Western Australian Aboriginal Languages: Noongar (Language Revival) — Pre-primary to Year 10
Western Australian Aboriginal Languages: Noongar (Language Revival) — Pre-primary to Year 10 learning area contacts:
- Pre-primary to Year 6 : +61 8 9273 6355 | Nadia.Civa@scsa.wa.edu.au
- Year 7 to Year 10 : +61 8 9273 6355 | Nadia.Civa@scsa.wa.edu.au
Western Australian Aboriginal Languages: Noongar (Language Revival) — Pre-primary to Year 10
Pre-primary year syllabus
Year Level Description
Students enter the early years of school with established communication skills in one or more languages and varying degrees of early literacy capability. As Noongar is a reviving language, students typically have little to no prior experience of the Noongar language, but some may have varying degrees of understanding of the culture.
In Pre-primary, students communicate in Noongar, interacting and exchanging simple information with their peers and the teaching team through action-related talk and structured play. They participate in shared activities, facilitated by movement and gestures, to perform songs, stories and rhymes, or to respond to teacher talk and instruction in Noongar. Students recognise pictures, key words and short, repetitive sentence patterns in rhymes, songs and titles, and convey factual information about themselves using gestures and drawings in sand, water or mud to describe familiar words. They engage by listening to and viewing short imaginative texts and through action and other forms of expression, and participate in shared performance of short imaginative texts, playing with sound patterns and non‑verbal forms of expression.
Students become familiar with the systems of the Noongar language, recognising and experimenting with reproducing the common sounds and rhythms of spoken Noongar by singing, clapping, imitating and repeating words and phrases in context. They begin to notice and use context-related vocabulary and recognise some first elements of grammar in simple spoken and written texts to generate language for purposeful interaction.
In Pre-primary, students recognise that, while English is most commonly spoken language in Australia, Noongar is one of many Aboriginal and Torres Strait Islander languages and other languages which are spoken in Australia. Students learn about Country/Place and community by interacting with Elders and community members and exploring Country/Place. They learn to use respectful behaviour when interacting with Elders, other speakers within the community and community texts. They also notice similarities and differences between Noongar and English, and begin to develop curiosity around the ideas of language and culture. Creative play in the classroom and in the environment provides opportunities for exploring these differences.
Students learn Noongar in the early years through rich language input. Regular opportunities to revisit, recycle and review, and continuous feedback, response and encouragement assist students in the language learning process.
Communicating
Socialising
Interact with peers, the teaching team and visiting Noongar Elders and community members, using familiar Noongar language and gestures to greet and farewell; for example, Kaya.; Kaya Miss/Mr Jones.; Boorda/Boordawan ...
Participate in simple word games, such as Naatj nidja? (Stepping stones game); Naatj kooda-k nyininy (What’s in the bag?) and action songs with lots of repetition and visual support, such as Kaya koolangka, kaya koolangka (Greeting song); kaat, djerdim, boornitj, djena (Head, shoulders, knees and toes)
Respond to simple instructions, such as yoowarl koorl, dat nyin, yira yaak, dordong warn, bedik-bedik, with modelled language and gestures
Informing
Discover and identify key information by pointing to, matching, drawing, circling or role playing key words and phrases in spoken and written Noongar
Listen to stories from Noongar Elders and use sand and water play to show understanding; sort natural objects, such as grass, rocks and leaves, to demonstrate knowledge of hard, soft, rough and smooth
Use simple statements, drawings, photos, labels, songs or gestures to describe family, animals, sand, water, mud play
Creating
Engage by listening to and viewing stories and songs and responding through singing, miming, puppets, drawing, movement, gestures, hand signs
Participate in the shared performance of songs or rhymes, for example through miming, role playing Noongar animals, puppet plays, using gestures and actions, using familiar words and patterns, and repeating or imitating sounds and key words
Translating
Share familiar Noongar words, sounds and gestures with others
Co-create simple bilingual texts for the classroom, such as captions, labels and wall charts
Identity
Identify self in relation to own family, class or peer group in an illustrated family diagram/chart
Reflecting
Begin to notice how Noongar sounds different when speaking, singing a song or hearing it spoken by others
Understanding
Systems of language
Recognise and experiment with reproducing the different sounds of Noongar, including:
- vowels: a, aa, e, i, o, oo sounds are consistently the same
- a – as in but
- aa – as in car
- e – as in ten
- i – as in hit
- o – as in jaw
- oo – as in book
Recognise the spelling and writing of Noongar words using the Marribank orthography and through sound charts and visual alphabet charts
Notice and use some different word types, with extensive visual support, and begin to understand their purpose, including:
- becoming aware of common nouns; for example, ngany, moort, barna
- noticing common pronouns to identify people; for example, ngany, noonook
- repeating greeting – kaya
- repeating farewell – boorda
- responding to non-verbal commands or instructions, with gestures – dat nyin, djinang, yoowarl koorl, nganop
Recognise that stories are told in different ways in Noongar, such as Noongar Elders yarning, song, dance, music, sand paintings
Recognise that Noongar people have a personal relationship with language and Place
Language variation and change
Recognise that there are different ways of greeting and interacting with people; for example, Kaya Mr Smith, noonook moorditj? Kaya.
