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Result list

• VCLVC153

  Participate in guided tasks that involve following instructions, making things, cooperating with peers, planning for and conducting shared events, activities or school performances

  Elaborations

  • participating in excursions with respected community members to experience story places or keeping places, listening to associated stories
  • visiting community centres, art centres or language centres and recording the experiences, for example, by developing a digital presentation or photo-story
  • working with respected community members to develop a short ‘Welcome to Country/Place’ and/or ‘Acknowledgment of Country/Place’ to use at formal school functions or community events
  • working together on collaborative tasks, such as designing posters, menus or invitations for special events, designing class bush tucker or a garden, creating picture books for buddy classes
  • interacting with respected community members/community speakers, following instructions, for example when making an artefact, creating an art work or preparing bush tucker, using hand signs as appropriate
  • participating in and sharing responses to local cultural events and celebrations
  • participating in national celebrations and significant events, for example, NAIDOC Week, Reconciliation Week, Harmony Day, labelling and captioning photos for a class display and sharing responses through class discussion
  • creating a skit, performance or action game to introduce a buddy class to aspects of the language and associated culture, for example, individual words, gestures or expressions associated with common exchanges such as introductions, items and artefacts
  • engaging in shared tasks which involve planning and collaborating, for example, preparing, rehearsing and conducting public presentations and performances, such as an item for a school assembly or a digital presentation about a significant event
  • giving directions, for example, to guide others to specific locations

  VCLVC153 | Languages | Victorian Aboriginal Languages | Levels 3 to 6 | Communicating | Socialising

• VCLVC132

  Interact in classroom routines and respond to teacher instructions

  Elaborations

  • participating in routine exchanges, such as, asking and answering questions, responding to the class roll, describing the weather, requesting classroom objects, participating in school and class creeds/affirmations
  • responding to and using routine classroom language, for example, ‘sit down’, ‘stand up’, ‘listen!’ ‘look this way’, ‘tidy up’
  • following instructions in language related to transition activities, for example, ‘form a circle’, ‘get into groups of three’, ‘put on your hat’, ‘line up’
  • responding to requests and instructions in verbal and non-verbal ways, such as movement, gesture and action, for example, in class and outdoors, in games and songs, or on visits and excursions

  VCLVC132 | Languages | Victorian Aboriginal Languages | Foundation to Level 2 | Communicating | Socialising

• VCLVC181

  Translate and interpret texts from the language to English and vice versa, comparing their versions and considering how to explain elements that involve cultural knowledge or understanding

  Elaborations

  • translating and interpreting texts from the language to English and vice versa, comparing own interpretations with those of others and discussing what differs and why
  • translating and interpreting texts such as narratives, song lyrics, dialogues or posters, considering how to explain elements that involve cultural knowledge or understanding, and using resources such as dictionaries and grammars
  • using and explaining words and expressions that do not easily translate into English and considering choices made when conveying equivalent meaning in English
  • identifying and explaining concepts, practices and expressions in the language which do not easily translate into English, for example, the number system, terms for colour, language associated with time, daily and seasonal cycles, kinship terms
  • understanding and applying culturally appropriate and ethical behaviour when interpreting and translating

  VCLVC181 | Languages | Victorian Aboriginal Languages | Levels 7 to 10 | Communicating | Translating

• VCLVC136

  Create and present shared stories, songs and performances, using familiar words and patterns and support materials

  Elaborations

  • making a shared Big Book based on an event, experience or performance, labelling, captioning and drawing key elements
  • creating own stories by sequencing a series of pictures with captions or by creating a storyboard with labels, using modelled language and repetitive phrases
  • re-enacting or retelling simple stories, episodes or interactions, using puppets, props, actions or gestures and modelled language
  • creating digital texts based around familiar contexts and characters using images and captions
  • creating their own songs/raps, or new versions of contemporary songs/raps by substituting words and phrases such as animal names, places, geographical features, adding elements such as characters or places, incorporating non-verbal supporting elements such as clapping, gestures and facial expressions
  • creating dances, paintings and visual designs appropriate to the Country/Place

  VCLVC136 | Languages | Victorian Aboriginal Languages | Foundation to Level 2 | Communicating | Creating

