FIPLV)

http://www.fiplv.org/

Includes FIPLV news, conference calendar, links to affiliates, list of publications

Australian Curriculum, Assessment and Reporting Authority (ACARA)

www.acara.edu.au

National Languages Curriculum Revised document F-10, November, 2013

Australian Advisory Council on Languages and Multi-cultural Education

Proposed Evaluation ProceduresCourse evaluation will be a continuous process. Teachers will meet regularly to discuss the content of the course and any requirements for modification of activities, teaching strategies and assessment instruments. The current trends and innovations in the teaching of the Italian Beginning Course will be considered as teachers attend workshops, seminars and participate in discussion groups with other teachers such as on Moderation Day.

Teachers will monitor student performance and progress and student responses to various teaching, learning and assessment strategies. Students and teachers will complete evaluation questionnaires at the end of each unit. The results of these will be collated and reviewed from year to year. There will also be a continuous monitoring of student numbers between Years 11 and 12.

Informal discussions between teachers and students, past students, parents and other teachers will contribute to the evaluation of the course.

In the process of evaluation; students, teachers and others should, as appropriate, consider:

29

http://www.acara.edu.au/

http://www.fiplv.org/

http://www.cilt.org.uk/

http://www.afmlta.asn.au/

http://users.telenet.be/henk.verdru/rete1/

http://www.italianoinfamiglia.it/piano.asp

http://www.ips.it/scuola/home.html

http://www.shopping.alice.it.com/

https://mail.sfx.act.edu.au/owa/redir.aspx?C=kxIsyIJ5n0ul9QI1W7bpJoesxGvoAtEIPSJxm6-WNLJntX67h3w9XCIrloqQs2hBOOFet5d7jEY.&URL=http%3A%2F%2Fquizlet.com%2Fsubject%2Fitalian%2F

http://parliamoitaliano.altervista.org/

http://www.comeitaliani.it/

http://www.rai.it/

http://www.scudit.net/mdindice.htm


Are the course and Course Framework still consistent?

Were the goals achieved?

Was the course content appropriate?

Were the teaching strategies used successful?

Was the assessment program appropriate?

Have the needs of the students been met?

Was the course relevant?

How many students completed the course in each of the years of accreditation?

30


The Individual’s Experience Value: 1.0This unit combines Personal Identity 0.5 and Education and Adolescence 0.5.

PrerequisitesNil

Duplication of Content RulesRefer to page 8.

Specific Unit GoalsThis unit should enable students to:

A Course T Course

Personal Identity

demonstrate basic pronunciation, intonation and spelling in Italian

demonstrate pronunciation, intonation and spelling in Italian

use greetings and introductions use formal and informal greetings and introductions in correct contexts

describe themselves and others in basic terms

create a personal information profile

use numerical concepts in simple contexts contrast people’s personality and appearance

apply numerical concepts in a variety of contexts

Education and Adolescence

demonstrate the ability to tell the time demonstrate different ways of telling the time

discuss daily routine discuss and contrast daily routine describe school timetables discuss school timetables communicate on issues relating to school analyse issues relating to school identify preferences justify preferences describe the Italian culture and people analyse defining features of the Italian

culture and its people

31


ContentStudents will study personal identity, education and adolescence.

Suggested topics:Personal Identity Education and Adolescence

greetings and introductions numbers and dates age and nationality appearance and character clothing family and relationships

time and daily routine house and household tasks school subjects types of schools school friendships activities at school likes and dislikes

Teaching and Learning StrategiesRefer to pages 12-13 and Appendix B.

AssessmentRefer to Assessment Task Types Guide on page 15.

General Capabilities

Evidence could be in:

Student Capabilities Goals Content Teaching and Learning

Assessment

literacy

numeracy




ethical behaviour


collaborative team members

Specific Unit ResourcesRefer also to pages 26-28. The film sources listed below are suggestions for the The Individual’s Experience. It is strongly recommended that teachers preview all films prior to using them in class to assess their appropriate content material and classification.

