The Victorian Aboriginal Languages curriculum utilises a revival language curriculum, which reflects current practice in revival languages.
The Victorian Aboriginal Languages curriculum has one learning sequence for Foundation–Level 10, split into bands at Foundation–Level 2, Levels 3–6, and Levels 7–10. These broader band distinctions provide maximum local flexibility in curriculum development.
The Victorian Aboriginal Languages curriculum is based on the language revival pathway developed for the Framework for Aboriginal Languages and Torres Strait Islander Languages (for more information about the Framework, please see the Australian Curriculum website).
The content descriptions for the Victorian Aboriginal Languages curriculum are organised through two interrelated strands. The two strands are 'Communicating' and 'Understanding'. Each strand contains several sub-strands.
| Strand | Communicating | Understanding |
|---|---|---|
| Using language for communicative purposes in interpreting, creating and exchanging meaning. | Analysing and understanding language and culture as resources for interpreting and shaping meaning in intercultural exchange. | |
| Sub-strands | Socialising Interacting orally and in writing to exchange ideas, opinions, experiences, thoughts and feelings; participating in planning, negotiating, deciding and taking action. | Systems of language Understanding the language system, including sounds, writing, grammar and text. |
| Informing Obtaining, processing, interpreting and conveying information through a range of oral, written and multimodal texts; developing and applying knowledge. | Language variation and change Understanding how languages vary in use (register, style, standard and non-standard varieties) and change over time and place. | |
| Creating Engaging with real and imagined experience by participating in, responding to and creating a range of texts, such as stories, songs, dances and paintings and visual designs. | Language awareness Analysing and understanding the general nature and function of language and culture, focusing on areas such as the changing relationship of languages and cultures over time, and the ability of new media and technologies to shape communication. | |
| Translating Moving between languages and cultures orally and in writing, recognising different interpretations and explaining these to others. | The role of language and culture Analysing and understanding the role of language and culture in the exchange of meaning. | |
| Identity Exploring and expressing their sense of identity as individuals and as members of particular speech communities and cultures. | Role of language building Analysing and understanding language building as a means to extend the potential of the language in the areas of vocabulary, expression and discourse, and developing knowledge of linguistic techniques such as collecting, describing and recording language. | |
| Reflecting Participating in intercultural exchange, questioning reactions and assumptions; considering how interaction shapes communication and identity. |
In the Victorian Aboriginal Languages curriculum, students progress along a curriculum continuum with the first achievement standard provided at Foundation–Level 2, and then at Levels 6 and 10.
The achievement standards for the Victorian Aboriginal Languages curriculum are generalised in order to cater for the wide range of languages which may be learnt within the school context. However, given the achievement standards will be shaped by the current progress of language revival for a particular language, and by the amount of vocabulary and variety of language structures available for teaching and learning, some achievement standards may need to be adapted for use for specific Victorian Aboriginal languages.
