Aboriginal History – Victorian Essential Learning Standards – Level 1 Sample Unit © VCAA 2012 Page 1

Aboriginal History Pathway 1 Level 1- Languages Other Than English: Aboriginal Languages, Cultures and Reclamation in Victorian Schools

Contents

Establishing the Learning Environment .................................................................................................. 2

Victorian Essential Learning Standards .................................................................................................. 3

Teaching, Learning and Assessment Activities ....................................................................................... 4

Activity 1: Long,Long Ago ..................................................................................................................................... 5

Activity 2: The Life of the Ancestors ........................................................................................................................ 6

Activity 3:Local Aboriginal History ........................................................................................................................... 8

Activity 4: Getting Together ................................................................................................................................... 9

Unit Resources ................................................................................................................................ 10

Websites ......................................................................................................................................................... 10

Teacher resources ............................................................................................................................................ 10

Student resources ............................................................................................................................................. 10

Assessment .................................................................................................................................... 11

Aboriginal History – Victorian Essential Learning Standards – Level 1 Sample Unit © VCAA 2012 Page 2

Introduction Note: This unit has been developed specifically for students learning an Aboriginal Language, and should be taught in line with the protocols in the VELS Aboriginal Languages, Cultures and Reclamation in Victorian Schools: Standards P-10 and Protocols. The Aboriginal members of the Language team should play a central role in the delivery of these classes. Aboriginal History students become acquainted with the Language and culture associated with some parts of their heritage and history through a Victorian Aboriginal Language. This unit builds on thelanguage and simple classroom instructions in My Mob, Animals and Parts of the Body. Reclamation Languages will be at different stages of revival and the availability of particular words will vary from Language to Language. LOTE standards for assessment are not introduced until Level 4. However, there are progression measures for Levels 1, 2 and 3. It is suggested that the Aboriginal teacher conducting the class maintains a journal of observations of student understandings and the efficacy of the activities after each class, with a view to using these for student assessment and lesson plan evaluation at Language Team meetings.

Establishing the Learning Environment

The Language being reclaimed, rather than English, should be used wherever and whenever possible.

A Welcome to Country or Acknowledgement of Country, whichever is appropriate, should be made at the beginning of class.

It is strongly recommended that each student have their own portfolio and online file for this subject.

Cards/posters with Language words can be put around the room, with an appropriate picture/drawing. Laminated cards, both small and large, can be utilised in many activities.

It would be appropriate for lessons to be taught outside where feasible.

Free teaching resources can be borrowed from the Free Kindergarten Association (FKA) or the Languages and Multicultural Education Resource Centre (LMERC). Pictures could be sourced from the Koori Mail or similar Aboriginal publications.

Victorian Aboriginal Language materials can be obtained by contacting the Victorian Aboriginal Corporation for Languages, or by going to www.vaclang.org.au.

There are also a range of resources on the Wannik website. Schools can invite parents and community members to participate in the lesson, and students could take their

portfolio of work home to share with others, to aid the reclamation process in the community.

Each student could take home a sheet of paper with the new words from each lesson to share. Alternatively, a sound file containing the new words could be emailed to parents and community members, or given to each student on an MP3 player/recorder to take home.

Where available, an interactive whiteboard can store lessons for revision purposes.

Sharing information and resources with other schools teaching the same Language is encouraged. In cases where this involves a primary school and a secondary school, a mentoring program could be undertaken.

Information about Victorian Aboriginal Languages in school programs can be found on the Aboriginal Languages, Cultures and Reclamation in Schools website.

The Aboriginal teacher should model all Language for the students.

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Victorian Essential Learning Standards

Body Parts provides opportunities to observe students against elements of Part A progression measures(p35) as detailed below:

Strand Domain Dimension Part A Progression Measures

(initial period of learning)

Discipline-based learning

Languages Other Than English

Communicating in a language other than English

…repeat teacher-modelled use of the Language …identify the names of visible items and/or pictures from aural/visual cues …greet and farewell the teacher …follow simple classroom directions …recognise and use some culture-specific gestures and body language …play games and join in songs and class creative activities using the Language …copy or trace words for familiar items …associate the spoken word with meaning, identifying individual words and building awareness of sound patterns and the rhythm of the Language …relate the Language to various aspects of the daily life of the class

Discipline-based learning

Languages Other Than English

Intercultural knowledge and language awareness

…demonstrate an understanding of some of the differences in how people eat, make things, sign and gesture, say things …display an awareness of different ways of doing things in particular situations …identify a geographic feature and/or practice of cultural importance …developing acquaintance with the Aboriginal communities, Languages and sites associated with the local environment

Strand Domain Dimension Element of Standard

Physical, personal and social learning

Interpersonal Development

Interpersonal Development

…contribute to the development of positive social relationships in a range of contexts.

