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• VCLVU143

  Recognise there are many ways of communicating messages in Aboriginal languages

  Elaborations

  • understanding that there are different ways of telling a story, such as respected community members yarning, through song, dance, music and associated visual design and spectacle, and through painting (body, bark, rock, sand)
  • understanding that texts have a purpose, for example, greetings, Welcome to Country/Acknowledgement of Country/Place, traditional stories, paintings, songs and dances that convey community-wide messages
  • identifying some features of stories, for example, the fact that they are often about journeys across Country/Place, involving landforms, animals and plants
  • noticing how texts such as storybooks are sequenced and organised, for example, by identifying the main title and the connections between pictures and text
  • recognising that communication can also occur through sign language

  VCLVU143 | Languages | Victorian Aboriginal Languages | Foundation to Level 2 | Understanding | Systems of language

• VCGGK066

  Aboriginal and Torres Strait Islander Country/Place on which the school is located and why Country/Place is important to Aboriginal and Torres Strait Islander peoples, and the ways in which they maintain special connections to particular Country/Place

  Elaborations

  • identifying and using the name of the local Aboriginal/Torres Strait Islander Language Group
  • identifying how and why the words Country/Place are used by Aboriginal and Torres Strait Islander peoples for the places to which they belong
  • inviting members of the Traditional Owner Group to talk about Country and Places of cultural and historical significance to the Aboriginal and Torres Strait Islander community in the local neighbourhood, suburb, town or rural locality
  • discussing how some people are connected to one Country, for example, because it is ‘mother’s’ Country or ‘father’s’ Country
  • describing the connections of the local Aboriginal or Torres Strait Islander peoples with the land, sea, sky and animals of their Country/Place

  VCGGK066 | The Humanities | Geography | Foundation to Level 2 | Geographical Knowledge | Places and our connections to them

• VCAVAR024

  Respond to visual artworks, including artworks by local Aboriginal and Torres Strait Islander peoples, by describing subject matter and ideas

  Elaborations

  • identifying where students can experience art in their lives and communities, for example, keeping a diary of ‘art experiences’ and discuss how visual artworks communicate subject matter and ideas
  • discussing why artworks are made, by whom and for what purposes, for example, who made the artwork? where is the artwork from and why was it made? Where and how are artworks displayed?
  • describing how visual conventions are combined in their artworks and in the artwork of others to express ideas and concepts, for example how Aboriginal and Torres Strait Islander artists use visual conventions to express ideas
  • describing and interpreting ideas in a selection of artworks, for example, considering the subject matter, styles and techniques of a selection of artworks, and how the artworks make the viewer think and feel in response to the artists’ intentions
  • describe the role of artist in expressing subject matter and viewer in interpreting meaning in artworks

  VCAVAR024 | The Arts | Visual Arts | Levels 1 and 2 | Respond and Interpret

• VCGGK067

  Weather and seasons and the ways in which different cultural groups, including Aboriginal and Torres Strait Islander peoples, describe them

  Elaborations

  • describing the daily and seasonal weather of their place by its rainfall, temperature, sunshine and wind, and comparing it with the weather of other places that they know or are aware of
  • comparing the Aboriginal or Torres Strait Islander People’s seasonal calendar for the local area with one students are familiar with, such as the four-seasons calendar derived from Europe

  VCGGK067 | The Humanities | Geography | Foundation to Level 2 | Geographical Knowledge | Places and our connections to them

• VCLVU150

  Recognise that learning Aboriginal and Torres Strait Islander languages can provide language revival benefits to communities

  Elaborations

  • understanding that language is communally owned and therefore owners must be consulted regarding any use of it, including learning it in school
  • identifying and engaging with local identities/personalities/people who are involved in language revival efforts
  • considering why learning an Aboriginal and/or Torres Strait Islander language is important in Australia

  VCLVU150 | Languages | Victorian Aboriginal Languages | Foundation to Level 2 | Understanding | Role of language building

• VCADRR024

  Respond to drama, expressing what they enjoy and why, and why people in their local area make and perform drama, including drama of Aboriginal and Torres Strait Islander peoples

  Elaborations

  • identifying where they might experience drama in their community, for example, sharing experiences of attending a Tanderrum, or taking part in a drama performance in their community and considering how drama sustains and communicates cultural knowledge
  • talking about how voices, movement and space are used in drama they make and see
  • connecting to and sharing drama experiences through available digital access
  • discussing ways drama can show people’s different feelings about the world, based on their experiences of the environment and other people

  VCADRR024 | The Arts | Drama | Levels 1 and 2 | Respond and Interpret

• VCAMAR024

  Respond to media artworks and consider where and why people in their local area make media artworks, including media artworks of Aboriginal and Torres Strait Islander peoples

  Elaborations

  • identifying where they might experience media artworks in their lives and communities, for example, considering how media artworks from Aboriginal and Torres Strait Islander peoples sustain and communicate cultural knowledge
  • identifying the artistic intentions in media artworks they make and view
  • identifying features in media artworks, including elements such as time, sound, colour and lighting, and story principles such as characters and setting
  • identifying how media language and technologies are used to tell stories, for example, discussing how a family story is told using images and text

  VCAMAR024 | The Arts | Media Arts | Levels 1 and 2 | Respond and Interpret

• VCAMUR024

  Respond to music, communicating their preferences and discussing where and why people in their local area make and perform music, including the music of Aboriginal and Torres Strait Islander peoples

  Elaborations

  • describing shapes and patterns in music they have composed or performed, for example, clapping a repeating rhythmic pattern in a song
  • focussing attention on other musical parts when composing or performing in a group, for example, what instruments play the melody? The accompaniment? Is the texture thick or thin in the opening/middle/end section of your composition?
  • when listening, describe how the different use of elements of music creates moods, effects or contrast
  • identifying where they might see and hear music in their lives and community and discussing their experiences, for example, sharing experiences of taking part in music performances or attending a Harmony Day concert featuring performances by a Koorie rock band and performers representing other cultural groups in the local area and asking questions such as why is music an important part of many celebrations or why did I feel like singing and dancing with the performers?