Ciao ragazzi Chapter 1

Oggi in Italia Lezione 1, 2

Progetto Italiano Junior 1 Unita’ introduttiva, Unita’ 1

32


Progetto Italiano Junior 2 Unita’ 1

Nuovo Progetto Italiano 1 Unita’ introduttiva, Unita’ 1

Volare 1 Chapter 1, 3

That’s allegro 1 Chapter 1

Italian espresso 1 Chapters 1, 3 and 9

Audio Visual Material

Va dove ti porta il cuore (DVD), 1996

Caterina va in città (DVD), 2003

Mid-August Lunch (DVD), 2009

Notte Prima degli esami (DVD), 2002

Rosso Come il cielo, (DVD), 2007

La Terra (DVD), 2012

The Red and the Blue (DVD), 2013

Women drive me Crazy (DVD), 2013

IL postino, (DVD), 1994

La finestra di fronte, (DVD), 2003

Il ladro di bambini, (DVD), 1992

Looking for Alibrandi, (DVD), 2000

Cinema Paradiso, (DVD), 1998

La stanza del figlio, (DVD), 2001

33


Personal Identity Value: 0.5Theme: The Individual’s Experience

This half unit (0.5) combines with Education and Adolescence (0.5) to equate to one standard unit – these should be delivered together as a semester unit. Students are expected to study the accredited semester 1.0 unit unless enrolled in a 0.5 unit due to late entry or early exit in a semester.

PrerequisitesNil



A Course T Course

demonstrate basic pronunciation, intonation and spelling in Italian

demonstrate pronunciation, intonation and spelling in Italian

use greetings and introductions use formal and informal greetings and introductions in correct contexts

describe themselves and others in basic terms

create a personal information profile

use numerical concepts in simple contexts contrast people’s personality and appearance

apply numerical concepts in a variety of contexts

ContentStudents will study personal identity.

Suggested topics:

greetings and introductions

numbers and dates

age and nationality

appearance and character

clothing

relationships

34


Teaching and Learning StrategiesRefer also to pages 12-13 and Appendix B.




Assessment

literacy

numeracy




ethical behaviour




ResourcesRefer to pages 26-28.

35


Education and Adolescence Value: 0.5Theme: The Individual’s Experience

PrerequisitesNil



A Course T Course

demonstrate the ability to tell the time demonstrate different ways of telling the time

discuss daily routine discuss and contrast daily routine describe school timetables discuss school timetables communicate on issues relating to school analyse issues relating to school identify preferences justify preferences describe the Italian culture and people analyse defining features of the Italian

culture and its people

ContentStudents will study education and adolescence.

Suggested topics:

time and daily routine

house and household tasks

school subjects

types of schools

school friendships

activities at school

likes and dislikes


36





Assessment

literacy

numeracy




ethical behaviour





37


Society and Community Value: 1.0This unit combines Travel and Service 0.5 and Work and Leisure 0.5.

PrerequisitesNil



A Course T Course

Travel and Services

demonstrate the ability to carry out simple transactions for basic services

carry out basic transactions for a variety of services

ask for and give simple directions in the native language

ask for and give directions in the native language

plan a simple trip compare and contrast services in Italy and in Australia

evaluate travel optionsWork and Leisure

use basic vocabulary relating to professions apply vocabulary relating to professions and possible careers

make simple plans about their future work or studies

plan and discuss future studies or work options

describe preferred leisure activities examine and evaluate different work options evaluate different leisure activities

ContentStudents will study travel and service, work and leisure.

Suggested topics:

Travel and Services Work and Leisure

basic services reservations: hotels and restaurants transport directions shopping travelling

professions future aspirations leisure time sport hobbies

38







Assessment

literacy

numeracy




ethical behaviour



Specific Unit ResourcesRefer also to pages 26-28. The film sources listed below are suggestions for Society and Community. It is strongly recommended that teachers preview all films prior to using them in class to assess their appropriate content material and classification.