Notice Aboriginal and Torres Strait Islander words used in everyday life, such as koala, billabong, dingo, didgeridoo
Language awareness
Recognise that many languages are spoken at school and in the community
Understand that Noongar language belongs to Noongar people
Role of language and culture
Identify which stories belong to which natural features, animals and plants
Role of language building
Recognise the importance of listening to and engaging with Noongar Elders and community members to learn Noongar songs, games and stories
Recognise that new songs and games can be formed by working with Noongar Elders and community members
Achievement standard
At standard, students interact with each other, the teaching team and visiting Noongar Elders and community members, using familiar Noongar language and gestures to greet and farewell. Students begin to notice the protocols of respect and behaviour when interacting with Elders and community members and respond appropriately. They engage in simple word games and action songs with repetition and visual support and respond to a range of simple instructions using modelled language and gestures, with a satisfactory level of accuracy. Students discover and identify a range of key information using verbal and non verbal forms of expression. They engage in the shared performance of a range of songs or rhymes using familiar words and patterns, repeating or imitating sounds and key words. They identify self in relation to own family, class or peer group.
Students become familiar with the systems of the Noongar language, with a satisfactory level of accuracy, experimenting with different sounds of spoken Noongar. They begin to build vocabulary, using words and expressions related to greetings, leave taking and respectful gestures, and some first elements of grammar, with a satisfactory level of accuracy. Students recognise the significance of natural features, animals and plants to the Noongar language. They also recognise that Noongar is one of many languages spoken at school and in the community as well as the importance of listening to and engaging with Noongar Elders and community members to build on language.
Year 1 Syllabus
Year Level Description
Year 1 Noongar builds on the skills, knowledge and understanding required to communicate in the Noongar language developed in Pre-primary and focuses on extending students’ oral communication skills. Interacting with Country/Place and exploring the environment with Elders and other community members make language and culture a lived experience, which is particularly important during this early phase of language learning and understanding.
In Year 1, students communicate in Noongar, interacting with peers and the teaching team to share information about themselves and where they live, and to talk about their self and family. They participate in guided activities using simple, repetitive language to support understanding and convey meaning, or to respond to teacher talk and instruction in Noongar. Students locate key words and information in simple texts and convey factual information about their personal worlds using pictures, familiar words and simple statements. They participate in listening to and viewing short imaginative texts and in the shared performance of imaginative texts.
Students become familiar with the systems of the Noongar language, recognising and reproducing the sounds of spoken Noongar, and recognising that Noongar is written using the Roman alphabet. They notice and use context-related vocabulary and recognise some first elements of grammar in simple spoken and written texts to generate language for purposeful interaction.
In Year 1, students recognise that Australia is a multilingual society with speakers of many different languages, including Noongar, and can recognise some similarities and differences between English and Noongar. Students learn to use appropriate respect terms and show respectful and appropriate behaviour when interacting with Elders, other speakers within the community and community texts. They know that language is used differently in different situations and between different people. They identify differences and similarities between their own and others’ languages and cultures.
Students learn Noongar in the early years through rich language input. Regular opportunities to revisit, recycle and review, and continuous feedback, response and encouragement assist students in the language learning process.
Communicating
Socialising
Interact with peers, the teaching team and visiting Noongar Elders and community members to exchange greetings using familiar Noongar modelled language and gestures to talk about self and family; for example, Kaya. Naatj noonan kwerl?; Nganyang kwerl Bob. Naatj noonan kwerl?; Kaya koolangka. Kaya Miss/Mr ..., noonook moorditj? Kaya ngany moorditj.; Boorda noonook djinang.; Boordawan ...
Use protocols and respect terms with Noongar Elders and community members; for example, Kaya maam-yok Merinda ...; Kaya kongk Ben ...; Kaya kwoba kabarli.
Participate in simple word games, such as touch challenge, bean bags and hoops, bingo with playing cards, Naatj kooda-k nyininy? (What’s in the bag?) and action songs with lots of repetition and visual support, such as Kaya koolangka, kaya koolangka (Greeting song), and Windji yongka, windji wetj (Where is kangaroo/emu etc.?)
