ISBN: 978-1-921802-09-6 Aboriginal and Torres Strait Islander Languages — P–10 Syllabus 2010 © The of ( Studies Authority) 2014 Studies Authority Spring Hill QLD 4004 Phone: (07) 3864 0299 Fax: (07) 3221 2553 Email: office@qsa.qld.edu.au Website:
Content descriptors Beginner Knowing and understanding Community connections Communicating Indigenous inquiry skills Students are able to use agreed community/school processes Revitalising language Maintaining language Language learning and use within the community Country, place, sea and sky Listening and responding Listening and speaking Inquiring There are many ways of communicating a message using language Aboriginal and Torres Strait Islander peoples express their relationship with the natural environment (for example, seasons, stars, reef, rivers, waterholes, flora and fauna) through language Identifying key and phrases, and recognising familiar memorised material in simple spoken TL texts helps make meaning of these texts Listening and responding the TL and non-verbal communication in local Indigenous cultural contexts can develop cultural knowledge, language processes and skills Identify and apply culturally and personally safe practices when investigating Indigenous knowledge Language learning and use within the community Country, place, sea and sky Listening and responding Listening and speaking Inquiring A variety of languages has been spoken in the past and over time by families and communities Aboriginal and Torres Strait Islander people express relationships with country, place, sea, and sky through songs, dances and stories The TL has distinct sounds and sound patterns Listening to and speaking in the TL increases awareness that the TL has distinct sounds and patterns Plan an investigation on agreed guidelines Indigenous languages Community Speaking Listening and speaking Responding Australian languages have had influences on English Language learning comes from listening to people in the local community and using language at home and at school Verbal language and non-verbal language are used in simple routine and familiar exchanges to negotiate meaning Listening to and speaking in the TL increases awareness that the TL has distinct intonation and pronunciation Recognise protocols and practices for listening and participating in group discussions about Aboriginal and Torres Strait Islander knowledge Indigenous languages Language keeping and maintaining , viewing and writing Listening and speaking Responding Australian languages differ from English in terms of vocabulary Language is recorded in a variety of ways Identifying key TL words and phrases in simple familiar texts can provide essential information and gist Listening to and responding in the TL increases awareness that language includes words, phrases and sentences Recognise protocols and practices for reading, viewing, listening and writing about Aboriginal and Torres Strait Islander knowledge and respond appropriately
There are specific ways of communicating messages that are linked with relationships Aboriginal and Torres Strait Islander peoples express their connection with the natural environment, places and each other (for example, with stars, local totems, moiety groups, skin names, colours) Listening for, recognising and responding to key language features in simple spoken TL texts such as words, phrases and memorised material helps to make meaning of these texts Listening and responding using the TL and communication in purposeful social interactions in rehearsed and unrehearsed situations can enhance language skills, cultural knowledge and processes Identify, apply and justify culturally and personally safe practices to investigate Indigenous knowledge Language learning and use within the community Country, place, sea and sky Listening and responding Listening and speaking Inquiring Particular Indigenous languages have been spoken in the past and over time in the local and surrounding areas, including contemporary language program types The language used by Aboriginal and Torres Strait Islander people to express relationships with country, sea, and sky will change depending on the context purpose and audience Distinct sounds and sound patterns occur in the TL across a range of vocabulary and simple texts Listening to and speaking in the TL helps identify and produce distinct sounds and sound patterns in the TL Plan and implement an investigation based on renegotiated and revisited agreed community guidelines Indigenous Languages Community Speaking Listening and speaking Responding The influence of Australian languages on English reflects the history of local community relationships Learning language can come from interacting with community events, projects and initiatives Verbal language and non-verbal language are used in more complex routine exchanges to negotiate meaning Listening to and speaking in the TL increases awareness that intonation and variations in pronunciation can change the meaning of a word in Aboriginal and Torres Strait Islander languages Participate in group discussion and negotiations and apply communication strategies (e.g. reciprocation through deep listening and respectfully responding) Indigenous languages Language keeping and maintaining , viewing and writing Listening and speaking Responding