Oggi in Italia Lezione 2, 3

That’s allegro 1 Chapters 4, 5 and 7

Italian espresso 1 Chapters 4, 5, 6, 7 and 11

Progetto Italiano junior 1 Unita’ 2 and 3

Progetto italiano junior 2 Unita’ 2, 4 and 5

Progetto italiano 1 Unita’ 2 and 3

Giocare con la scrittura Unita 5’


Pane e tulipani, (DVD), 2000

Welcome to the North (DVD), 2012

Welcome to the South (DVD), 2010

La Ciociara (DVD), (1960)

39


Travel and Services Value: 0.5Theme: Society and Community

This half unit (0.5) combines with Work and Leisure (0.5) to equate to one standard unit – these should be delivered together as a semester unit. Students are expected to study the accredited semester 1.0 unit unless enrolled in a 0.5 unit due to late entry or early exit in a semester.

PrerequisitesNil



A Course T Course

demonstrate the ability to carry out simple transactions for basic services

demonstrate basic transactions for a variety of services

ask for and give simple directions in the native language

ask for and give directions in the native language

plan a simple trip compare and contrast services in Italy and in Australia

evaluate travel options

ContentStudents will study travel and services.

Suggested topics:

basic services

reservations: hotels and restaurants

transport

directions

shopping

travelling


40





Assessment

literacy

numeracy




ethical behaviour





41


Work and Leisure Value: 0.5Theme: Society and Community

PrerequisitesNil



A Course T Course

use basic vocabulary relating to professions apply vocabulary relating to professions and possible careers

make simple plans about their future work or studies

plan and discuss future studies or work options

describe preferred leisure activities examine and evaluate different work options evaluate different leisure activities

ContentStudents will study work and leisure.

Suggested topics:

professions

future aspirations

leisure time

sport

hobbies


42





Assessment

literacy

numeracy




ethical behaviour





43


The World Around Us Value: 1.0This unit combines Our Changing Planet 0.5 and Social Issues 0.5.

PrerequisitesNil



A Course T Course

Our Changing Planet

describe a variety of weather conditions using basic language

describe a variety of weather conditions

describe a map compare and contrast geographical features of Italy and Australia

identify geographical features of Italy use common vocabulary relating to the environment

use basic vocabulary relating to the environment

analyse environmental issues

Social Issues

use basic vocabulary related to one or more social issues

analyse social issues

describe their own beliefs related to one or more social issue

analyse their own values and practices on social issues

ContentStudents will study our changing planet and social issues.

Suggested topics:Our Changing Planet Social Issues

weather seasons climate geography regions of Italy city, coastal and countryside life environment

media; social and other health and fitness migration diverse families technology and its use

44







Assessment

literacy

numeracy




ethical behaviour



Specific Unit ResourcesRefer also to pages 26-28. The film sources listed below are suggestions for the World Around Us. It is strongly recommended that teachers preview all films prior to using them in class to assess their appropriate content material and classification.

Books

Volare 1 Chapter 5

Ricette Per Parlare Attività Per La Produzione Orale, Chapter 20

Attivita’ di ascolto 1 Schede 6, 9, 14, and 24

Oggi in Italia Lezione preliminare

Rai.it Weather prediction

Progetto italiano junior 2 Unita’ 3

Espresso Italian 1 Chapter 3, 5, 6

Nuovo progetto italiano 1 Unita’ 1, 3 and 10


Love’s brother, (DVD), 2004

The Golden Door, (DVD), 2006

Quando sei nato non ti puoi più nascondere, (DVD), 2005

45


La Terra, (DVD) 2012

The Human Cargo, (DVD), 2013

Wing Lu and the Poet , (DVD) 2012

Kaos: 4 stories: Pirandello, L’altro figlio, (DVD), 1984

Lygon Street - Si Parla Italiano (DVD) 2014

http://www.youtube.com/watch?v=Gvro_gq3aEg – Inquinamento by Al Freddy

46

http://www.youtube.com/watch?v=Gvro_gq3aEg


Our Changing Planet Value: 0.5Theme: The World Around Us

This half unit (0.5) combines with Social Issues to equate to one standard unit – these should be delivered together as a semester unit. Students are expected to study the accredited semester 1.0 unit unless enrolled in a 0.5 unit due to late entry or early exit in a semester.