• VCLVC174

  Engage with peers, the teaching team and visiting respected community members to exchange information about interests, experiences, plans and aspirations

  Elaborations

  • expressing personal experiences, plans, goals and aspirations
  • asking and responding to open-ended questions, for example, why, how, when, using modelled sentence patterns
  • engaging in face-to-face or online discussions with peers about shared interests and experiences, such as sport, food, study, music or fashion
  • recounting experiences, such as holidays, special events, milestones, sports events or celebrations
  • sharing and comparing information about daily routines and responsibilities
  • sustaining and extending conversations by seeking additional information
  • exchanging information about family, friends, teachers, school subjects, entertainment and leisure activities

  VCLVC174 | Languages | Victorian Aboriginal Languages | Levels 7 to 10 | Communicating | Socialising

• VCLVC180

  Create a range of spoken, written and multimodal texts to entertain others, involving real or imagined contexts and characters

  Elaborations

  • creating a rap or skit to entertain others, including digital or performative elements,
  • creating own visual and performative art work, using symbols and techniques appropriate to Country/Place to convey a message or emotion
  • taking on the role of a character from a story and responding to questions in-role
  • creating and performing real or imagined experiences, using expressive language, gestures and supporting materials to create dramatic effect
  • creating animations, short plays or stories to present in class or to share with a wider virtual audience
  • composing simple songs, sporting chants, jingles, posters or advertisements for real or imagined situations or products
  • telling the story of a real or imagined journey, involving a variety of characters, places and events
  • collaborating with community to tell stories

  VCLVC180 | Languages | Victorian Aboriginal Languages | Levels 7 to 10 | Communicating | Creating

• VCLVC179

  Interpret and respond to texts by sharing personal reactions, comparing themes, describing and explaining aspects of artistic expression and how these relate to land, sky, sea, water, people, plants, animals and social and ecological relationships

  Elaborations

  • listening to respected community speakers tell stories on Country/Place, interpreting signs and gestures and using correct protocols to ask clarifying questions and to find out about the cultural role of storytelling
  • interpreting and responding to texts such as songs, stories, films or video clips by recording key vocabulary and expressions, identifying and explaining main ideas, themes and sequences of events, for example, by sharing personal reactions with others
  • discussing how key messages and beliefs are communicated through stories and visual and creative arts, for example, comparing the role and representation of animals, people and landscapes in different expressive forms
  • discussing and explaining how land, sky, sea, people, plants, animals and social and ecological relationships are expressed through the arts
  • investigating traditional and contemporary arts, including paintings, weavings, artefacts, and identifying how they relate to or express elements of Country/Place and people
  • listening to, viewing and comparing personal responses to popular music, identifying key messages, themes and performance styles,, and considering how they incorporate social commentary
  • discussing how stories and songs often link neighbouring Aboriginal groups and nations
  • retelling stories belonging to Country/Place

  VCLVC179 | Languages | Victorian Aboriginal Languages | Levels 7 to 10 | Communicating | Creating

• VCLVC133

  Discover key information about Country/Place by exploring Country/Place and listening to stories from respected community members

  Elaborations

  • discovering places in the local area that have Indigenous names, such as streets, suburbs, parks, rivers, public institutions
  • visiting Country/Place to identify and name key topographical features, for example, creeks, springs, rocky outcrops, estuaries, reefs, desert landforms, taking photos and labelling them to create a class book
  • listening to respected community members sharing knowledge about Country/Place, identifying and recording key words and vocabulary
  • identifying, naming and labelling salient features of the built environment, for example, dwellings, public buildings, school, places to play, ports and roads
  • recording the weather and seasons of the Country/Place throughout the year in a picture diary or through a series of captioned paintings, including the seasonal behaviour of animals and what plants grow in particular seasons
  • naming, labelling and sorting into culturally appropriate categories elements from the environment such as bush foods, animals, plants and natural objects, classifying in terms of distinctions such as, edible/non-edible, meat/non meat, salt water/fresh water, day/night animals, rough/smooth, hard/ soft,
  • learning to read Country/Place with respected community members' guidance by looking for signs such as animal tracks and fruit fall, migratory birds, turtle tracks, animal behaviour, fresh diggings around a lair, appearance of whales
  • locating specific words and familiar phrases in texts such as charts, lists, photos, maps, and using the information to complete guided oral and written tasks
  • naming, labelling, drawing and matching outside body parts
  • learning and using vocabulary and expressions related to healthy living and eating