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Teaching, Learning and Assessment Activities

Note: This unit has been developed specifically for students learning an Aboriginal Language, and should be taught in line with the protocols in the VELS document. This unit focuses on the identification of body parts and animals, and builds on the Language learned in My Mob. The sample Language used in this unit is Wergaia, with words in standardised spelling for ease of pronunciation from the Aboriginal Languages of Victoria Resource Portal. Communities will have their own spelling system for their Language, and this should be used in the Language program. Available words will vary from Language to Language. The activities below are suggestions only. Teachers should choose those activities that are suitable for their students. The activities include:

Activity 1: Long, Long Ago

Activity 2: The Life of the Ancestors

Activity 3: Local Aboriginal History

Activity 4: Getting Together

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Activity 1: Long, Long Ago

Overview Activities Sample Language (Wergaia)

Comments

Practise greetings:

Greet the students in Language

Students return the teacher’s greeting

Students greet any guests in Language

Students greet each other in Language

Greeting (formal): Dalkaiangarr?

Greeting (informal): Dalk

This greeting routine should be used every day. Continue the use of instructional words from previous units.

The first people in Australia

Discuss how Aborigines were the earliest known human beings on earth

Talk about Aboriginal people in the distant past – how they lived, where they lived, how they sheltered, and what they ate

Invite a community member to tell a local creation story about life long ago and later retell the story in class.

Introduce words for foods and lifestyle, eg, emu gauwirr, wild potato ganinyi-marndarr, etc

Introduce words related to the creation story told, eg, Bundjil and Waa

The word aboriginal means "the first" or "earliest known" people of any country

Evidence of life in the past

Archaeologists all over the world find things in the ground that tell them about life long, long ago.

To illustrate the work of archaeologists, the teacher buries some artefacts in a sand pit. Students dig them up and discuss with the teacher what they find.

After showing students artefacts, the class discusses the use of the items.

Students colour in pictures of artefacts and trace dot points to complete the word in Language.

Boomerang: gatim-gatim Throwing stick, spear thrower: garrik Barbed spear: guyun Reed spear: dyarrk Yamstick: berrkani Bones: galk

See the Little Red Yellow and Black website Ask the local community if there are any real artefacts to show the students

Language development Explain the many different Aboriginal Languages of today, in particular Languages related to the one being studied, neighbouring Languages and other Victorian Languages.

See the Aboriginal Languages of Australia Virtual Library VACL Aboriginal

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Students listen to a Dreaming story, then retell it

In the next lesson, students retell the Dreaming story using Language where appropriate, and the teacher extends the discussion

Revise kinship terms and new words by asking who might own each artefact

Long ago, very distant: maluk-mangga Long ago: malamia or nyungga Who/whose boomerang? Winya gatim-gatim? Father’s boomerang: Mamity gatim-gatimuk Who/whose yamstick? Winya berrkani? Mother’s yamstick Bapity berrkaninyuk

Languages of Victoria Map Indigenous Languages Map of Australia

Sharing: students teach their family about life long, long ago

Use an agreed on mode for transferring information, eg, via portfolio, email, MP3

Practise farewells: Farewell the students in Language Students return the teacher’s farewell Students farewell any guests in Language Students farewell each other in Language

This farewell routine should be used every day.

Activity 2: The Life of Aboriginal People

Overview Activities Sample Language (Wergaia)

Comments

Greeting routine See activity 1.

Aboriginal people, Language and culture

Explain the relationship between Aboriginal people, their Language and culture, and the land

Tell a story about life long ago, using Language where possible.

Students colour in or create a classroom poster about life long ago, with appropriate Language words

Discuss bush tucker, eg who collected it; what the students

Camp: laarr Water: gadyin Fire: wanyap or wii Country: dyaa My camp: laarrek My water: gadyinek

There is a common misconception that

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have collected in the past, etc and, if possible, walk around collecting different vegetable foods

My fire: wanyapek or wiingek My country: dyangek

only men hunted and women gathered foods. Women also hunted certain animals, and men also gathered certain food.