Respond to simple instructions, such as warn koodjal, morlany-morlany yaak, yoowarl koorl, dat nyin, yira yaak, dordong warn, woola!, with modelled language and gestures
Informing
Identify key information by exploring Noongar Country/Place, listening to stories from Noongar Elders and community members, discovering natural objects, animal tracks, animals of the day/night, birds’ nests, bush foods, weather and Noongar seasons; convey understanding by pointing to, matching, drawing, circling or role playing key words and phrases in spoken and written Noongar
Convey factual information about family, friends, Country/Place and community using pictures, labels, captions, familiar words and simple statements on class murals, tactile displays, pictorial displays
Creating
Participate in listening to and viewing a range of texts and responding through role play, puppets, reciting and miming, joining in shared reading with teacher and others, and predicting meaning in written text by looking at pictures or making gestures
Participate in the shared performance of songs or rhymes, playing with sound patterns and the presentation of sentence patterns using verbal and non-verbal forms of expression; for example, making a shared big book, storyboard or sequence of pictures with captions
Translating
Share simple Noongar expressions, greetings, farewells, sounds and gestures with others; name familiar objects in Noongar using wall charts, visual dictionaries and pictures
Co-create simple bilingual texts for the classroom, such as captions, labels and wall charts
Identity
Identify similarities and differences between Noongar and English in music, dance, stories and flags
Reflecting
Notice ways of speaking in Noongar that appear different from English and how voice, behaviour and body language may change when speaking
Understanding
Systems of language
Recognise and learn the different sounds of the Noongar language and link these to written symbols on Noongar sound charts
Recognise that some sounds in English are not in Noongar, including Marribank vowels, consonants and digraphs, and practise:
- long and short vowels
- consonants/digraphs: soft and hard sounds b, bw, d, dj, dw, k, kw, l, -ly, m, n, ng, ny, -p, r, -rd, -rl, -rn, rt, -t, -t, tj, w, y
- producing sounds blowing a paper or feather
- sound rhymes with actions
Become aware that sounds are not the same as in English; for example, Marribank orthography does not use the English symbols u, s, x, z, ch, sh, th, wh
Recognise the function of different word types, with extensive support, and understand basic elements of language structures, including:
- noticing and using nouns for self, family, animals, day/night; for example, ngany, moort, barna, kedala/kedalak
- responding to non-verbal and verbal commands or instructions, with gestures, such as line up, make a circle, get into pairs, pack up; for example, moorlany-moorlany, dordong warn, warn koodjal, bibool wordiny
- noticing word order for present tense, such as (noun, nominative pronoun, location‑affix, verb); for example, Wetj baal boya-k yaakiny
- noticing and using common singular pronouns for people, animals and things, such as I, he/she/it, you; for example, ngany, baal, noonook
- noticing common plural pronouns, such as we, they; for example, baalap, ngalak
- noticing common adjectives for size, such as koomba, nyit (big, little)
- noticing possessive pronouns noonan (your) and nganyang (my)
- noticing use of interrogative pronouns, question words, what, where; for example, Naatj nidja?
- noticing simple modelled questions and statements
- noticing words for colour, such as, red, blue, yellow (mirda, wooyan, yoont) and numbers one to five (keny, koodjal, dambart, koodjal-koodjal, maar)
- developing an understanding of common verbs in the present tense, such as moving, playing, standing, sitting; (koorliny, waabiny, yaakiny, nyininy)
- noticing use of common location and place affixes/suffixes and meanings, such as in, on, near, at; for example, boorn-ngat; bilya-k-ngat
Identify that, in Noongar, stories are often about journeys across Country/Place and involve landforms, animals and plants
Notice that texts, such as books, are sequenced and have a title, and that there is a connection between pictures and text
Recognise that Noongar people have their own personal relationships with animals and the environment
Language variation and change
Recognise that different words and language forms are used to address or communicate with different people; for example, Kaya nganyang Kabarli, noonook moorditj? Kaya kooda, moorditj?
Recognise that different languages are spoken at school, in the community, and throughout Australia, such as English, Noongar, Wajarri, Indonesian and Italian
Language awareness
Recognise Noongar language in the environment in welcome signs, parks, street names and classroom names; for example, kaya, djidi-djidi, yongka
Demonstrate respect and appropriate behaviours in the presence of Noongar Elders and community members and when visiting important sites
Role of language and culture
Recognise that culture – including ways of cooking and hunting, greetings, symbols, flag and colours – is essential to life and is shared by generations
Role of language building
Recognise the importance of sharing Noongar activities with Noongar Elders and community members, such as inviting Noongar Elders and community members to school or class activities to tell stories, discuss their history and journeys, sing songs, and share art, dance or cooking skills
Recognise that new Noongar words can be formed from within the language rather than borrowing from other languages; for example, dwert-mokiny, nookert-midi
Achievement standard
At standard, students use simple modelled language, gestures and other forms of expression, when interacting with peers and the teaching team in Noongar to share information about themselves, their family and Country/Place. They locate and identify key words, simple phrases and information in simple texts and convey some factual information about their personal worlds using verbal and non verbal forms of expression. They participate in listening to and viewing short imaginative texts and participate in the shared performances of short imaginative texts. Students identify a range of similarities and differences between Noongar and English and begin to notice how talking in Noongar differs from talking in English.
