Board Endorsed December 2015
Beginning Italian
A/T
Type 2
Written under the:
Languages Course
Framework 2013
Accredited from:
January 2015 – December 2019
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Board Endorsed December 2015
Student Capabilities
The 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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Board Endorsed December 2015
Course Adoption Form for Accredited Courses
B S S S
AUSTRALIAN CAPITAL TERRITORY
College:
Course Title: Beginning Italian
Classification:
Framework: Languages
Course Area: 5030
Course Code:
Dates of Course Accreditation:
From
to
2015
A
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
BSSS Office Use
Entered into database:
/
/20
College Board Chair:
/
/20
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Board Endorsed December 2015
Course Adoption Form for Accredited T Courses
B S S S
AUSTRALIAN CAPITAL TERRITORY
College:
Course Title: Beginning Italian
Classification:
Framework: Languages
Course Area: 5030
Course Code:
Dates of Course Accreditation:
From
to
2015
T
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
BSSS Office Use
Entered into database:
/
/20
College Board Chair:
/
/20
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Board Endorsed December 2015
Table of Contents
Course Name
..........................................................................................6
Course Classification
..........................................................................................6
Course Framework
..........................................................................................6
Course Developers
..........................................................................................6
Evaluation of Previous Course
..........................................................................................6
Course Length and Composition
..........................................................................................7
Implementation Guidelines
..........................................................................................7
Duplication of Content
..........................................................................................8
Subject Rationale
..........................................................................................9
Goals
........................................................................................10
Content
........................................................................................11
Teaching and Learning Strategies
........................................................................................12
Assessment
........................................................................................13
Representation of General Capabilities
........................................................................................17
Representation of Cross-curriculum
........................................................................................18
Unit Grades
........................................................................................20
Moderation
........................................................................................25
Resources
........................................................................................26
Proposed Evaluation Procedures
........................................................................................28
The Individual’s Experience
Value: 1.0 ........................................................................30
Personal Identity
Value: 0.5 ........................................................................33
Education and Adolescence
Value: 0.5 ........................................................................35
Society and Community
Value: 1.0 ........................................................................37
Travel and Services
Value: 0.5 ........................................................................39
Work and Leisure
Value: 0.5 ........................................................................41
The World Around Us
Value: 1.0 ........................................................................43
Our Changing Planet
Value: 0.5 ........................................................................46
Social Issues
Value: 0.5 ........................................................................48
Lifestyles and Traditions
Value: 1.0 ........................................................................50
Food and Festivals
Value: 0.5 ........................................................................53
Arts and Entertainment
Value: 0.5 ........................................................................55
Appendix A – Linguistic Content
........................................................................................57
Appendix B – Teaching and Learning Strategies ....................................................................................59
Appendix C - Table Integrated Themes
........................................................................................63
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Board Endorsed December 2015
Course Name
Beginning Italian
Course Classification
A/T
Course Framework
This course is presented under the 2013 Languages Course Framework Edition.
Course Developers
Name
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 CorradoNitz
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 Course
Significant 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
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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Board Endorsed December 2015
Course Length and Composition
The 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 patterns
A 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 Guidelines
Compulsory 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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Board Endorsed December 2015
Duplication of Content
Duplication 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 Patterns
Implementation 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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Board Endorsed December 2015
Table Integrated Themes
Theme
Beginning
Personal Identity
Greetings
Self and Others
The Individual’s
Experience
Education and Adolescence
School life and daily routine
Travel and Services
Service providers
Travelling
Society and
Community
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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Board Endorsed December 2015
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 selfmanagement 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
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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Board Endorsed December 2015
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
school. The differences in student performance levels also need to reflect the explicit differentiation
between T and A Courses.
Content
Recommended 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 languagelearning)
 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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Board Endorsed December 2015
