Animals – Victorian Essential Learning Standards – Level 1 Sample Unit © VCAA 2011 Page 1

Animals 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: Animal Babies ............................................................................................................................... 5

Activity 2: Kookaburras, Koalas and Kangaroos ........................................................................................... 6

Activity 3: Emus, Brush Turkeys, Goannas and Wombats ............................................................................ 7

Activity 4: Fish, Eels and Sharks ................................................................................................................... 8

Activity 5: Parrots, Ducks and Pelicans ......................................................................................................... 9

Unit Resources............................................................................................................................ 11

Websites ...................................................................................................................................................... 11

Teacher resources ....................................................................................................................................... 11

Student resources ........................................................................................................................................ 11

Assessment ................................................................................................................................. 12

Animals – Victorian Essential Learning Standards – Level 1 Sample Unit © VCAA 2011 Page 2

Introduction Note: This unit has been developed specifically for students learning an Aboriginal Language, and must 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. In Animals students become acquainted with the Language and culture associated with Australian animals through a Victorian Aboriginal Language. This unit builds on the simple classroom instructions in My Mob, and the vocabulary in 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 teacherconducting the classmaintains a journal of observations of student understandings and the efficacy of the activities after each class, with the support of the classroom teacher, for use in 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 the class to be taught outside where feasible, eg, identifying flora in the school yard.

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. For copyright information see http://www.copyright.org.au/.

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.

Where possible, use the precise term for animals, eg, grey kangaroo or red kangaroo.

The Aboriginal teacher should model all Language for the students.

All activities are examples only. Choose animals that live locally and are culturally appropriate for your students.

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Victorian Essential Learning Standards

Animals 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 …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

…display an awareness of different ways of doing things in particular situations …identify a geographic feature and/or practice of cultural importance and make a simple statement about it using the Language …show a developing acquaintance with the Aboriginal communities, Languges and sites associated with their local environment …participate in Language awareness activities such as public performance

Strand Domain Dimension Element of Standard

Physical, personal and social learning

Interpersonal Development

N/A …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 Woiwurrung, 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 include:

Activity 1: Animal Babies

Activity 2: Kookaburras, Koalas and Kangaroos

Activity 3: Emus, Brush Turkeys, Goannas and Wombats

Activity 4: Fish, Eels and Sharks

Activity 5: Ducks, Parrots and Pelicans

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Activity 1: Animal Babies

Overview Activities Sample Language (Woiwurrung)

Comments

Greeting routine

See My Mob.

Introduce new classroom instructional word/s and practise these in a number of ways: orally, through mime or in a game

Flash card game in Language starting with a human baby and learning about other animal babies.

Pictures - colour in animal and join in dots to name the animal in Language. Collect animal pictures in student folders.

Game –teacher calls out instructions, e.g. eat, sleep, stand, and children mime.

Using a photocopied animal, students colour in, cut out the animal to make a class poster

Students create a simple story about a cheeky baby animal, each child adding an element to the story. Repeat regularly!

Make up a song about an animal

Where appropriate, use instructional words when describing a picture, eg a kangaroo jumping

Dingo pup: bubup wirring-wilam Emu chick: bubup barraimal Kangaroo joey: bubup marram or bubup kuyim Eat: dhanga Jump: yuli Sleep: yumina Stand: dharri or dharrdji

Bubup ‘baby’ is used for both humans and animals. Use the species native to your area In some cases, more than one Language word was recorded as a translation of an English word. These words are separated by ‘or’.

Read or tell a local Aboriginal story and talk about the known animal words as revision

Invite an Elder to tell the story

Sharing: students teach their families about baby animals in Language.

Remind students to show the pictures done in class and sing the animal song for their family

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

Farewell routine See My Mob.

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Activity 2: Kookaburras, Koalas and Kangaroos

Overview Activities Sample Language (Woiwurrung)

Comments

Greeting routine

See Activity 1.

Revision and introduction of new animal words

Oral revision of previous animals with flash cards.

Learn new animals orally with mime and pictures.

Make puppets, colour in the animal and name it in Language.

Colouring and tracing names

Kookaburra: gurrng-gurrng or dururu Koala: gurrborra Kangaroo: marram or kuyim (use kangaroo typical in your country) Laugh: garrambi Sit: yalambi

Where two names are given for an animal, they are likely to be different species.

Revision and introduction of new instructional words

Ask students to mime the instructional words

Class activity

Game with commands in Language: jump like a kangaroo or eat like a koala laugh like a kookaburra sit in a tree like a koalaetc

Add new animal pictures to the class poster, allowing space for still more animals.

Song – sing an animal song, using Language wherever possible, eg, Kookaburra sits in the old gum tree or similar

For example, Yalambunh gurrng-gurrng Sits kookaburra wurran-wa eucalyptus tree-in Wigabil-wa Old-in ‘Kookaburra sits in the old gum tree.’

For more game ideas, see Traditional Aboriginal Games.

Sharing: Students tell their families about the new animal words learned.

Teaching others reinforces learning for students. Play a game of being teacher asking the parents or siblings to name animals.

Farewell routine See Activity 1.

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Activity 3: Emus, Brush Turkeys, Goannas and Wombats

Overview Activities Sample Language (Woiwurrung)

Comments

Greeting routine See Activity 1.