Students become familiar with the Noongar sound and writing systems, recognising simple vocabulary to share information about themselves, their family and Country/Place, and using some first elements of grammar, with a satisfactory level of accuracy. They recognise that Noongar stories are often about journeys involving, landforms, animals and plants. They also recognise that Noongar is one of many languages spoken at school and in the community and about the importance of listening to and engaging with Noongar Elders and community members to build on language.
Year 2 Syllabus
Year Level Description
Year 2 Noongar builds on the skills, knowledge and understanding required to communicate in the Noongar language developed in Year 1 and focuses on extending students’ oral communication skills.
In Year 2, students communicate in Noongar, interacting with their peers and the teaching team in routine exchanges, such as asking each other how they are, or talking about family or events in the day and the near future. They use protocols and respect terms when interacting with visiting Elders or community people. They participate in shared tasks and activities, taking turns, exchanging and negotiating, or responding to teacher talk and instruction in Noongar. Students identify specific points of information from familiar types of simple texts to complete guided tasks and convey factual information about their personal worlds, and learn to read Country/Place through, for example, animal tracks, plant growth and birds’ nests. They engage with imaginative texts through shared reading, collaborative retelling and performance, creating stories and performing imaginative scenarios.
Students become familiar with the systems of the Noongar language, reproducing the sounds and rhythms of spoken Noongar, experimenting with the pronunciation of vowel combinations and explaining similarities to and differences from English. They recognise and begin to write high‑frequency words and expressions in familiar contexts. Students notice and use context-related vocabulary and some first elements of grammar in simple texts, such as the Noongar subject-object-verb structure, to generate language for purposeful interaction.
In Year 2, students recognise that all languages, including Noongar, change continuously over time through contact with each other and changes in society. They understand similarities and differences between aspects of Noongar and neighbouring languages, and recognise the significance of cultural practices and related language use. They understand that language belongs to Noongar Elders and communities, and that language learning requires the application of respectful and appropriate behaviour.
Students learn Noongar in the early years through rich language input. At this stage, play and imaginative activities, music, movement and familiar routines, along with continuous feedback and opportunities to revisit, recycle and review, provide the essential scaffolding to assist students in the language learning process.
Communicating
Socialising
Interact with peers, the teaching team and visiting Noongar Elders and community members using simple modelled language with gestures to participate in exchanges about self and family; for example, Ngiyan noonan moort?; Nganyang moort baal ...; Windji noonook nyin?; Ngany nyin Wellard.
Use protocols and respect terms with Noongar Elders and community members; for example, Kaya maam-yok Merinda ..., Kaya kongk Ben ..., Kaya kwoba kabarli.
Participate in shared tasks and activities that involve following instructions, such as koodjal warn,warn nidja-mokiny, born djilap-ak,djardan, ngany moorditj, barang noonan bibool, bibool wordiny, maar-koorl, born malidji, barang bandang maar-koorl-midi. Make things and cooperate with peers; for example, collecting natural materials with Noongar Elders and community members on an incursion/excursion, sorting materials, listening to instructions and information
Participate in modelled conversations and interactions that involve active listening, showing interest, asking questions and contributing ideas and information; for example, Naatj nidja/alidja? kaya or yoowart, Naatj ...? Windji ...? Ngiyan baal ...?
