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• Languages | Victorian Aboriginal Languages: Scope and Sequence

  The curriculum sets out what students are expected to learn and is designed as a continuum of learning. The curriculum is being presented in a scope and sequence chart to support teachers to easily see the progression and assist in planning teaching and learning programs to meet the diverse needs...

  Overview material | Victorian Aboriginal Languages

• VCLVU187

  Discuss the purpose and roles of various spoken, written and visual texts in the language

  Elaborations

  • understanding the purpose and role of different types of text in the language, for example, declaring identity, acknowledging parts of traditional belief systems, acknowledging ancestors, passing on knowledge and information, mapping resources on Country and managing natural phenomena such as weather
  • understanding that Country/Place can be interpreted as text by the community
  • discussing ways that songs function to capture language and meaning in ways similar to literature in other cultures
  • linking and sequencing ideas to form cohesive texts, using appropriate grammatical forms and elements, for example, serialisation, connectives, embedding, headings and paragraphing

  VCLVU187 | Languages | Victorian Aboriginal Languages | Levels 7 to 10 | Understanding | Systems of language

• 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

• VCLVC157

  Listen to, read and view different real and imaginative texts, identifying and making simple statements about key elements, characters and events, and interpreting cultural expressions and behaviours

  Elaborations

  • recalling, illustrating and describing main characters and events in stories, songs and performances, for example, by selecting descriptive modelled statements as captions to their pictures or responding to questions, such as, Who? Where? How long? What?
  • participating in shared and guided reading/listening/viewing of real and imaginative texts, for example by making predictions about the development or flow of ideas, using contextual and visual cues, responding to questions and comparing responses to different characters, ideas and events
  • conveying understanding of plot and sequence in texts, for example, by re-creating a sequence using a storyboard, labelling key events or creating a timeline
  • mapping sites, landforms and other features of Country/Place through which a travelling story/storyline passes
  • listening to respected community members tell stories on Country/Place, interpreting hand signs and gestures, retelling parts of the story, for example, in sand, through painting or by performing, using a combination of words/phrases, illustrations, movements and visual props
  • listening to respected community members telling stories from their local area, and responding by retelling parts of the story
  • interacting/engaging with artistic expression/techniques appropriate to Country/Place, such as paintings, drawings, etchings, sculptures and dance, interpreting messages conveyed through these different forms
  • discussing key messages expressed in stories, songs and dance, such as social values and rules for living, comparing them to messages conveyed by stories in other cultures and languages
  • responding to a specific creative text by adapting the original to create a new version, for example, by re-sequencing events, adding new elements, changing time, location or character, or creating an alternative ending
  • understanding and discussing the importance of story/ storytelling in transmitting and maintaining language and culture

  VCLVC157 | Languages | Victorian Aboriginal Languages | Levels 3 to 6 | Communicating | Creating

• Victorian Aboriginal Languages: Levels 7 to 10 achievement standards

  By the end of Level 10, students use the language to initiate, sustain and extend interactions, and to exchange information about interests, experiences and aspirations. They use spontaneous language wherever possible to participate in activities that involve taking action, collaborating, planning...

  Level description | Languages | Victorian Aboriginal Languages | Levels 7 to 10

• 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

• 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

• VCLVU185

  Understand and explain the sound patterns in spoken language and use developing phonemic awareness to represent these patterns in written form

  Elaborations

  • reading aloud for meaning to demonstrate comprehension of sound–symbol correspondences
  • developing metalanguage to describe and talk about sounds and phonology, for example, place and manner of articulation, uncertain or missing sounds
  • investigating sound patterns, for example, consonant and vowel sequences, and word-level patterns, for example, allowable word-final sounds, allowable consonant clusters, word stress
  • understanding the major categories of place of articulation in Aboriginal languages, for example, peripheral, laminal, apical, and their realisation across different languages and regions in Australia
  • establishing similarities in the sound systems of related languages otherwise masked by differing spelling systems
  • using their knowledge of alphabetic conventions for Aboriginal languages to transcribe spoken texts from a range of languages, for example, those related to the target language or those from neighbouring regions
  • comparing and explaining the relative consistency of Aboriginal languages and English in spelling words
  • understanding the phonemic basis of alphabetic spelling systems and the fact that different sounds can be covered within a single phoneme or letter
  • exploring different writing systems that are based on different principles, for example, syllabic or ideographic

  VCLVU185 | Languages | Victorian Aboriginal Languages | Levels 7 to 10 | Understanding | Systems of language