Life then and now Students brainstorm things that would differ then and now in relation to lifestyle and food, using Language where appropriate

Using pictures compare the lifestyle of Aboriginal people living in the bush to those living near the sea in the distant past. Use this to revise animal words.

Teacher produces a set of pictures to compare life today with life long ago. Students decide where they might have lived.

Students draw a picture of the foods the family might have eaten long, long ago and today in different locations and in different seasons, labeling each one.

Game – using the pictures of food, ask students if they would eat each one.

Dingo pup: Bubup wilkerr Emu chick: Bubup gauwirr Red kangaroo joey: Bubup barra Kookaburra: Gurrng-gurrng Koala: Butyanmum Grey Kangaroo (male): (use kangaroo typical in your country) gurre Emu: gauwirr Goanna (brown sand): watye Wombat: mutya or guma Eel: bunyart Freshwater crayfish (yabbie): yapity or wulunuk Blackfish: wirrap Frog (small): nirnak Mussel (river): bidyin Magpie: gurruk Mountain duck: bityanggal Wood duck: walang or biapiap or darriwat Blue mountain parrot: galingurt Eastern rosella parrot: gurkali Malleeparrot: luum Pelican: batyangal or warrubul Meat food: yauwirr Vegetable food: banyim Wild rhubarb: lanangarrangal Yam (like a radish): munya Wild currant: bagurt Will you eat this? Dyakinyarrginga? Yes, I will eat it. Ngai, dyakinyanun. No, I won’t eat it. Werrkaia, werrkanun dyakiny.

No TV, cars, electronic games, fast food etc Different foods, etc

Language Use Game – the teacher mimes an action and students call out the word in Language.

You are sitting: Ngengarr or ngangarr

You are standing: Dyarrikarr

Use the instructional words

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You are speaking: Wurrekarr

You are jumping: Ngakarr

You are sleeping: Gumbarr or Durrarr

You are laughing: Wekarr

You are running: Barraparr

You are walking: Yanarr or Yanggarr

You are swimming: Wirrakarr or Yawarr or Dyiparr

You are eating: Dyakarr

Men, women and culture Invite a male community member to talk about, and teach, an appropriate song (and/or dance) for boys and a female community member to talk about, and teach, an appropriate song (and/or dance) for girls. Students learn the song in Language

Community and caring for others

Invite a community member to talk about the importance of caring for the land and their family

Sharing: students teach their family one of the games

Remind students to show the pictures done in class to their family

Use an agreed on mode for transferring information, e.g., via portfolio, email, MP3.

Farewell routine See activity 1.

Activity 3: Local Aboriginal History

Overview Activities Sample Language (Wergaia)

Comments

Greeting routine See Activity 1.

The local area Invite a community member to speak about the history of the local area: what it would have been like long, long ago and compare this to what you see around you today

Visit the places discussed and take photos to discuss later

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Students retell the story about the local area, role-playing where appropriate

Language Use Revision and introduction of any new vocabulary relating to the local area

Students tell their families about what they have learned.

Teaching others reinforces learning for students.

Farewell routine

See Activity 1.

Activity 4: Getting Together

Overview Activities Sample Language (Wergaia)

Comments

Greeting routine See Activity 1.

Reasons to meet

Students brainstorm reasons why different Aboriginal groups might get together

Invite a community member to talk about one or more of the reasons for meeting

Play a game where students introduce themselves to others, using appropriate greetings

Discuss how people would have met long, long ago and where they would have met

My name is….: Nyarringek…. I am Wotjobaluk: Wotjobaluk yuman. I live in ……: Larrek Horshamata.

Groups may have met for many reasons, eg, corroborees, to trade, to play games, to share stories, to feast, to meet husbands and wives

Ask the community for the correct local protocols when meeting someone

Include classroom greetings and farewells

Students teach their families to introduce themselves.

Farewell routine See Activity 1.

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Unit Resources

Websites

At the time of publication the URLs (website addresses) cited were checked for accuracy and appropriateness of content. However, due to the transient nature of material placed on the Internet, their continuing accuracy cannot be verified. Teachers are strongly advised to prepare their own indexes of sites that are suitable and applicable to this unit of work, and to check these addresses prior to allowing student access. For information on the Department of Education and Early Childhood Development’s Principles of Learning and Teaching (PoLT) follow this link.