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).
Assessment
The 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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Board Endorsed December 2015
 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 T
Students 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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Board Endorsed December 2015
Assessment Task Types for Beginning Language Course
Strand
Task Type
Communicating
Understanding
Speaking
Writing
Responding
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 words
Suggested task: letter,
email, magazine article,
blog
*comprehensive testing of
listening and reading skills
are required
25% of the unit total mark
25% of the unit total mark
25% of the unit total mark
The following options must
include unscripted
questions by teachers
and/or peers in the target
language:
Oral presentation
Role-play
Interview
Conversation
Discussion
Questionnaire
Sustained writing piece in
the target language may
include:
A short text in a variety of
genres
Assignment under
controlled conditions
Short response to an
unseen visual
stimulus/statistics
Translation
Survey
Close textual analysis of
language
Listening comprehension
Reading comprehension
Written/visual response to
a variety of text types
Creative response and
written rationale
Summary
Short response
Weightings in
A/T 1.0 Units
25-40%
25-40%
25-40%
Weightings in
A/T 0.5 Units
25-40%
Mandatory
Items
Must be one
item with the
minimum
mandatory
weighting as
shown
below.
Minimum for
Mandatory
Optional
60-75%
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Board Endorsed December 2015
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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Board Endorsed December 2015
Representation of General Capabilities4
Literacy
Learning languages develops overall literacy. It is in this sense ‘value added’, strengthening literacyrelated 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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Board Endorsed December 2015
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
5
The Course Writers acknowledge the ACARA Languages F-10 Revised National Curriculum (November, 2013) for the Crosscurriculum priorities
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Board Endorsed December 2015
interconnected concepts of Country/Place, people, and culture. Embracing these elements enhances
all areas of the curriculum.
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.
19
Board Endorsed December 2015
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
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 Grades
Grade 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.
20
Communicating
Understanding
Unit Grade Descriptors for Beginning A Courses – Year 11
A student who achieves an A
A student who achieves a B
grade typically
grade typically
A student who achieves a C
grade typically
A student who achieves a
D grade typically
A student who achieves
an E grade typically
 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
 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
21
Communicating
Understanding
Unit Grade Descriptors for Beginning A Courses – Year 12
A student who achieves an
A student who achieves a B
A grade typically
grade typically
A student who achieves a C
grade typically
A student who achieves a D
grade typically
A student who achieves an
E grade typically
 analyses language and
culture in familiar
contexts
 explains language and
culture in familiar
contexts
 describes language and
culture in familiar
contexts
 identifies 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
 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
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
 applies limited or no
conventions of texts
 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
22
Communicating
Understanding
Unit Grade Descriptors for Beginning T Courses – Year 11
A student who achieves an A
A student who achieves a B
grade typically
grade typically
A student who achieves a C
grade typically
A student who achieves a
D grade typically
A student who achieves
an E grade typically
 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
 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 some
knowledge of the topic
 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
 applies few
conventions of texts to
represent experiences
appropriate to
audience or purpose
 applies limited or no
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 or no
vocabulary of the
language both orally
and in writing
23
Communicating
Understanding
Unit Grade Descriptors for Beginning T Courses – Year 12
A student who achieves an A
A student who achieves a B
grade typically
grade typically
A student who achieves a C
grade typically
A student who achieves a
D grade typically
A student who achieves
an E grade typically
 evaluates language and
culture in familiar and
unfamiliar contexts
 analyses language and
culture in familiar and
unfamiliar contexts
 describes language and
culture in familiar
contexts
 identifies language and
culture in familiar
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
 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 some
knowledge of the topic
 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 few conventions
of texts to represent
experiences
appropriate to
audience 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
24
Board Endorsed December 2015
Moderation
Moderation 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.
25
Board Endorsed December 2015
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 Resources
Books
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. Albano, A. (2011). Progetto Italiano Junior 2, Book and audio. Edilingua, Roma
Marin, T. Albano, A. (2012). Progetto Italiano Junior 3, 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
26
Board Endorsed December 2015
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/
27
Board Endorsed December 2015
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 Procedures
Course 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:
28
Board Endorsed December 2015
 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?
29
Board Endorsed December 2015
The Individual’s Experience
Value: 1.0
This unit combines Personal Identity 0.5 and Education and Adolescence 0.5.
Prerequisites
Nil
Duplication of Content Rules
Refer to page 8.
Specific Unit Goals
This 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
30
Board Endorsed December 2015
Content
Students will study personal identity, education and adolescence.
Suggested topics:
Personal Identity
Education and Adolescence
 greetings and introductions
 time and daily routine
 numbers and dates
 house and household tasks
 age and nationality
 school subjects
 appearance and character
 types of schools
 clothing
 school friendships
 family and relationships
 activities at school
 likes and dislikes
Teaching and Learning Strategies
Refer to pages 12-13 and Appendix B.
Assessment
Refer 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