Australian languages have various social, spiritual and cultural functions in communities Elders, people and other respected members of the local community share knowledge with younger children The TL can be read and viewed using words and symbols in simple and familiar everyday texts Principles of cultural safety are integral to using Indigenous language Language culture and Identity Men and boys, women and girls have different roles and responsibilities in Aboriginal and Torres Strait Islander communities Intermediate Knowing and understanding Community connections Communicating Indigenous inquiry skills Students are able to use agreed community/school processes Revitalising language Maintaining language Language learning and use within the community Country, place, sea and sky Listening and responding Listening and speaking Inquiring There are many levels of formality required when communicating through Aboriginal and Torres Strait Islander languages that convey strength of feeling and connection The elements within the natural environment have particular stories, songs and relationships unique to individual language groups and communities Listening and responding to key language features of more complex spoken TL texts helps to make meaning of these texts Listening and responding in the TL and using communication helps in exploring and clarifying meanings and identifying and developing ideas Identify, apply and adapt culturally and personally safe practices to investigate Indigenous knowledge Language learning and use within the community Country, place, sea and sky Listening and responding Listening and speaking Inquiring has many Aboriginal and Torres Strait Islander languages that are in various states of maintenance and revitalisation Stories about local area features can provide a deep understanding of creation beliefs, as well as continued occupancy and custodial rights to country, place, sea and sky Distinct sounds and sound patterns in TL occur across different texts, contexts and for different purposes Listening to and speaking in the TL helps identify subtle differences in sounds and sound patterns among Aboriginal and Torres Strait Islander languages The focus on the Indigenous principle of respect highlights the need for agreed questioning in technique, topics and themes
Indigenous languages Community Speaking Listening and speaking Respond Australian languages and English are changing and influence one another Language skills can be enhanced through active involvement in community events, projects and initiatives that specifically promote language use Listening to and speaking in the TL helps identify similarities and differences in intonation and pronunciation variations in Aboriginal and Torres Strait Islander languages Verbal and non-verbal language are used in more complex routine and unfamiliar exchanges to negotiate meaning Communicate in group discussions and negotiations about specific language learning issues
Listen to parents, community members, Elders and language workers speak about local language past and present to create a family language “gum tree” and class language “forest” Listen, view and respond to performances, stories and creative arts Perform a song or dance which has been shared by the community Create a performance about relationships with country, place, sea and/or sky that reflects shared information from the community Listen and respond to sounds, words and intonation patterns and describe how they help make meaning Listen to and imitate sounds in familiar stories and songs in the TL Follow agreed guidelines to plan an investigation about a local song or dance; work with teachers and community to develop personally safe and culturally safe questions Indigenous languages Community Speaking Listening and speaking Responding Australian languages have had influences on English Language learning comes from listening to people in the local community and using language at home and at school Verbal language and non-verbal language are used in simple routine and familiar exchanges to negotiate meaning Listening to and speaking in the TL increases awareness that the TL has distinct intonation and pronunciation Recognise protocols and practices for listening and participating in discussions about Aboriginal and Torres Strait Islander knowledge Elaborations Elaborations Elaborations Elaborations Elaborations Identify and list Indigenous words in common use in English (e.g. koala, kangaroo, kylie, bunya) Visit places and attend events where the TL is used in the community (e.g. Language Centres, libraries and museums, camp and community sites such as Yumbas, NAIDOC celebrations, Aboriginal and Torres Strait Islander organisations) Use key phrases and gestures in simple routine exchanges in a range of real- life contexts and places Identify stresses, rhythms, register and tone of and phrases; practise using intonation and pronunciation through conversation with TL speakers Implement protocols and practices for caring for one another by respectful turn-taking and participation Indigenous languages Language keeping and maintaining , viewing and writing Listening and speaking Responding Australian languages differ from English in terms of vocabulary Language is recorded in a variety of ways Identifying key TL words and phrases in simple familiar texts can provide essential information and gist Listening to and responding in the TL increases awareness that language includes words, phrases and sentences Recognise protocols and practices for reading, viewing, listening and writing about Aboriginal and Torres Strait Islander knowledge and respond appropriately