PrerequisitesNil



A Course T Course

describe a variety of weather conditions using basic language

describe a variety of weather conditions

describe a map compare and contrast geographical features of Italy and Australia

identify geographical features of Italy use common vocabulary relating to the environment

use basic vocabulary relating to the environment

analyse environmental issues

ContentStudents will study our changing planet.

Suggested topics:

weather

seasons

climate

geography

regions of Italy

city, coastal and countryside life

environment.


47





Assessment

literacy

numeracy




ethical behaviour





48


Social Issues Value: 0.5Theme: The World Around Us

This half unit (0.5) combines with Our Changing Planet to equate to one standard unit – these should be delivered together as a semester unit. Students are expected to study the accredited semester 1.0 unit unless enrolled in a 0.5 unit due to late entry or early exit in a semester.

PrerequisitesNil



A Course T Course

use basic vocabulary related to one or more social issues

analyse social issues

describe their own beliefs related to one or more social issue

analyse their own values and practices on social issues

ContentStudents will study social issues.

Suggested topics:

media; social and other

health and fitness

migration

diverse families

technology and its use


49





Assessment

literacy

numeracy




ethical behaviour





50


Lifestyles and Traditions Value: 1.0This unit combines Food and Festivals 0.5 and Arts and Entertainment 0.5.

PrerequisitesNil



A Course T Course

Food and Festivals

use common vocabulary relating to food and festivals


describe Italian food and festivals analyse the links between Italian food and festivals

describe different eating habits evaluate Italian eating habits

Arts and Entertainment

use basic vocabulary related to one or more art forms

use a range of vocabulary related to one or more art forms

respond to simple text-types on one or more forms of entertainment

analyse a range of text-types on one or more forms of entertainment

select personal preferences on a specific form of entertainment

justify personal preferences on one or more forms of entertainment

ContentStudents will study food and festivals and arts and entertainment.

Suggested topics:Food and Festivals Arts and Entertainment

Italian cuisine eating out food preparation Italian festivals

Italian cinema Italian music Italian visual art Italian theatre/drama famous entertainers and/or artists professions related to arts and

entertainment


51






Assessment

literacy

numeracy




ethical behaviour



Specific Unit ResourcesRefer also to pages 26-28. The film sources listed below are suggestions for Lifestyle and Traditions. It is strongly recommended that teachers preview all films prior to using them in class to assess their appropriate content material and classification.

Books

That’s allegro Chapter 3

Italian Espresso 1 Chapter 2

Italian Espresso 2 Chapters 3, 4

Progetto Italiano 1 Unita’ 4, 5, 7 and 11

Volare 3-4 Chapter 3

Forza 3 Chapters 2 and 4

L’italiano in cucina

Giocare con la letteratura Chapters 1, 2, 8

Viaggio nel nuovo cinema italiano

Le Parole Italiane: Esercizi e Giochi Per Imparare Il Lessico Chapter 9

Carluccio’s Complete Italian Food (Book and Video)

Attivita’ di ascolto 1 Schede 3, 16, 18, 19, 26

52



Viaggio Nel Cinema Italiano, (DVD), 1990’s

Mr Volare The story of Domenico Modugno, (DVD), 2013

Johnny Stecchino (DVD), 1991

La Vita e’ Bella (DVD), 1997

La Bellezza The Great Beauty, (DVD), 2013

Neo Realism Movement: I ladri di Bicicletta, (DVD), 1948

Any Italian film or film director that would be suitable for a film Study, (such as films by Roberto Benigni or Fellini)

53


Food and Festivals Value: 0.5Theme: Lifestyle and Traditions

This half unit (0.5) combines with Arts and Entertainment to equate to one standard unit – these should be delivered together as a semester unit. Students are expected to study the accredited semester 1.0 unit unless enrolled in a 0.5 unit due to late entry or early exit in a semester.