intercultural understanding


collaborative team members


information and communication
technology (ICT) capability

critical and creative thinking


personal and social capability


Specific Unit Resources
Refer 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
Oggi in Italia
Chapter 1
Lezione 1, 2
Progetto Italiano Junior 1
Unita’ introduttiva, Unita’ 1
Progetto Italiano Junior 2
Unita’ 1
31
Board Endorsed December 2015
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
Women drive me Crazy (DVD), 2013
Caterina va in città (DVD), 2003
IL postino, (DVD), 1994
Mid-August Lunch (DVD), 2009
La finestra di fronte, (DVD), 2003
Notte Prima degli esami (DVD), 2002
Il ladro di bambini, (DVD), 1992
Rosso Come il cielo, (DVD), 2007
Looking for Alibrandi, (DVD), 2000
La Terra (DVD), 2012
Cinema Paradiso, (DVD), 1998
The Red and the Blue (DVD), 2013
La stanza del figlio, (DVD), 2001
32
Board Endorsed December 2015
Personal Identity
Value: 0.5
Theme: 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.
Prerequisites
Nil
Duplication of Content Rules
Refer to page 8.
Specific Unit Goals
This unit should enable students to:
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
Content
Students will study personal identity.
Suggested topics:
 greetings and introductions
 numbers and dates
 age and nationality
 appearance and character
 clothing
 relationships
33
Board Endorsed December 2015
Teaching and Learning Strategies
Refer also to pages 12-13 and Appendix B.
General Capabilities
Evidence could be in:
Student Capabilities
Goals
Content
Teaching and
Learning
Assessment
literacy


numeracy




ethical behaviour


intercultural understanding


collaborative team members


information and communication
technology (ICT) capability

critical and creative thinking


personal and social capability


Assessment
Refer to Assessment Task Types Guide on page 15.
Resources
Refer to pages 26-28.
34
Board Endorsed December 2015
Education and Adolescence
Value: 0.5
Theme: The Individual’s Experience
Prerequisites
Nil
Duplication of Content Rules
Refer to page 8.
Specific Unit Goals
This unit should enable students to:
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
Content
Students 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
Teaching and Learning Strategies
Refer also to pages 12-13 and Appendix B.
35
Board Endorsed December 2015
General Capabilities
Evidence could be in:
Student Capabilities
Goals
Content
Teaching and
Learning
Assessment
literacy


numeracy




ethical behaviour


intercultural understanding


collaborative team members


information and communication
technology (ICT) capability

critical and creative thinking


personal and social capability


Assessment
Refer to Assessment Task Types Guide on page 15.
Resources
Refer to pages 26-28.
36
Board Endorsed December 2015
Society and Community
Value: 1.0
This unit combines Travel and Service 0.5 and Work and Leisure 0.5.
Prerequisites
Nil
Duplication of Content Rules
Refer to page 8.
Specific Unit Goals
This unit should enable students to:
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 options
Work 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
Content
Students will study travel and service, work and leisure.
Suggested topics:
Travel and Services
Work and Leisure
 basic services
 professions
 reservations: hotels and restaurants
 future aspirations
 transport
 leisure time
 directions
 sport
 shopping
 hobbies
 travelling
37
Board Endorsed December 2015
Teaching and Learning Strategies
Refer to pages 12-13 and Appendix B.
Assessment
Refer 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


intercultural understanding


collaborative team members


information and communication
technology (ICT) capability

critical and creative thinking


personal and social capability


Specific Unit Resources
Refer 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’
Audio Visual Material
Pane e tulipani, (DVD), 2000
Welcome to the North (DVD), 2012
Welcome to the South (DVD), 2010
La Ciociara (DVD), (1960)
38
Board Endorsed December 2015
Travel and Services
Value: 0.5
Theme: 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.
Prerequisites
Nil
Duplication of Content Rules
Refer to page 8.
Specific Unit Goals
This unit should enable students to:
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
Content
Students will study travel and services.
Suggested topics:
 basic services
 reservations: hotels and restaurants
 transport
 directions
 shopping
 travelling
Teaching and Learning Strategies
Refer also to pages 12-13 and Appendix B.
39
Board Endorsed December 2015
General Capabilities
Evidence could be in:
Student Capabilities
Goals
Content
Teaching and
Learning
Assessment
literacy


