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Victorian Aboriginal Languages

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  1. F-2
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Foundation to Level 2

Foundation to Level 2 Description

Students learn about Country/Place and community by interacting with respected community members, by exploring Country/Place, and by engaging with stories, songs and other texts such as videos,...

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Foundation to Level 2 Content Descriptions

Communicating

Socialising
  1. Interact with each other, the teaching team and visiting respected community members, using language and gestures to greet and talk about self and family (VCLVC130)
  2. Participate in guided group activities, such as games, songs and simple tasks, using movement and gestures to support understanding and to convey meaning (VCLVC131)
  3. Interact in classroom routines and respond to teacher instructions (VCLVC132)
Informing
  1. Discover key information about Country/Place by exploring Country/Place and listening to stories from respected community members (VCLVC133)
  2. Give factual information using simple statements, gestures and captions (VCLVC134)
Creating
  1. Participate in shared listening to, viewing and reading of texts and respond through singing, miming, play-acting, drawing, action and movement (VCLVC135)
  2. Create and present shared stories, songs and performances, using familiar words and patterns and support materials (VCLVC136)
Translating
  1. Translate frequently used words and phrases, using visual cues and resources such as word lists (VCLVC137)
  2. Create simple oral, print or multimodal bilingual texts for the classroom environment, such as captions, signs, labels and wall charts (VCLVC138)
Identity
  1. Describe aspects of self, such as family, school/class and language/s spoken, considering how these contribute to their sense of identity (VCLVC139)
Reflecting
  1. Notice how using different languages involves some different ways of communicating and behaving (VCLVC140)

Understanding

Systems of language
  1. Learn the different sounds of the language and link these to written symbols and conventions (VCLVU141)
  2. Recognise the function of different word types and understand basic elements of language structures (VCLVU142)
  3. Recognise there are many ways of communicating messages in Aboriginal languages (VCLVU143)
  4. Identify elements of the kinship system and its links to place and natural species (VCLVU144)
Language variation and change
  1. Recognise that different words and language forms are used to address and communicate with people according to relationship and context (VCLVU145)
  2. Notice that languages borrow words from each other (VCLVU146)
Language awareness
  1. Recognise that the language is part of the broader regional and national language diversity (VCLVU147)
  2. Understand that language belongs to communities, and that language learning requires the application of respectful and appropriate behaviour (VCLVU148)
Role of language and culture
  1. Notice that people use language in ways that reflect their culture, such as where and how they live and what is important to them (VCLVU149)
Role of language building
  1. Recognise that learning Aboriginal and Torres Strait Islander languages can provide language revival benefits to communities (VCLVU150)
  2. Build the resources of the language by creating, performing and recording new texts, and by creating new contexts for its use (VCLVU151)

Foundation to Level 2 Achievement Standard

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 forms of address, terms of respect and behaviour. They use movement, gestures and modelled questions and responses to participate in guided group activities, for example, collaborating to adapt and perform action songs. They interact in familiar classroom exchanges, using routine classroom language, movement, gesture and action, for example when requesting objects, responding to simple questions, following instructions. They identify key information about Country/Place, under the guidance...

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