PrerequisitesNil



A Course T Course



describe Italian food and festivals analyse the links between Italian food and festivals

describe different eating habits discuss own eating habits; compare and evaluate Italian eating habits

ContentStudents will study food and festivals.

Suggested topics:

Italian cuisine

eating out

food preparation

Italian festivals


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Assessment

literacy

numeracy




ethical behaviour





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Arts and Entertainment Value: 0.5Theme: Lifestyle and Traditions

This half unit (0.5) combines with Food and Festivals to equate to one standard unit – these should be delivered together as a semester unit. Students are expected to study the accredited semester 1.0 unit unless enrolled in a 0.5 unit due to late entry or early exit in a semester.

PrerequisitesNil



A Course T Course

use basic vocabulary related to one or more art forms

use a range of vocabulary related to one or more art forms

respond to simple text-types on one or more forms of entertainment

analyse a range of text-types on one or more forms of entertainment

select personal preferences on a specific form of entertainment

justify personal preferences on one or more forms of entertainment

ContentStudents will study arts and entertainment.

Suggested Topics:

Italian cinema

Italian music

Italian visual art

Italian theatre/drama

famous entertainers and/or artists

professions related to arts and entertainment


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Assessment

literacy

numeracy




ethical behaviour





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Appendix A – Linguistic ContentThe linguistic content listed for each course represents active minimum use expected at the two exit points (minor and major) of this course at tertiary level. From the students of the accredited course a passive use of the same linguistic content, units 1-3 is expected and an active use of whatever the aptitude and interests of those students dictate. As grammar is taught in context in language classes, teachers should have the freedom to introduce any language structure that would suit the learning needs of the students. It would also be suitable to reintroduce topics at a higher level at regular intervals.

The Beginning Italian (Tertiary) Course will introduce the following grammatical points:

Semester 1

L'alfabeto italiano

L'aggettivo maschile, femminile, singolare e plurale

L'articolo determinativo e indeterminativo

I pronomi personali (per es.. tu/Lei)

Gli aggettivi possessivi (per es. mio, tuo)

L'infinito dei verbi, la divisione in –are,- ere e -ire.

Il presente indicativo dei verbi in –are, -ere, -ire

Il presente indicativo dei verbi irregolari più communi: essere, avere, fare andare e stare

Uso delle forme c'è, ci sono

Verbi modali (per es. dovere, potere, volere)

La frase interrogativa (Dove? Quando? Come? Quanto? Quale? Che cosa?)

Verbi riflessivi (per es. vestirsi)

Semester 2

Il presente indicativo di verbi irregolari (per es. venire, uscire, salire)

Terza persona dell'indicativo presente della forma verbale di piacere (mi piace, piacciono)

Le preposizioni semplici e articolate

Avverbi di luogo (per es. vicino/sopra/sotto/sinistra/in alto/ in basso)

Il participio passato della forma verbale

Le forme regolari del participio passato

Passato prossimo

Comparativi e superlativi regolari

Uso degli avverbi (per es. poco, meno, appena, troppo, più, molto)

Semester 3

I pronomi diretti (per es. mi, ti, lo)

Uso del pronome partitivo ne, ci

Congiunzioni però, infatti, dunque, ovvero ecc...

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Alcune forme irregolari di participio passato (per es. aprire/aperto, bere/bevuto)

Il futuro semplice

Semester 4

Grammar not covered in the A Course

I pronomi indiretti

Imperativo informale positive e negativo

I pronomi diretti e indiretti con l’imperativo

L'imperfetto indicativo

Comparativo e superlativo irregolare (per es.meglio, peggio, maggiore)

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Appendix B – Teaching and Learning StrategiesThe suggested activities are not Board Endorsed. Assessment for T courses must enable students to demonstrate higher order thinking skills.

Personal Identity Survey class members to find out names, country of origin, age, year level, etc.

Identify and describe a person in a picture.

Write the conversation where person A introduces B to C.

Write about someone the student has interviewed.

