Tas Curriculum K-10 - Languages - Italian - Department of Education

Standard two overview
The standard two student is likely to be in years 3–4. Students engage in language tasks that are tightly
scaffolded and sequenced and use the language in everyday contexts. Most readily engage with other
languages and cultures as they move away from the immediately personal to developing a stronger sense of
community. They read, view and enjoy a range of familiar, predictable and / or simple texts.
Communication
Students are developing an understanding of language used in simple, repetitive sentence structures that are
heavily dependent on context, visuals, gestures and intonation for understanding. Emphasis is still on oral
language. They respond in familiar situations where the language is short, well-rehearsed and formulaic, for
example, conducting a grid survey. Students recognise and assign meaning to short, familiar texts they see
around them, such as classroom signs and labels. With some help, they read short texts with familiar
content, vocabulary and other explicit contextual cues. Students write and copy short texts with the
support of written models. For scripted languages, students are able to copy or write short texts.
Language as a system
Students notice similarities and differences in the patterns of both oral and written language. For scripted
languages, students understand that correct stroke order is important when writing characters.
Language and culture
This strand is interwoven with communication. Examples are provided in the content area of this document
and will be expanded upon as teachers work with the intercultural approach. Students are broadening their
horizons and becoming increasingly aware of, and sensitive to, other cultural groups and languages. They
begin to understand that there are diverse ways of thinking and valuing. Their observations often lead to
further questions and speculations.
Thinking
Students continue to display a natural curiosity and interest as they experiment with the target language, its
patterns and ideas. They notice similarities and differences, begin to make comparisons and reflect on their
own thinking processes and learning strategies. Students are beginning to use tools to support their
learning, such as charts and picture dictionaries.
Using ICT
Students access ICT to view authentic texts, symbols and images. They communicate simple messages using
ICT and explore interactive resources such as websites, CD-ROMs and learning objects. They may
consider how they will use media in the creation of simple texts such as comic strips and menus.
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