Elaborations Elaborations Elaborations Elaborations Elaborations Compare vocabulary of the TL with English by listening to and practising greetings and farewells in both languages in the appropriate language context Engage with different language records (e.g. Aboriginal and Torres Strait Islander people’s oral traditions, word local language dictionaries) Read familiar TL texts and respond in writing to show understanding of meaning Listen to the TL in familiar situations and respond to show meaning of words, phrases and sentences Communicate how TL recordings align with community inquiry model and principles Explore ways of respectfully greeting others in the TL (e.g. Elders, classmates, community members) Listen to local Elders and with their permission recall/record the message using Indigenous Knowledge principles Explore the symbolic and figurative connections to key TL words and phrases that are related (e.g. natural elements and the land and sea used as metaphors and metonyms) Describe relationships with one another using TL Identify and use simple vocabulary (e.g. such as names of animals, body parts and numbers) Close listening shows respect for the speaker and can help in clear messages being received Indigenous languages Language keeping and maintaining , viewing and writing Listening and speaking Reflecting Australian languages can be translated into writing using letters of the Roman alphabet Aboriginal languages and Torres Strait Islander languages, including dialects, family and community languages, have been maintained through an oral tradition Australian languages have features (e.g. sentence structure, word order, grammar and punctuation) which can be identified in simple texts Language features can be recognised and used in spoken TL Reflect on and identify how agreed community and school behaviours, skills and actions, influence language use patterns in TL Elaborations Elaborations Elaborations Elaborations Elaborations Write simple words and texts, (e.g. greetings, in the TL using the Roman alphabet) Listen to TL stories that have been passed on from previous generations of the TL community. Identify language features in simple TL and create simple sentences and language texts in the TL Identify how language patterns change depending on audience and context Language, culture and identity Language keeping and maintaining and viewing Reflecting
Note: according to community kinship, knowledge can be situated accordingly across the three stages Elementary Knowing and understanding Community connections Communicating Indigenous inquiry skills Students are able to use agreed community/school processes Revitalising language Maintaining language Language learning and use within the community Country, place, sea and sky Listening and responding Listening and speaking Inquiring There are specific ways of communicating messages that are linked with relationships Aboriginal and Torres Strait Islander peoples express their connection with the natural environment (e.g. stars, local totems, moiety groups, skin names, colours), places and each other Listening for, recognising and responding to key language features in simple spoken TL texts such as words, phrases and memorised material helps to make meaning of these texts Listening and responding using the TL and communication in purposeful social interactions in rehearsed and unrehearsed situations can enhance language skills, cultural knowledge and processes Identify, and justify culturally and personally safe practices to investigate Indigenous knowledge Elaborations Elaborations Elaborations Elaborations Elaborations Explore ways of language communication through speaking, signing, singing, listening, viewing, reading and writing, using the target Indigenous language (TL) Investigate references to the natural environment (e.g. stars, local totems, moiety groups, skin names, colours) to represent this association and explain their findings in communication (such as a conversation) Identify key components in simple TL texts to build fluency in TL Ask for directions to and from a familiar place Communicate to others collaboratively-produced agreed guidelines for TL use Language learning and use within the community Country, place, sea and sky Listening and responding Listening and speaking Inquiring Particular Indigenous languages have been spoken in the past and over time The language used by Aboriginal and Torres Strait Islander people Distinct sounds and sound patterns occur in the TL across Listening to and speaking in the TL helps identify and Plan and implement an investigation based on renegotiated
community groups and organisations and identify cultural strengths and principles (e.g. these are often articulated in organisation constitutions, mottos, visions and programs) Visit local community centres, language centres or libraries to research a range of TL information sources Analyse stories to make sense of events/relationships past and present Implement practices surrounding exchange of stories Language, culture and Identity Language keeping and maintaining Responding Writing TL has specific forms of non-verbal communication which are used in different contexts Community is made up of a range of formal relationships and contexts where non-verbal communication is used Non-verbal features of language are used to express and enhance meaning and understanding Language features are used with process skills to make meaning of familiar and unfamiliar texts Elaborations Elaborations Elaborations Elaborations Identify components and structures of non-verbal communication in the local community such as artwork and different styles, sand drawing and different symbols Identify the ways non-verbal communication is used in specific contexts Combine verbal and communication to enhance a message Create written text using a combination of familiar and unfamiliar TL Language, culture and identity Language keeping and maintaining and viewing Reflecting Australian languages have various social, spiritual and cultural functions in community Elders, people and other respected members of the local community share knowledge with younger children The TL can be read and viewed words and symbols in simple everyday texts that are familiar Principles of cultural safety are integral to using Indigenous language Elaborations Elaborations Respectfully investigate the various social, spiritual and cultural functions of the TL in the community Invite community members to share information about the ways stories and knowledge are passed on to future generations Language culture and Identity