Play Tombola/Bingo with numbers 1 – 99.

Tell the time, days of the week, birth dates.

Fictitious scenarios, for example:

o describing a lost person to the police,

o a dialogue set in a café involving exchanging personal information

o a famous star being interviewed for a well-known TV show.

Write an email to an Italian friend describing what Australians do in a particular season and what they wear.

Research own family history and create a family tree.

Write a big book for primary school students describing a family.

Compose a phrase-book for a student visiting Italy for the first time and staying with an Italian family.

Education and AdolescenceThe suggested activities are not Board Endorsed. Assessment for T courses must enable students to demonstrate higher order thinking skills.

Role plays, such as conversations between family members, friends organising to meet after school, about school, routines.

Scenarios such as: an exchange student from Italy is interviewed by the school magazine/local newspapers.

Write a note or email to a friend regarding weekend activities.

Write a school timetable in Italian and students question each other on their timetables.

Research data related to schooling in Italy (subjects, hours) and present it to the class.

Discuss similarities and differences between the Australian and Italian school systems.

Discuss timetable and subject preferences.

Diary entry describing circumstances where you met a new friend including what he/she looks like and the reasons for liking him/her.

Write to a penfriend giving details of personality, friends and school.

Read a friendship ad from a teen magazine or the net and respond to it giving reasons.

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Travel and ServicesThe suggested activities are not Board Endorsed. Assessment for T courses must enable students to demonstrate higher order thinking skills.

Role-plays such as carrying out simple transactions around town when buying food, presents, at a post office, booking a train ticket or hotel, at a post office.

Negotiate an arrangement with someone, declining/ accepting an invitation.

Give class directions, such as to their house from school and around the school, suburb etc.

Read advertisements and discuss differences between Italian and Australian ads.

Make enquiries about transport and times to a destination. Discuss different options.

Design a leaflet inviting people to a school fete, including a description of the main attractions and instructions on how to get there.

Design and explain advertising for a particular product.

Respond to an advertisement from a department store about their yearly sale.

Read an article about services in the community and write scenarios based on that information.

Work and LeisureThe suggested activities are not Board Endorsed. Assessment for T courses must enable students to demonstrate higher order thinking skills.

Design questionnaire/survey about health, fitness, sport and leisure activities.

Conduct interviews based on questionnaire/survey.

Listen to people describing their day and identify their jobs.

Research a successful Italian and report back to the class.

Write and illustrate a comic strip depicting a healthy lifestyle, what one should/shouldn’t be doing to maintain one’s healthy lifestyle.

Role-plays such as a visit to the gym, a job interview.

Write an article for the school magazine about a successful Italian with Australian connections.

Respond to a written passage about professions.

Our Changing PlanetThe suggested activities are not Board Endorsed. Assessment for T courses must enable students to demonstrate higher order thinking skills.

Prepare a script for a mock radio program on different regions of Italy.

Research connections to regions of Italy within the school community and present information to the class.

Compare and contrast different housing styles in Italy and Australia.

Listen to or watch weather forecasts in Italian and compare differences in presentation with Australia.

Presentation for Italian students arriving on exchange about what to do in Canberra.

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Listen to Antonio Vivaldi’s Concerto “Four Seasons” and respond creatively.

“Old gold: a box of Italy”: In groups of 3 or 4 make a special box. Place in the box objects or pictures, which have a relationship to Italy (e.g. an Italian flag, a piece of music, a logo of a well-known Italian company, a family photo, a menu, a recipe your granny gave you etc.) with explanation for choices.

Compare and contrast the seasons in Italy and Australia.

Exchange information about where people live, including their own family.

Survey on living in the city or the country and report to the class.

Describe home and suburb to class. Give advantages and disadvantages.

Role play a situation with a friend/member of your family regarding recycling/reusing.

Write an article for a school magazine about what it is like to live in Italy either in the city or in the country and how that is different from where the student currently lives.

Design an ideal environmentally friendly city and write a letter to a local MP describing your vision.