Informing
Locate key words and information in simple spoken and written sources from Country/Place, such as songs and stories, charts, lists, maps and photos, under the guidance of Noongar Elders and community members; share knowledge from incursions and excursions of places in the local area with Noongar names, and learn to read Country/Place; for example, signs of animal tracks, fresh plant growth, fresh diggings, bird nests, water holes, charts, lists, maps and photographs
Give factual information about their personal worlds, Country/Place and community using simple statements, modelled language and descriptions, captioned drawings and photos to make class big books, timelines, story maps
Creating
Participate in listening to, viewing and reading a range of short, real and imaginative texts and demonstrate understanding through the retelling or description of elements of images, performance or stories; for example:
- participating in scribed and shared writing
- identifying key Noongar symbols or movements in art and dance, such as animals, birds, tracks and water holes
Create and present shared stories, songs and performances using familiar words, patterns and support materials; for example, creating own songs, raps, skits, dances, paintings and visual designs appropriate to Noongar Country
Translating
Identify elements of Noongar that are similar to English, such as the alphabet and some sounds, using an alphabet chart and visual dictionary
Co-create simple bilingual texts for the classroom, such as captions, labels and wall charts; for example, write captions on a display about an incursion or excursion to show family or community
Identity
Recognise the relationship between language, Place and family as contributing to their own identity
Reflecting
Notice that people use language that reflects their culture, such as where and how they live, and what is important to them
Understanding
Systems of language
Reproduce the sounds and rhythms of spoken Noongar, understanding that although Noongar and English use the same alphabet, there are different sounds in Noongar, and link these to written symbols; for example:
- vowels: a, aa, e, i, o, oo, sounds are consistently the same
- consonants: soft and hard sounds
- practise producing sounds, blowing paper or feather, feeling air near lips, up and down tongue motions, feel throat vibrating
- unfamiliar digraphs, such as
- bw – similar to bwana – bwoka
- dw – similar to twitch – dwert
- kw – similar to quiet – kwenda
- -ly – as in million
- ng – as in sing
- ny – as in onion
Identify key features of sentence patterns with extensive support and understand basic elements of language structures, including:
- noticing and using nouns for content, such as day/night, birds, weather and uses of water
- becoming aware of word order for present tense, such as (noun, nominative pronoun, location-affix, verb); for example, Dwert baal boya-k yaakiny; Ngooni baal kep-ak yaakiny
- using common singular and plural personal pronouns for people and animals; for example, ngany, noonook, baal, baalap, ngalak (Baalap waangkaniny. Ngalak djakoorliny.)
- understanding demonstrative pronouns, such as this, that; for example, nidja, alidja, (Nidja yongka. Alidja koomba yongka!)
- understanding the use of possessive pronouns, for example, noonan (your) Naatj noonan kwerl?; and nganyang (my) Alidja nganyang dwert!
- noticing and using interrogative pronouns and question words, such as what, where, who?; for example, Naatj, Naatj baal warniny? Windji/Windja, Windji/Windja baal koorliny? Ngiyan, Ngiyan kep-ak yaakiny?
- using simple modelled questions and statements
- noticing simple adjectives as opposite pairs, such as long/short, open/closed, full/empty, fast/slow; for example, woori/woora, koorart, bardaa, didin, moorart, wirt, kert-kert, dabakarn
- noticing simple adjectives, such as good, happy (moorditj, djoorap)
- extending knowledge of colours, such as green, black, white, grey, orange, pink (nodjam, moorn, djardak, djendal, yoont-mirda, mirda-djardak)
- extending knowledge of numbers one to ten; for example, maar, maar-keny, maar-koodjal
- noticing commonly used quantifiers, such as lots, good, slowly, fast; for example, boola, moorditj, dabakarn, kert-kert
- using simple action words in present tense, such as, waangkaniny, barniny, ngaarniny, doorakiny (talking, walking, eating, drinking)
- developing an understanding of common location and place affixes/suffixes and meanings, such as in, on, near, at; for example, boorn-ngat; bilya-k-ngat; boodja-k; marlak-ngat
- noticing the use of the affix/suffix -kadak in informal conversations, for example, kooda-kadak waabiny (playing with friends)
- noticing English verb 'to be' (is, are, am, am not) is not in the Noongar language
- noticing the dual meaning of the verb nyininy; for example, Yongka baal djooraly-ak nyininy. (Kangaroo is sitting in the grass.) and Yongka baal marlak-ngat nyininy. (Kangaroo lives in the bush.)
Recognise that, in Noongar, texts have a purpose; for example, stories, paintings, songs and dances all have a message
Recognise that communication can also occur through sign language
Identify which Noongar stories belong to which natural features, animals, plants and land, and recognise their significance, such as Boodjin Boya
Language variation and change
Recognise that different words and language forms are used to address or communicate with Noongar Elders and community members to those used with family and school, and are determined by the context of use; for example, Moyran, naatj noonook warniny? Warn baal yeyi!
