Foundation students will begin the year learning basic greetings in Italian, such as "Ciao" (Hello), "Buongiorno" (Good morning), and "Come ti chiami?" (What is your name?). They will practice introducing themselves to their teacher and classmates. We will then explore colours, learning to name and identify them in Italian through songs, games, and interactive activities.

Students will continue developing their understanding of Italian culture and language foundations as the term progresses. Learning colours will be incorporated into creative activities such as art and sorting exercises. Songs and movement-based games will reinforce vocabulary and pronunciation in a fun, engaging way.

Students will also learn about a famous landmark in Rome each week, exploring its history and interesting facts. Some landmarks they will explore include the Colosseum, the Trevi Fountain, and the Pantheon.

Students will demonstrate their learning through engaging activities, including sing-alongs, role-playing, and responding to visual and verbal prompts.

Some of the key phrases and responses students will learn or respond to include:

• "Ciao, mi chiamo..." (Hello, my name is...)

• "Rosso" (Red)

• "Blu" (Blue)

• "Giallo" (Yellow)

• "Di che colore è?" (What colour is it?)

Grade 1 and 2 students will start the year by learning the names of different body parts in Italian. Using songs and interactive games, they will reinforce vocabulary such as "la testa" (head), "le mani" (hands), and "i piedi" (feet). Movement-based activities will help them recall words and associate them with actions.

Following this, students will transition to learning the names of different rooms and objects within a typical home. They will explore words such as "la cucina" (the kitchen), "il bagno" (the bathroom), and "la camera da letto" (the bedroom). They will also learn common household items, such as "il tavolo" (the table) and "la sedia" (the chair).

Students will also explore a famous landmark in Rome each week, learning about its history and significance. Some landmarks they will learn about include the Colosseum, the Fountain of Trevi, and the Spanish Steps.

Students will demonstrate their understanding through games, sing-alongs, role-playing, and labelling activities.

Some of the key phrases and responses students will learn or respond to include:

• "Mettiti le mani sulla testa" (Put your hands on your head)

• "Dove è la cucina?" (Where is the kitchen?)

• "Questo è il mio bagno" (This is my bathroom)

• "La sedia è marrone" (The chair is brown)

Grade 3 and 4 students will begin the term by expanding their vocabulary related to the body. They will learn to describe body parts using adjectives, forming sentences such as "La mano è grande" (The hand is big) and "Il naso è piccolo" (The nose is small). Songs, games, and interactive activities will help reinforce these concepts.

In the second part of the term, students will transition to learning vocabulary related to the home, identifying and describing different rooms and furniture. They will also learn to use simple sentences to describe the location of objects, such as "Il divano è nel salotto" (The sofa is in the living room).

Students will also study a famous landmark in Rome each week, diving into its history, cultural importance, and fun facts. Landmarks will include the Vatican, Castel Sant'Angelo, the Colosseum, the Fountain of Trevi, and the Spanish Steps.

Students will demonstrate their learning through role-playing, sing-alongs, labelling diagrams, and using technology for pronunciation practice.

Some of the key phrases and responses students will learn or respond to include:

• "Mettiti le mani sulle ginocchia" (Put your hands on your knees)

• "Dov'è la sedia?" (Where is the chair?)

• "Il tavolo è grande" (The table is big)

• "Il bagno è accanto alla camera da letto" (The bathroom is next to the bedroom)

Grade 5 and 6 students will start the year by deepening their understanding of vocabulary related to the body. They will learn to describe physical appearances and sensations in greater detail, forming sentences such as "Ho le gambe stanche" (My legs are tired) and "Le mani sono fredde" (My hands are cold). They will also learn to express simple symptoms and feelings.

Students will transition to learning about the home in the second half of the term. They will describe rooms and furniture in more detail, using adjectives and prepositions. For example, "La cucina è luminosa e spaziosa" (The kitchen is bright and spacious) and "Il letto è vicino alla finestra" (The bed is near the window).

Students will also study a famous landmark in Rome each week, diving into its history, cultural importance, and fun facts. Landmarks will include the Vatican, Castel Sant'Angelo, the Colosseum, the Fountain of Trevi, and the Spanish Steps.

Students will demonstrate their learning through role-playing, dialogue creation, storytelling, and digital tools for pronunciation and comprehension activities.

Some of the key phrases and responses students will learn or respond to include:

• "Mettiti le mani sulla testa" (Put your hands on your head)

• "Descrivi la tua casa" (Describe your house)

• "Mi fa male la testa" (My head hurts)

• "Il divano è comodo e morbido" (The sofa is comfortable and soft)

• "Il bagno è accanto alla cucina" (The bathroom is next to the kitchen)