  VCLVC133 | Languages | Victorian Aboriginal Languages | Foundation to Level 2 | Communicating | Informing

• VCLVC137

  Translate frequently used words and phrases, using visual cues and resources such as word lists

  Elaborations

  • using classroom resources such as word banks/lists, wall charts, visual dictionaries, and pictures to translate the meaning of single words and common expressions
  • playing matching-pair games using everyday words and expressions from the language and from English
  • translating and explaining in English the meaning of words, phrases and gestures used in everyday contexts and situations
  • noticing elements of the language that are the same in English, such as the alphabet and some sounds
  • explaining symbols and their iconographies

  VCLVC137 | Languages | Victorian Aboriginal Languages | Foundation to Level 2 | Communicating | Translating

• VCLVC131

  Participate in guided group activities, such as games, songs and simple tasks, using movement and gestures to support understanding and to convey meaning

  Elaborations

  • participating in games, tasks and activities that involve turn taking, guessing, matching and choosing objects using modelled questions and responses
  • participating in action games and songs by matching actions to words
  • following instructions by moving around or locating objects in the classroom
  • accompanying respected community members to gather traditional materials, such as nuts, twigs, bark, seeds, shells for use in craft related language activities
  • working collaboratively on a class performance or activity
  • working collaboratively to adapt and perform action songs, for example, by changing lyrics, substituting words and phrases based on modelled patterns, rehearsing and performing songs with appropriate gestures and actions
  • grouping and sorting natural objects from Country/Place, for example, leaves, stones, shells according to culturally appropriate categories

  VCLVC131 | Languages | Victorian Aboriginal Languages | Foundation to Level 2 | Communicating | Socialising

• VCLVC176

  Interact in class activities that involve making suggestions, seeking clarification, praising or complimenting one another

  Elaborations

  • making suggestions or providing clarification
  • using respectful language for agreeing or disagreeing
  • asking for clarification, for example, asking how to spell a word, say or write something, or asking for the meaning of a word or expression
  • giving help, responding to instructions, offering suggestions
  • asking and responding to closed and open-ended questions, for example, in relation to class assignments or due dates
  • apologising, praising, complimenting and encouraging one another

  VCLVC176 | Languages | Victorian Aboriginal Languages | Levels 7 to 10 | Communicating | Socialising

• VCLVC138

  Create simple oral, print or multimodal bilingual texts for the classroom environment, such as captions, signs, labels and wall charts

  Elaborations

  • creating bilingual picture word lists, dictionaries, and class reference books of words and their meanings
  • creating bilingual texts for the school community, such as signs or notices
  • performing presentations for the school community that involve elements from the language and from English, such as a contribution to an assembly or a performance for Grandparents’ Day
  • creating bilingual resources for classroom learning activities, such as sets of word cards for matching games
  • writing captions for a photographic display to show parents/others about a class event or experience, such as sports day or caring for the environment activities

  VCLVC138 | Languages | Victorian Aboriginal Languages | Foundation to Level 2 | Communicating | Translating

• VCLVC139

  Describe aspects of self, such as family, school/class and language/s spoken, considering how these contribute to their sense of identity

  Elaborations

  • describing self and their family, for example, by drawing pictures of immediate family members or creating a family tree and labelling it with appropriate kinship terms
  • identifying self in relation to different groups, such as family, class or peer group, and representing these relationships through drawing captioned pictures, photos or digital presentations (Aboriginal and Torres Strait Islander students may be able to depict their totems/moieties and other affiliations)
  • exploring the idea of collective identity through symbols and practices such as Aboriginal flags, items of dress, use of colours and patterns
  • noticing and comparing their own choices and use of words or expressions from different languages when communicating in English
  • recognising the relationship between language, place and family in the formation of identity in Aboriginal communities

  VCLVC139 | Languages | Victorian Aboriginal Languages | Foundation to Level 2 | Communicating | Identity