Recognise that some words in English have been borrowed from other languages, such as ‘kindergarten’ from German
Language awareness
Recognise shared vocabulary across Aboriginal languages and Torres Strait Islander languages; for example, hand, foot, water, fire
Understand the purpose of Welcomes to Country and Acknowledgements of Country; for example, at school, sporting events, festivities, NAIDOC celebrations
Role of language and culture
Notice how respect for Noongar Elders and Country/Place is built into language
Develop a short Welcome to or Acknowledgement of Country
Role of language building
Discuss why learning Noongar on Noongar Country benefits everyone
Use Noongar at school and in the wider community, such as at school assemblies, interschool events and festivities
Achievement standard
At standard, students use simple modelled language with gestures when participating in exchanges about self and family and use appropriate protocols with Noongar Elders and community members. They identify key information about Country/Place in simple sources, under the guidance of Elders and community members using simple statements, gestures and written captions to demonstrate their understanding of Country/Place. Students use familiar words, patterns and support materials to create and present shared stories, songs and performances. They translate and explain symbols, words, simple phrases and gestures used in everyday contexts and situations. Students recognise the relationship between language, place and family as contributing to their own identity. They identify similarities and differences in the ways people communicate and behave in different languages and cultures.
Students become familiar with the Noongar sound and writing systems, with a satisfactory level of accuracy, using words and expressions to convey factual information in familiar contexts, and some first elements of grammar to write simple texts. They identify some different forms of texts that use different structures and features to achieve their purpose. Students recognise that respect for Noongar Elders and Country/Place is built into language and how learning language benefits everyone. Students recognise that all languages, including Noongar, continuously change over time through contact with each other and through changes in society.
Year 3 Syllabus
Year Level Description
Year 3 Noongar builds on the skills, knowledge and understanding required to communicate in the Noongar language developed in Year 2 and focuses on extending students’ oral and written communication skills. Students benefit from varied, activity-based learning that builds on their interests and capabilities and makes connections with other areas of learning.
In Year 3, students communicate in Noongar, interacting and socialising with their peers, the teaching team, Elders and community members to exchange information about friends and family members, using as much language as possible and incorporating sign language as appropriate. They participate in class experiences and everyday transactions that involve following instructions, asking questions and making statements. Students locate specific points of information in a range of short texts about their personal worlds, and convey factual information in simple statements, short descriptions and modelled texts. They participate in and respond to imaginative texts, identifying and comparing favourite elements and making simple statements about characters or themes. Students create and perform short imaginative texts that use familiar expressions and modelled language as well as simple visual supports.
Students become familiar with the systems of the Noongar language, experimenting with the pronunciation of common vowel sounds, letter combinations and intonation patterns. They recognise and begin to write high-frequency words and expressions in familiar contexts. Students notice and use context-related vocabulary in simple spoken and written texts, and apply elements of grammar, such as the use of pronouns, the present tense, the imperative mood and an increasing range of adjectives, to generate language for purposeful interaction. They begin to develop a metalanguage in Noongar for talking about language, using terms similar to those used in English.
Students notice that interacting with Elders and other speakers and exploring the environment enrich their language learning experience. They identify markers of identity across cultures, and explore their own sense of identity. Students recognise the importance of language, Country/Place and culture to Noongar people and recognise that they use language differently when they are interacting with different people.
In Year 3, students require extensive support with their language learning. Tasks are carefully scaffolded and models and examples are provided, along with support for self-monitoring and reflection. Students are encouraged to use Noongar as much as possible for classroom routines and social interactions, and in learning tasks.
Communicating
Socialising
Interact with peers, the teaching team and visiting Noongar Elders and community members using simple modelled language with gestures to participate in exchanges about friends and family members; for example, Ngiyan noonan moort?; Nganyang moort baal … Ngany koodjal djookan-kadak wer keny nop-kadak. Nganyang miyal baalap djedari wer nganyang kaat djoombar baal moorn.
Participate in individual and collaborative activities that involve following instructions, asking questions and making statements, and requesting help and permission; for example, Naatj nidja/alidja?; kaya, yoowart.; Alidja moorditj maar‑koorliny!;Naatj ...? Windji ...? Ngiyan baal ...?
Demonstrate awareness of culturally appropriate traditions
Participate in everyday class activities and routines, such as:
- following instructions and responding to questions and requests; for example, Yanga Miss/Mr ...; kaya or yoowart
- asking permission; for example, Naatj nidja/alidja?
- asking for help; for example, Ngany yoowart kaadatj. Yoowart kaadatj.; Karo waangkan Miss/Mr ...; Ngining ngany Miss/Mr ...