numeracy




ethical behaviour


intercultural understanding


collaborative team members


information and communication
technology (ICT) capability

critical and creative thinking


personal and social capability


Assessment
Refer to Assessment Task Types Guide on page 15.
Resources
Refer to pages 26-28.
40
Board Endorsed December 2015
Work and Leisure
Value: 0.5
Theme: Society and Community
Prerequisites
Nil
Duplication of Content Rules
Refer to page 8.
Specific Unit Goals
This unit should enable students to:
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
Content
Students will study work and leisure.
Suggested topics:
 professions
 future aspirations
 leisure time
 sport
 hobbies
Teaching and Learning Strategies
Refer also to pages 12-13 and Appendix B.
41
Board Endorsed December 2015
General Capabilities
Evidence could be in:
Student Capabilities
Goals
Content
Teaching and
Learning
Assessment
literacy


numeracy




ethical behaviour


intercultural understanding


collaborative team members


information and communication
technology (ICT) capability

critical and creative thinking


personal and social capability


Assessment
Refer to Assessment Task Types Guide on page 15.
Resources
Refer to pages 26-28.
42
Board Endorsed December 2015
The World Around Us
Value: 1.0
This unit combines Our Changing Planet 0.5 and Social Issues 0.5.
Prerequisites
Nil
Duplication of Content Rules
Refer to page 8.
Specific Unit Goals
This unit should enable students to:
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
Content
Students will study our changing planet and social issues.
Suggested topics:
Our Changing Planet
Social Issues
 weather
 media; social and other
 seasons
 health and fitness
 climate
 migration
 geography
 diverse families
 regions of Italy
 technology and its use
 city, coastal and countryside life
 environment
43
Board Endorsed December 2015
Teaching and Learning Strategies
Refer to pages 12-13 and Appendix B.
Assessment
Refer 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


intercultural understanding


collaborative team members


information and communication
technology (ICT) capability

critical and creative thinking


personal and social capability


Specific Unit Resources
Refer 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
Audio Visual Material
Love’s brother, (DVD), 2004
The Golden Door, (DVD), 2006
Quando sei nato non ti puoi più nascondere, (DVD), 2005
La Terra, (DVD) 2012
44
Board Endorsed December 2015
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
45
Board Endorsed December 2015
Our Changing Planet
Value: 0.5
Theme: 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.
Prerequisites
Nil
Duplication of Content Rules
Refer to page 8.
Specific Unit Goals
This unit should enable students to:
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
Content
Students will study our changing planet.
Suggested topics:
 weather
 seasons
 climate
 geography
 regions of Italy
 city, coastal and countryside life
 environment.
Teaching and Learning Strategies
Refer also to pages 12-13 and Appendix B.
46
Board Endorsed December 2015
General Capabilities
Evidence could be in:
Student Capabilities
Goals
Content
Teaching and
Learning
Assessment
literacy


numeracy




ethical behaviour


intercultural understanding


collaborative team members


information and communication
technology (ICT) capability

critical and creative thinking


personal and social capability


Assessment
Refer to Assessment Task Types Guide on page 15.
Resources
Refer to pages 26-28.
47
Board Endorsed December 2015
Social Issues
Value: 0.5
Theme: 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.
Prerequisites
Nil
Duplication of Content Rules
Refer to page 8.
Specific Unit Goals
This unit should enable students to:
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
Content
Students will study social issues.
Suggested topics:
 media; social and other
 health and fitness
 migration
 diverse families
 technology and its use
Teaching and Learning Strategies
Refer also to pages 12-13 and Appendix B.
48
Board Endorsed December 2015
General Capabilities
Evidence could be in:
Student Capabilities
Goals
Content
Teaching and
Learning
Assessment
literacy