• VCLVC158

  Create and present real and imaginative texts suitable for a particular audience, using familiar expressions and modelled language

  Elaborations

  • creating and performing their own stories, songs and skits, incorporating non-verbal elements to enhance audience comprehension and entertainment, for example, gesture, facial and vocal expression
  • experimenting with different ways of telling stories, using a range of different texts, for example, oral texts, photo stories, e-books, dance, visual design, drawings on soft and hard surfaces
  • creating, performing and presenting imaginative texts such as skits, songs and raps, using digital techniques
  • creating real or imaginary characters, places or animals and presenting them through performance, digital display or visual representation
  • incorporating onomatopoeic sounds into written/performed texts to enrich the texts and to entertain readers/the audience
  • creating imaginative texts to entertain younger audiences, for example, audio Big Books, puppet plays, performances for the school or community, cartoons, video clips, vokis or animation, selecting language and images that enrich the visual or listening experience
  • creating shared art work (visual or performative) to tell a story, using symbols and expressive techniques appropriate to Country/Place

  VCLVC158 | Languages | Victorian Aboriginal Languages | Levels 3 to 6 | Communicating | Creating

• VCLVC161

  Explore their own sense of identity, including elements such as family, friends, interests, membership of groups, and consider markers of identity that may be important across all cultures

  Elaborations

  • creating a class wall chart or family tree, labelling with appropriate kinship terms (Aboriginal and Torres Strait Islander students may be able to source information about their totems/moieties and other affiliations from home, family and community sources)
  • investigating and discussing, as culturally appropriate, the meaning of personal, family and other names and their significance as markers of identity
  • working with respected community members to map community-wide links between families according to known kin links
  • designing visual representations, such as concept maps, posters or captioned slide presentations, of their group memberships, for example, friendship, family, sporting, interest and community groups, moieties, and discussing what such membership means to their sense of identity
  • creating a profile to capture their sense of personal identity, for example, through an avatar or montage, using key words and expressions and commenting on the significance of particular events, influences or interactions
  • considering how their individual upbringing and experiences impact on their assumptions/attitudes when participating in intercultural interactions, for example, in relation to notions of leisure/free time or family and community responsibilities
  • talking about ways local Aboriginal communities express elements of their shared identity, for example, through behaviours associated with sporting teams, distinctions between coastal versus inland communities, through community events and profiling of identities from their community
  • noticing and comparing their use of words or expressions from different languages when communicating in English and discussing how this relates to their sense of identity
  • monitoring their development as learners of the language, for example, by recording learning experiences, reflections in blogs, learning logs or journals
  • identifying markers of identity that may be important across all cultures, for example, family, community, location, language, age, gender
  • exploring the concept of collective identity by designing an item, such as a language flag or artefact, that incorporates elements of importance to the language/community

  VCLVC161 | Languages | Victorian Aboriginal Languages | Levels 3 to 6 | Communicating | Identity

• VCLVC155

  Gather, record and classify information from a range of sources from Country/Place, historical documents and contemporary resources

  Elaborations

  • finding out the origins of Indigenous names, for example, of streets, city parks, rivers, public institutions, social programs in their area
  • labelling, ordering and classifying natural objects from the environment according to Indigenous taxonomies
  • obtaining information from a variety of sources about the natural environment, for example, by listening to visiting respected community members, reading, viewing, consulting historical resources and photos, and presenting findings in chart, poster, table, graphic or digital form
  • reading, viewing or listening to simple texts such as posters, signs, historical documents, word lists, answering questions by selecting from options and filling in gaps
  • viewing a demonstration, for example, of cooking bush tucker, cooking in an earth oven, and recording key words/phrases related to processes associated with the collection and preparation of food
  • surveying peers and community members on different topics, for example, favourite television programs, video games, foods, football teams, sports or bands, after school activities/time spent in those activities, languages spoken; and presenting results in chart, graph or digital formats
  • labelling, drawing and matching inside and outside body parts
  • observing and reading signs of Country/Place with the guidance of respected community members/community speakers, for example, the presence of bees, dragonflies, changing colours of bark, different tracks, tides, seaweed dumps, regeneration of vegetation, special (warning) calls of birds, turtle mating, ripening of fruit, changes in the night sky; and recording these details through photos, pictures, diagrams, captions, simple descriptions and commentaries
  • classifying different types of plants/parts of plants and their uses, for example, what different parts are used for or which are poisonous, presenting findings in chart, poster, table, graphic or digital form
  • mapping Country/Place in various forms, for example, on paper, in sand or mud, labelling key topographical features and infrastructure and making simple statements about their locations in relation to other places, for example, east, west, near, far, other side of…
  • investigating and discussing where appropriate the meaning of personal and family names of Aboriginal origin
  • surveying and comparing healthy ways of eating, for example, by identifying what is available from the school canteen and listing which healthy foods they like to eat, recording and presenting results in chart, graph or digital format or by giving an oral presentation