Informing
Gather, label, order and classify information from a range of simple spoken and written sources from Country/Place; for example, natural objects, animals and plants, environment, such as bilya-koop (river habitat), marlak-koop (bush habitat), maambakoort/wadarn-koop (sea habitat);classify items or objects by cultural categories, such as Noongar bush foods, Noongar bush medicine, hunting tools and weapons, gathering tools and artefacts
Convey factual information about their personal worlds using familiar words and phrases, simple statements and modelled language related to the environment, animals, weather, day and night, the sea, seasons, food, artefacts; for example, yira (up), ngarda (down), bokadja (over there), maambakoort/wadarn (sea/ocean), moyootj (swamp)
Creating
Listen to, read and view different real and imaginative texts in Noongar, such as historical stories, photos, images and art works, identifying and making statements about key elements, characters and events; for example:
- locating, recording and interpreting key words and phrases, and locating key points of information
- reconstructing familiar sentences, unjumbling sentences, completing cloze exercises
- joining in shared reading and identifying key words
Create and present short real or imaginative texts that use familiar expressions and modelled language; for example, writing own short texts using familiar patterns in stories, songs and skits, including non-verbal elements, such as gesture or facial and vocal expression
Translating
Translate short, simple texts, such as captions, word lists, labels and song verses
Co-create and perform simple bilingual texts, such as songs for the class and the community
Identity
Identify markers of identity across cultures and recognise the importance of language, Country/Place and culture to the Noongar people; for example, designing a Noongar flag, or a diorama or hands-on display reflecting important elements of the Noongar language and community
Reflecting
Notice how respect is shown to Noongar Elders in the community at all levels
Understanding
Systems of language
Identify and explain Noongar letters, sounds, syllables and spelling rules
Experiment with the pronunciation of short and long single vowels and syllables, including:
- long and short vowels; for example, nop, noonook; kaat, babitj
- aware of rules for beginning, middle and final consonants; for example,
- b- and -p,as in boorn, keba, maap
- d, rd, -rt and -t, as in darp, maada, kaarda, moort, kaat
- dj and tj, as in djena, windji, moorditj
Notice onomatopoeia – words formed from a sound associated with what is named; for example, kaditj-kaditj (noise of car), djidi-djidi, kaa-kaa, waardong (noise of birds), djinkitj (noise of mosquito) bedik-bedik (quiet/softly)
Practise sounding syllables using actions, rhymes; for example:
- ba babitj (x2)
- babitj bardanginy (x2)
Expand vocabulary in Noongar, with extensive support, through word-formation processes, and recognise and use simple language structures, including:
- noticing and using nouns in contexts such as the day/night activities of different birds and animals, different environments for animals and plants, animals and plants of current season, night sky and stars
- understanding the reduplication of nouns, double nouns, plurals; for example, djidi-djidi, kaa-kaa, kaditj-kaditj, maam-yok, koolang, koolangka (child, children), yok, yoka (woman, women)
- understanding and using some common singular, plural and demonstrative pronouns
- understanding and building on the use of interrogative pronouns, (question words), such as What?, Where? Who?; for example, Naatj noonook warniny? Windji/Windja baalap waabiny? Ngiyan kep-ak djiba-djobaliny?
- using simple, commonly used adjectives, colours, numbers
- understanding and using commonly used quantifiers, such as lots, good, slowly, fast; for example, boola, moorditj, dabakarn, kert-kert
- noticing enhancing qualifiers used with a verb, for example, nookert-ngoorndiny, kakarook-koorliny
- developing and understanding adverbs of time, such as always, now, before, sometimes (kalyakoorl, yeyi, kwadjat, benang-benang)
- becoming aware of the use of demonstrative pronouns as an adverb to indicate place, such as this or here, that,there; for example, nidja, alidja, bokadja
- building on common verbs in the present tense, such as barniny, djakoorliny
- becoming aware of present tense verbs without ‘iny’, such as warangka (singing), or when used as a qualifier to enhance a verb, such as nookert-, kakarook-
- becoming aware of the imperative (commands); for example, yira yaak yalakitj, bardang
- noticing informal use of future tense; for example, Boorda noonook djinang!
- building on common location and place affixes/suffixes and meanings, such as in, on, near, at; for example, miya-k, malo-k, kedalak-ngat, maambakoort-ak, dek-ngat
- noticing use of the affix/suffix -kadak (to have) in conversations – for example, Ngany koodjal dwert-kadak – and in descriptive language – baal koodjal-koodjal maada‑kadak.