Revision and introduction of new animal words and new instructional words

Revise animals and add in new animal words

Revise instructional words by playing Simon (or Uncle/Aunt) Says

Emu: barraimal Goanna: dhuliny Brush Turkey: wunmabil or warrnmun Wombat: warriny Young wombat: Warriny-badj Run: wurrwi Walk: yana or taydu or gaydu

The brush turkey is also called a bush turkey, or a bustard.

Culture Talk about the importance and uses of emu eggs and learn to perform an emu dance with clapping sticks. Before commencing this activity, check with the local Community to ensure this is relevant to the group.

See Uncle Wally Cooper, a YortaYorta Elder, talking about carving emu eggs at http://www.cv.vic.gov.au/stories/art-and-artefacts/6392/baranjuk-emu-egg-carving/ The Koorie Heritage Trust has an artefact collection that includes emu eggs.

Discuss animal habitats Ask questions about where each animal lives, eg where does the emu live?

Song – revise the song in the previous activity, adding a new verse about a new animal, in Language where possible

Students create their own song about animals and where they live

Moral about life via local emu Dreaming story, or another suitable local story.

Jaleesa the Emu, a DjaDjaWurrung story, is available in bookshops.

Before commencing this activity, check with the Community to find a local story.

For Why the Emu Cannot Fly see http://library.thinkquest.org/05aug/00747/dreaming/emu2.html

Students continue sharing the animal words and stories with

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their families to show what they have learned.

Farewell routine See Activity 1.

Activity 4: Fish, Eels and Sharks

Overview Activities Sample Language (Woiwurrung)

Comments

Greeting routine See Activity 1.

Revision and introduction of new animal words

Revision can be done in a number of ways – through flash cards, song, puppets, mime etc

Language teacher models new Language words using pictures, puppets, soft toys, models etc

Repeat new animal words orally and sing or repeat to reinforce learning

Students join dot points to complete a fish, frog, eel etc, colour in and cut out and use to make a marine poster. Include the Language name for each creature.

Eel: yuk Freshwater crayfish (yabbie): dalakburung Blackfish: tuat Frog: ngarrert Mussel: yuguny Shark: darrak Swim: yawa

SeeTrefor Barnes’ strategy for teaching Ngarrindjeri at http://www.aboriginaleducation.sa.edu.au/files/links/Dreaming_stories_and_bird.pdf

Culture – discuss eel trapping or fishing; or the life cycle of the eel

Listen to a story about fish or eels.

Before commencing this activity, check with the Community to find a local story.

There is a Boon Wurrung story about the Journey of the Eel. There is a Gundjitjmara story about eels, called Kuuyang. Information on fishing and catching eels can be found at http://www.wimmera.com.au/wimmera/2_brambuk_kooris_gariwerd.htm

Class activity Game – make laminated small marine creatures, each with a small magnet. Give students a small fishing rod with a magnet as a hook to fish in the sea (= a box with coloured seascapes on the four outer

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sides, to prevent students from seeing into the box). In turns they fish –what is the name of the animal or fish that they caught?

Students make marine creatures with Velcro on the back to stick on a cloth surface to make a seascape.

Song – revise the song in the previous activities, adding a new verse about a new animal

Ask the students to continue sharing the animal words and stories with their families.

Farewell routine See Activity 1.

Activity 5: Parrots, Ducks and Pelicans

Overview Activities Sample Language (Woiwurrung)

Comments

Greeting routine See Activity 1.

Revision and introduction of new animal words

Revise all the names of animals learned to date and learn new words. Language teacher models new words and students repeat

Consolidate learning through choral repetition, games or a song.

Magpie: barrawarn or barrawurrung, Duck: dulum or gunabil Wood duck: bibiyup Very small parrot: nilawun Blue mountain parrot: laguk or lagutj King parrot: yugup Magella parrot: brogil Parrot: dandan Pelican: wadjil

For games, see Traditional Aboriginal Games (http://www.creativespirits.info/aboriginalculture/sport/traditional-aboriginal-games.html)

Culture Listen to stories about local birds and create a dance with flapping wings.

For images of birds, free for non-commercial use, see http://www.waratahsoftware.com.au/wp_birds_birds.html#row-12

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Class activity Caring for birds Children 'adopt' an animal by protecting the habitat of a particular bird, but do not feed it. Each child chooses their own bird.

If possible, visit local animal and/or bird habitats with an Elder

Perform the animal song students have been learning in front of an audience, eg, at assembly

For ideas, see Caring for birds at http://www.aboriginaleducation.sa.edu.au/files/links/Dreaming_stories_and_bird.pdf

Students to continue sharing the words and discussions with their families.

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 under the resources tab 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.

Student resources

A comprehensive list of student resources is available under the resources tab 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 …play games and join in songs and class creative activities using the Language …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 …display an awareness of different ways of doing things in particular situations

Teacher observations and records of students’ skills in: Using greetings, farewells, kinship terms and instructions (all activities) Identifying animals (activities 3-10) Using greetings and farewells (all activities) Following instructional words (all activities) Participating in games, songs and other creative activities (activities 3-10) Using words appropriately and following instructions (all activities, in particular TPR) Using and following of instructional words (all activities) Eel trading (activity 4)

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…participate in Language awareness activities such as public performance

Group games, role plays (all activities)

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) Caring for birds (activity 5)

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.