Teacher resources

A comprehensive list of teacher resources is available on the Aboriginal Languages, Cultures and Reclamation in Victorian Schools website. This site provides links to other states’ Language programs, and to a wide range of resources. See also VACL’s Ninde Ngaju Waru Language reclamation resource.

Student resources

A comprehensive list of student resources is available on the Aboriginal Languages, Cultures and Reclamation in Victorian Schools website. This site provides links to other states’ Language programs, and to a wide range of resources.

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Assessment

The Victorian Essential Learning Standards support a combination of assessment practices:

Assessment of learning (summative)

Assessment for learning (formative)

Assessment as learning (ongoing) Further information on these can be found at: http://www.education.vic.gov.au/studentlearning/assessment/preptoyear10/ Additional information is provided on the Languages Other Than English domain page. Although Aboriginal Languages are included in the Roman alphabetical languages category, the progression measures specific to Aboriginal Languages can be found on page 35 of the VELS Aboriginal Languages, Cultures and Reclamation in Victorian Schools: standards P-10 and protocols. When assessing student achievement, assessment criteria can be developed from relevant standards and associated tasks or activities. The table below shows a range of assessment criteria, tools and strategies applicable to this unit. Teachers could choose to use some or all of these or use the unit to assess other progression measures and standards.

Standards Progression Measures (Examples)

Evidence

Aboriginal Languages, Cultures and Reclamation in Victorian Schools

Ability to: …repeat teacher-modelled use of the Language …identify the names of visible items and/or pictures from aural/visual cues …greet and farewell the teacher …follow simple classroom directions …recognise and use some culture-specific gestures and body language …play games and join in songs and class creative activities using the Language …copy or trace words for familiar items …associate the spoken word with

Use of the Language (activities 1, 2 and 4) Identification of artefacts (activity 1), animals and foods (activity 2) Using greetings and farewells (all activities) Identifying actions in a game (activity 2), following instructional words used by teacher Participating in a role-play of people living long ago, taking part in a gender specific song (and/or dance) (activity 2), introducing themselves (activity 4) Finding artefacts, retelling of story (activity 1), creating posters, participating in role-play, identifying pictures of foods, participating in a game using pictures of foods, identifying actions in a game (activity 2) and introducing themselves (activity 4) Tracing artefact words (activity 1), labelling poster of life long ago, tracing words relating to foods (activity 2) Using greetings and farewells (all

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meaning, identifying individual words and building awareness of sound patterns and the rhythm of the Language …relate the Language to various aspects of the daily life of the class …demonstrate an understanding of some of the differences in how people eat, make things, sign and gesture, say things …display an awareness of different ways of doing things in particular situations …identify a geographic feature and/or practice of cultural importance …developing acquaintance with the Aboriginal communities, Languages and sites associated with the local environment

activities), retelling of story, participation in whose artefact game (activity 1), participation in role-play using Language, participating in revision of animal words with pictures, participating in game using pictures of food, identifying actions in a game (activity 2), introducing themselves (activity 4) Following instructional words, using greetings and farewells (all activities), using kinship terms (activity 1), identifying foods (activity 2) and introducing themselves (activity 4) Using of kinship terms, identifying artefacts (activity 1), creating a poster of life long ago, participating in role-play of life long ago, identifying different foods at particular times and locations (activity 2), identifying reasons for getting together, introducing themselves (activity 4) Using of kinship terms with other class members, using greetings and farewells (all activities), identifying artefacts (activity 1), participating in role-play of living long ago, identifying differences in lifestyle and food, participating in gender specific songs (and/or dance) (activity 2), identifying reasons for getting together, introducing themselves (activity 4) Retelling of Creation and/or Dreaming stories (activities 1 and 3), identifying artefacts (activity 1), using kinship terms in class, participating in a role-play of life long ago, performing gender appropriate song (and/or dance) (activity 2), retelling of local history (activity 3), identifying reasons for getting together, introducing themselves (activity 4) Visits from community members (all activities), hearing local stories (activities 1, 2, and 3), hearing about and visiting local historical sites (activity 3)

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Standards Elements of Standards Evidence

Interpersonal Development …contribute to the development of positive social relationships in a range of contexts

Obeying classroom instructions (all activities) Greeting and farewelling people (all activities) Demonstrating respect to community members and others (all activities)

Total Physical Response (TPR): In second language teaching, total physical response is based on listening and linking a word or phrase to a particular physical action. This reinforces comprehension of basic items.