  VCLVC155 | Languages | Victorian Aboriginal Languages | Levels 3 to 6 | Communicating | Informing

• VCLVC182

  Create bilingual texts for the wider community collaboration with others

  Elaborations

  • creating shared bilingual learning resources, such as print or digital word banks or glossaries of expressions used in everyday interactions in the language and in English
  • creating bilingual learning resources for younger learners, for example, children’s stories and games
  • performing a role-play or skit for a specified audience, using the language for the performance and English for supporting explanations and commentary
  • creating bilingual texts, using subtitles and captions, to inform the school community about aspects of the language and culture
  • creating a bilingual display, for example, a video-clip or photographic display to showcase events and shared experiences, such as a bush trip
  • creating bilingual digital texts such as song lyrics or dialogues which allow display in the language, in English or in both

  VCLVC182 | Languages | Victorian Aboriginal Languages | Levels 7 to 10 | Communicating | Translating

• VCLVC140

  Notice how using different languages involves some different ways of communicating and behaving

  Elaborations

  • capturing and sharing their impressions when singing songs, dancing, reading stories or playing games in the language, for example, by responding to teacher prompts in language or English, such as, What do you hear? What do you see? What do you notice about…? Why do you think that? How is this similar/different to…?
  • noticing similarities and differences between the language and English/other known languages in relation to cultural elements, such as the names of foods and animals particular to the climate and environment; and in cultural practices, such as sharing in extended families, special times, story-telling, yarning
  • considering how they communicate with different friends and family members who have different language backgrounds
  • describing how it feels to use the language in the classroom and with visiting respected community members

  VCLVC140 | Languages | Victorian Aboriginal Languages | Foundation to Level 2 | Communicating | Reflecting

• VCLVC152

  Interact with peers, the teaching team and visiting respected community members about aspects of personal worlds, such as experiences at school, home, everyday routines, interests and activities

  Elaborations

  • describing self in relation to daily routines, family and friends, pastimes and aspects of school and home life
  • sharing and reflecting on learning experiences, such as visits, meetings, school and community activities with class members, using gestures, illustrations and graphics to support commentary
  • recounting specific events or experiences, using familiar and modelled language
  • asking and responding to questions to identify/describe features of people, plants, animals and items in the environment, for example, by referring to colour, size, number, location
  • talking about aspects of their personal worlds, such as interests and leisure activities
  • describing other people, such as family members, friends and teachers, for example, by identifying their kin relationship
  • showing interest in and respect for others, for example, by expressing praise or encouragement
  • expressing personal experiences and future plans, using modelled sentence patterns

  VCLVC152 | Languages | Victorian Aboriginal Languages | Levels 3 to 6 | Communicating | Socialising

• VCLVC154

  Participate in everyday classroom activities and routines, such as responding to questions and requests, asking permission, requesting help

  Elaborations

  • using rehearsed phrases and sentences to initiate and respond to language used in familiar classroom routines and exchanges, such as requesting a drink, asking permission to leave the classroom, borrowing equipment using rehearsed phrases and sentences
  • recognising and rehearsing interjections or fillers used in everyday conversations
  • asking simple questions and responding with simple statements, for example, asking for help, providing repetition or clarification
  • enquiring about and describing the location of classroom items and materials
  • preparing and displaying a set of agreed classroom procedures
  • participating in class activities that involve vocabulary, actions, signed expression or board/digital games

  VCLVC154 | Languages | Victorian Aboriginal Languages | Levels 3 to 6 | Communicating | Socialising