  VCAMUR024 | The Arts | Music | Levels 1 and 2 | Respond and Interpret

• VCITU018

  Understand that Italian is one of many community languages spoken in Australia including Aboriginal languages and Torres Strait Islander languages, Asian languages and world languages

  Elaborations

  • understanding that Italian is the national language of Italy and is spoken in Italian-speaking communities around the world
  • experiencing the sounds, texts and images of different languages and cultures to develop an understanding of different languages used in the Australian community
  • noticing the different languages used by peers in their class and in their local community

  VCITU018 | Languages | Italian | F–10 Sequence | Foundation to Level 2 | Understanding | Language variation and change

• VCADAR024

  identify where people can experience dance in the local community, for example, talking with Aboriginal and Torres Strait Islander people about how dance sustains and communicates cultural knowledge

  Elaborations

  • identifying where people can experience dance in the local community, for example, keeping a diary of ‘dance experiences’ and discussing how dance sustains and communicate cultural knowledge
  • recognising that dance can show that people have different feelings about the world based on their experiences
  • using questions to explore the societies and cultures of dance they view, for example, when is this dance performed?, who made the dance?, how do people learn this dance?
  • recognising and describing patterns of movement in dances they make, perform and view, using their own words and learnt dance terminology

  VCADAR024 | The Arts | Dance | Levels 1 and 2 | Respond and Interpret

• Victorian Aboriginal Languages: Foundation to Level 2 achievement standards

  By the end of Level 2, students interact with the teaching team and respected community members to talk about themselves and family, using familiar modelled language and gestures. They use appropriate protocols when interacting with respected community members and community speakers, such as appropriate...

  Level description | Languages | Victorian Aboriginal Languages | Foundation to Level 2

• VCMMG118

  Name and order months and seasons

  Elaborations

  • investigating the seasons used by Aboriginal people, comparing them to those used in Western society and recognising the connection to weather patterns.

  VCMMG118 | Mathematics | Level 2 | Measurement and Geometry | Using units of measurement

• 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

• VCLVU144

  Identify elements of the kinship system and its links to place and natural species

  Elaborations

  • using kinship charts to identify kinship terms for immediate family, comparing with terms used in own family
  • recognising that Aboriginal peoples have their own personal relationships with animal species and natural phenomena
  • recognising that Aboriginal peoples have a personal relationship with language and place
  • identifying skin names, moieties and other groupings where appropriate
  • identifying which stories belong to which natural features, including animals, plants, topographical features and recognising their significance

  VCLVU144 | Languages | Victorian Aboriginal Languages | Foundation to Level 2 | Understanding | Systems of language

• VCELA234

  Understand that spoken, visual and written forms of language are different modes of communication with different features and their use varies according to the audience, purpose, context and cultural background

  Elaborations

  • identifying examples and features of different kinds of spoken, non-verbal, written and visual communication from Aboriginal and Torres Strait Islander communities and from several Asian cultures within Australia, and associating those features with particular communities
  • recognising some phrases in the languages of the class and community, for example greetings and expressions of politeness

  VCELA234 | Curriculum content | English | Level 2 | Speaking and Listening | Language

• VCELT240

  Discuss how depictions of characters in print, sound and images reflect the contexts in which they were created

  Elaborations

  • exploring iconography of Aboriginal and Torres Strait Islander cultures
  • recognising recurring characters, settings and themes in Dreaming stories experienced through texts, films and online sources
  • discussing moral and teaching stories from varied cultures, identifying and comparing their central messages

  VCELT240 | Curriculum content | English | Level 2 | Speaking and Listening | Literature

• VCELY220

  Discuss different texts on a similar topic, identifying similarities and differences between the texts

  Elaborations

  • identifying examples and features of different kinds of spoken, non-verbal, written and visual communication from Aboriginal and Torres Strait Islander communities and from several Asian cultures within Australia
  • comparing two or more versions of the same topic by different authors or from different cultures, describing similarities and differences

  VCELY220 | Curriculum content | English | Level 2 | Reading and Viewing | Literacy

• VCGGC057

  Identify and describe the features of places at a local scale and how they change, recognising that people describe the features of places differently

  Elaborations

  • recounting Aboriginal Dreaming stories and/or Legends of the Torres Strait that identify the natural features of a place
  • using observations and/or photographs to identify changes in natural, managed and constructed features in their place. For example, recent erosion, revegetated areas, planted crops or new buildings

  VCGGC057 | The Humanities | Geography | Foundation to Level 2 | Geographical Concepts and Skills | Place, space and interconnection

• VCLVU146

  Notice that languages borrow words from each other

  Elaborations

  • noticing Aboriginal words and phrases used in everyday Australian life, for example, koala, euro, billabong, dingo
  • recognising that some words in the language have come from other languages
  • recognising words in English that have been borrowed from other languages

  VCLVU146 | Languages | Victorian Aboriginal Languages | Foundation to Level 2 | Understanding | Language variation and change

• VCMNA105

  Group, partition and rearrange collections up to 1000 in hundreds, tens and ones to facilitate more efficient counting

  Elaborations

  • using an abacus to model and represent numbers
  • understanding three-digit numbers as comprised of hundreds, tens and ones/units
  • demonstrating and using models such as linking blocks, sticks in bundles, place-value blocks and Aboriginal bead strings and explaining reasoning

  VCMNA105 | Mathematics | Level 2 | Number and Algebra | Number and place value