Design a poster highlighting an environmental issue. Present a rationale outlining why the issue has been chosen and list possible solutions.

Devise a campaign to raise awareness around school about recycling.

After viewing Italian broadcasts assume the role of the TV meteorologist and give a report on weather in the world for tomorrow.

Social IssuesThe suggested activities are not Board Endorsed. Assessment for T courses must enable students to demonstrate higher order thinking skills.

Watch a film relating to migration and discuss.

Research and discuss factual information about migration, such as origin, destination, reasons, issues.

Compare and contrast different regions of Italy and explore possible reasons for migration.

Create a power point presentation promoting an Italian region as a tourist destination for Australians.

Record an interview with an Italian migrant and share the audio and the transcript to the class.

View a video about regions in Italy and respond to it.

Interview students on use of technology and write a short report on the positive and/or negative aspects of technology in the life of young people.

Conduct a survey within the class on the use of social media and write a report and evaluation based on findings.

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Food and FestivalsThe suggested activities are not Board Endorsed. Assessment for T courses must enable students to demonstrate higher order thinking skills.

Research Italian food and write a glossary of culinary terms.

Discuss recipes from different regions.

Interview an Italian (e.g. an exchange student) or research Italian festivals and compare with Australian festivals.

Construct a typical Italian menu.

Write a recipe for an ideal friendship using the language of recipes.

Examine Italian food both in Italian regions and in Australia and the context in which it is eaten, including at special events (such as weddings, Carnevale).

Various role-plays. For example, there are concerns with how an Australian/Middle Eastern/Chinese friend will manage with Italian eating habits on a visit to Italy, taking him/her out to a restaurant to teach him/her the Italian way of eating, ordering, etc, with explanations and reasons.

Present the preparation of a typical Italian dish for a special occasion listing the ingredients used and describing the steps followed in preparing it.

Interview a well-known Italian Chef and write an article for an Italian cooking magazine.

View a cooking program (in Italian/English),take notes on a particular recipe and explain to the class how to make it.

Research an Italian festival and design an invitation for Australian friends explaining the festival and inviting them to participate in it.

Arts and EntertainmentThe suggested activities are not Board Endorsed. Assessment for T courses must enable students to demonstrate higher order thinking skills.

Research an Italian art form or artist and present the findings to the class.

Write about some Italian art, film or theatre which they have enjoyed.

Visit the national gallery and listen to a talk about the Italian collection, use this as an opportunity to also express an opinion or feeling.

Listen to modern Italian music and compare/contrast subject matter with Australian songs.

Pretend to be a famous Italian artist or designer. Role-play an interview asking questions about your art and the reasons for success.

Introduce the class to a favourite Italian painting.

Watch an extract from a film and brainstorm key features.

View representations of two works of art, compare and contrast.

Write an article for children about an aspect of the arts such as the orchestra, the theatre.

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Appendix C - Table Integrated Themes

Theme Beginning Continuing Advanced

The Individual’s Experience

Personal Identity Greetings Relating and interacting with others

Self, family, relationships and cultures

Self and Others Character and personality

Education and Adolescence

School life anddaily routine

Educational systems and routines in Italy and Australia

Educational systems and adolescence issues in Italy and in Australia

Society and Community

Travel and Services

Service providers Service providers Tourism

Travelling Tourism in Australia and Italy

Consumerism

Work and Leisure Employment Professions and future aspirations

Professions and future aspirations

Leisure Leisure Equality in the workplace

Leisure

The World Around Us

Our Changing Planet

Environment, weather and geography

Environmental issues

Global and local environmental issues

Social Issues Migration Migration Migration and Human rights.

Media Media Media

Lifestyle and Traditions

Food and Festivals

Italian festivals and cuisine

Italian and Australian cuisine and diet

The Italian diet and its global influence

Italian Festivals Preservation and relevance of festivals today

Entertainment Italian film, music or visual art

Italian film, music or visual art

Italian arts and entertainment

Refer to the Unit Goals and Suggested Topics in each Unit for more specific content.

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Documents

Italian - Beginning A/T