has many Aboriginal and Torres Strait Islander languages that are in various states of maintenance and revitalisation Stories about local area features can provide a deep understanding of creation beliefs, continued occupancy and custodial rights to country, place, sea and sky Distinct sounds and sound patterns in TL occur across different texts, contexts and for different purposes Listening to and speaking in the TL helps identify subtle differences in sounds and sound patterns among Aboriginal and Torres Strait Islander languages The focus on the Indigenous principle of respect highlights the need for agreed questioning in technique, topics and themes Elaborations Elaborations Elaborations Elaborations Elaborations Reflect on the contemporary profile of the local TL in a national and global context Explain the complex continuity of relationship to country Listen to spoken TL and locate key words and phrases that connect with familiar linguistic knowledge Compare sounds of neighbouring languages, emphasising subtle pronunciation differences and meanings Plan an investigation and create and adapt respectful focus questions Indigenous languages Community Speaking Listening and speaking Respond Australian languages and English are changing and influence one another Language skills can be enhanced through active involvement in community events, projects and initiatives that specifically promote language use Listening to and speaking in the TL helps identify similarities and differences in intonation and pronunciation variations in Aboriginal and Torres Strait Islander languages Verbal and non-verbal language are used in more complex routine and unfamiliar exchanges to negotiate meaning Communicate in group discussions and negotiations about specific language learning issues Elaborations Elaborations Elaborations Explore and evaluate TL and English use and changes over time in the area Compare ways different pronunciation, intonation and inflection can affect meaning and intent in communication Engage in conversations in real-world contexts that include elements such as humour Indigenous languages Language keeping and maintaining and writing Listening and speaking Responding Aboriginal and Torres Strait Islander languages may differ in of vocabulary but share similarities of communicating connections to place Local custodians retain ownership, control and use of language and Indigenous protocols and Identifying a range of TL words and phrases in texts of increasing complexity can provide essential information, Listening to and responding in the TL increases awareness that complex texts include a Negotiate a range of relationships to communicate effectively using TL texts
processes must be observed when recording language detail and subtleties of meaning variety of language features that are influenced by context Elaborations Elaborations Elaborations Elaborations Elaborations Highlight differences between Aboriginal or Torres Strait Islander languages and emphasise similarities Investigate formal arrangements that exist for recording language (e.g. copyright laws, cultural and research protocols) Read a range of TL words and phrases, identify gist and detail, and respond accordingly Identify the language features in a particular TL text (e.g. expository, procedural, narrative, personal) and adapt according to specified contexts Communicate the relationship between ideas and Indigenous principles that are specific to an inquiry purpose Indigenous languages Language keeping and maintaining , viewing and writing Listening and speaking Reflecting Australian languages can be written using the Roman alphabet and English language features to create increasingly complex texts as appropriate to the TL program Engaging with Indigenous languages both orally and in writing can contribute to restoring and maintaining the language, which reflects colonisation relationships Australian languages have features that can convey complex messages Listening, speaking and responding in simple unfamiliar and more complex familiar TL texts helps to make meaning of these texts Reflect on the purpose of language use and specific elements of cultural safety Elaborations Elaborations Elaborations Elaborations Elaborations Create a TL text using English language conventions and features for a particular purpose (e.g. expository, procedural, narrative, personal) and specified context Investigate how oral and written recordings of the TL language reflects colonisation relationships Identify features that convey meanings in TL texts and respond in writing to show understanding of meaning Use a variety of language features to convey complex meaning for a specified context and audience Evaluate the appropriateness of language choices in TL texts for purpose, context and audience Language, culture and identity Language keeping and maintaining Listening and responding and viewing Reflecting Beliefs, values and attitudes are embedded in languages and knowledge of these aspects, which enhances intercultural understanding and communication Using multimodal and multimedia technologies when collaboratively working with community could play an important part in maintaining and revitalising the TL Responding to and evaluating the validity of TL representation as vehicles of TL communication in a range The TL can be read and viewed a range of words and symbols in texts that are situated in real life Reflect on and evaluate learning to evaluate and new understandings and future applications