Each topic involves a cultural investigation. There are many opportunities for student to engage with culture, language and the community through the investigations. Students may undertake some or all of the activities presented in the topic. Students use appropriate extended language to describe their findings, with emphasis on the development of extended text production (oral or written) in the language. Each unit has been designed to involve cultural investigation of between 30 – 120 minutes, depending on the age and level of language learning of the students. Each topic provides activities that encourage students to apply their understanding of language, culture and identity. One or more of the activities may be used to demonstrate learning related to the cultural investigation. It is expected that students create a product or performance that can be shared with others and the community and demonstrate the use of language in their product or performance. Each activity has been designed to take 50- 60 minutes and may be an outcome of the cultural investigation, depending on the complexity of the activity and the extent of student engagement with the topic. Assessment Before beginning an activity, assess the existing level of students’ knowledge. A range of strategies can be used for assessment, for example, if you greet the students in Language, the responses may range from familiarity with the greeting to no understanding at all. Alternatively, you could examine previous assessments. Each unit includes activities that can be adapted for a range of student abilities. For example, with new students modelling would be appropriate; but for students with an existing knowledge, it may be more appropriate to ask them to lead the activity or to support beginners. Each unit includes both language and culture. The language activities can be modified to cater for different student abilities. It is also possible to extend the cultural activities. Additional information is provided on the page. The can be found on the Victorian Curriculum website. When assessing student achievement, assessment criteria can be developed from relevant achievement standards and associated tasks or activities, including teacher observations and records of students’ skills. Possible assessment methods are given in the last row of each topic. Further information on these can be found in the . 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 and the . Famous Aboriginal People Levels 3-6 Topic 1: Trackers Overview Suggested Student Activities Insert words and grammar in target Language Comments/resources for the Language Team and Aboriginal Teacher Greetings Greet the students in Language Greeting: Use this greeting activity at the beginning of every session and
Elder How did Aunty Iris hope to achieve recognition of native title land rights? In your response include the recognition of native title for her people. Melva Johnson Wemba Wemba and Yorta Yorta Elder Who is Aunty Melva Johnson and from what country does she come? Make notes in your book. For what educational and health progress has she been recognised? Present your findings to the class. Melva Johnson (Born 1934) Local inspiring women Find a local Koorie woman who inspires you and tell the class about her. What is it about her that you find inspiring? Assessment: observation, quizzes, role-play, contribution to class discussions, written work, oral presentation (delete those not applicable) Topic 4: Inspiring Aboriginal people across Australia Overview Suggested Student Activities Insert words and grammar in target Language Comments/resources for the Language Team and Aboriginal Teacher Greetings See Topic 1 Farewells See Topic 1 Revision Teacher makes sets of cards that include the Language word, its English translation and a picture of the item. Students in pairs compete to be the first to get all three matched correctly for each word. In keeping with the Koorie community-preferred educational model, the preceding topics focus on Victorian Koorie people and this final topic focusses on wider Australian Aboriginal and Torres Strait Islander communities. What makes a person inspiring? Discuss people whom the class views as inspirational or special - what makes them special? Find a person from each State or Territory and mark their name on a large wall map of Australia in the classroom. People: Aboriginal man: Aboriginal woman: White man: White woman: Famous Indigenous Australians