numeracy




ethical behaviour


intercultural understanding


collaborative team members


information and communication
technology (ICT) capability

critical and creative thinking


personal and social capability


Assessment
Refer to Assessment Task Types Guide on page 15.
Resources
Refer to pages 26-28.
49
Board Endorsed December 2015
Lifestyles and Traditions
Value: 1.0
This unit combines Food and Festivals 0.5 and Arts and Entertainment 0.5.
Prerequisites
Nil
Duplication of Content Rules
Refer to page 8.
Specific Unit Goals
This unit should enable students to:
A Course
T Course
Food and Festivals
 use common vocabulary relating to 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
Content
Students will study food and festivals and arts and entertainment.
Suggested topics:
Food and Festivals
Arts and Entertainment
 Italian cuisine
 Italian cinema
 eating out
 Italian music
 food preparation
 Italian visual art
 Italian festivals
 Italian theatre/drama
 famous entertainers and/or artists
 professions related to arts and
entertainment
Teaching and Learning Strategies
Refer to pages 12-13 and Appendix B.
50
Board Endorsed December 2015
Assessment
Refer 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


intercultural understanding


collaborative team members


information and communication
technology (ICT) capability

critical and creative thinking


personal and social capability


Specific Unit Resources
Refer 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
51
Board Endorsed December 2015
Audio Visual Material
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)
52
Board Endorsed December 2015
Food and Festivals
Value: 0.5
Theme: 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.
Prerequisites
Nil
Duplication of Content Rules
Refer to page 8.
Specific Unit Goals
This unit should enable students to:
A Course
T Course
 use common vocabulary relating to 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
 discuss own eating habits; compare and
evaluate Italian eating habits
Content
Students will study food and festivals.
Suggested topics:
 Italian cuisine
 eating out
 food preparation
 Italian festivals
Teaching and Learning Strategies
Refer also to pages 12-13 and Appendix B.
53
Board Endorsed December 2015
General Capabilities
Evidence could be in:
Student Capabilities
Goals
Content
Teaching
and Learning
Assessment
literacy


numeracy




ethical behaviour


intercultural understanding


collaborative team members


information and communication
technology (ICT) capability

critical and creative thinking


personal and social capability


Assessment
Refer to Assessment Task Types Guide on page 15.
Resources
Refer to pages 26-28.
54
Board Endorsed December 2015
Arts and Entertainment
Value: 0.5
Theme: 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.
Prerequisites
Nil
Duplication of Content Rules
Refer to page 8.
Specific Unit Goals
This unit should enable students to:
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
Content
Students 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
Teaching and Learning Strategies
Refer also to pages 12-13 and Appendix B.
55
Board Endorsed December 2015
General Capabilities
Evidence could be in:
Student Capabilities
Goals
Content
Teaching and
Learning
Assessment
literacy


numeracy




ethical behaviour


intercultural understanding


collaborative team members


information and communication
technology (ICT) capability

critical and creative thinking


personal and social capability


Assessment
Refer to Assessment Task Types Guide on page 15.
Resources
Refer to pages 26-28.
56
Board Endorsed December 2015
Appendix A – Linguistic Content
The 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...
57
Board Endorsed December 2015
 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)
58
Board Endorsed December 2015
Appendix B – Teaching and Learning Strategies
The 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 Adolescence
The 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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Board Endorsed December 2015
Travel and Services
The 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 Leisure
The 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 Planet
The 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.
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Board Endorsed December 2015
 Presentation for Italian students arriving on exchange about what to do in Canberra.
 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 Issues
The 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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Board Endorsed December 2015
Food and Festivals
The 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 Entertainment
The 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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Board Endorsed December 2015
Appendix C - Table Integrated Themes
The
Individual’s
Experience
Society and
Community
Theme
Beginning
Continuing
Advanced
Personal Identity
Greetings
Relating and
interacting with
others
Self, family,
relationships and
cultures
Self and Others
Character and
personality
Education and
Adolescence
School life and
daily routine
Educational systems
and routines in Italy
and Australia
Educational systems
and adolescence
issues in Italy and in
Australia
Travel and
Services
Service providers
Service providers
Tourism
Travelling
Tourism in Australia
and Italy
Consumerism
Employment
Professions and
future aspirations
Professions and
future aspirations
Leisure
Leisure
Equality in the
workplace
Work and Leisure
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
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
Italian film, music or
visual art
Italian arts and
entertainment
Food and
Festivals
Lifestyle
and
Traditions
Entertainment
Italian film, music or
visual art
Refer to the Unit Goals and Suggested Topics in each Unit for more specific content.
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