- noticing use of affix/suffix for habitat/environment; for example, boodja‑koop, marlak‑koop
- noticing that the English verb ‘to be’ is not in the Noongar language
Recognise that the same rules of punctuation apply as in English; for example, using capital letters and full stops for sentences
Begin to develop a metalanguage in Noongar for talking about language, using terms similar to those used in English, such as noun, pronoun, suffix, tense, adjective
Recognise that the purpose and features of Noongar stories, paintings, songs and dances is often to describe journeys across Country and give explanations of why features of Country exist and their importance
Recognise and discuss links between people, stories and Noongar Country/Place
Language variation and change
Understand that a young person learning language will have different intonation and pronunciation than a Noongar Elder
Identify words that are the same or similar to neighbouring languages, such as maar/mar/mara/maara, djen/djena/jina, and that over time there have been different ways of spelling words
Notice that Noongar words in the local environment may not be written with the Marribank orthography
Language awareness
Recognise that Aboriginal languages and Torres Strait Islander languages are in various states of maintenance, development and revival, and offer some historical reasons for this
Understand how and when Welcomes and Acknowledgements are required and who is entitled to deliver them
Role of language and culture
Recognise that the Noongar language is primarily oral and explain the importance of story and storytelling in passing on language and culture
Role of language building
Identify language-building efforts in the Noongar community; for example, Noongar in schools, festivals, Noongar language centres and adult classes, and the publishing of Noongar stories and dictionaries
Understand how Noongar was recorded in the past, by whom and for what purpose, and illustrate on a timeline
Achievement standard
At standard, students use simple modelled language when participating in spoken and written routine exchanges in Noongar about friends and family members, interests and activities. Students locate specific points of information in short texts and convey factual information about their personal worlds with simple statements, short descriptions and modelled texts. They participate in and respond to imaginative texts, acting out events, identifying and comparing favourite elements and making simple statements about characters or theme. Students create and perform short imaginative texts that use modelled language as well as simple visual supports. They translate and explain the meaning of short simple texts, with a satisfactory level of accuracy, and create and perform simple bilingual texts for the class and the community. They identify markers of identity across cultures and recognise the importance of language, Country/Place and culture to the Noongar people. Students notice how respect is shown to Elders in the community through language and behaviour, and compared to practices associated with other languages and cultures.
Students become familiar with the Noongar sound and writing system, with a satisfactory level of accuracy, using words and expressions to convey factual information at word and simple sentence level, and some first elements of grammar to write simple texts. They identify some different forms of texts that use different structures and features to achieve their purpose. Students recognise that the purpose and features of stories are often about journeys across Country/Place and give explanations of the existence and significance of features of Country/Place, with a satisfactory level of accuracy. They identify language building efforts in the Noongar community and understand how Noongar was recorded in the past, by whom and for what purpose.
Year 4 Syllabus
Year Level Description
Year 4 Noongar builds on the skills, knowledge and understanding required to communicate in the Noongar language developed in Year 3 and focuses on extending students’ oral and written communication skills.
In Year 4, students communicate in Noongar, interacting and socialising with their peers and the teaching team, with additional enrichment from the learning experience provided through access to Noongar Elders and other speakers within the community. They exchange information about aspects of their personal worlds, including their daily routines at home and school, and their interests. They participate in individual and collaborative tasks that involve asking for help, clarification and permission, solving problems and sharing decisions. Students locate and process factual information in texts, and gather and convey factual information and short descriptions from familiar texts related to their personal and social worlds. They participate in and respond to a range of imaginative texts, discuss messages and make statements about characters or themes. Students create and perform short imaginative texts that allow for exploration and enjoyment of language and cultural expression, using familiar expressions and modelled language.
Students become familiar with the systems of the Noongar language, experimenting with the pronunciation of vowel sounds and intonation patterns. They notice and use context-related vocabulary in simple spoken and written texts, and apply elements of grammar, such as the present, future or habitual tenses and the imperative. They become aware of quality or state adjectives and apply the use of common suffixes to generate language for purposeful interaction. Students begin to develop a metalanguage in Noongar for talking about language, using terms similar to those used in English.
Students are encouraged to define their Noongar learning experiences and make connections between culture and language use by identifying vocabulary and expressions. They become aware of the links between people, stories and Country/Place and the social importance of connections to History.
In Year 4, students continue to be encouraged to use Noongar as much as possible for social interactions and in learning tasks.
Communicating
Socialising
Interact and socialise with peers, the teaching team and visiting Noongar Elders and community members using simple modelled language with gestures to exchange information about aspects of their personal worlds, including experiences at school and home, everyday routines, interests and activities in face-to-face conversations; for example, Kaya kooda, naatj noonook warniny? Noonook boorda djenborl-ak koorliny? or in phone conversations; for example, Kaya, windji noonook? Naatj noonook warniny?Naatj noonook worala‑kadak?; Noonook koordakan ngobar‑koorl?
Participate in individual and collaborative tasks that involve asking for help, clarification and permission, solving problems and sharing decisions, such ascreating a sand, paper or water display, or conducting a role play, dance, puppet play or craft activity; for example, Windji boodja, kep, boya? Nidja djookoorn? Barang boola ...; Nidja moorditj warn?
Demonstrate awareness of culturally appropriate traditions
Participate in classroom interactions using rehearsed phrases and sentences to initiate and respond to Noongar used in familiar classroom routines, such as requesting a drink, leaving the classroom or borrowing an item; for example, Ngany koordakan doorak.; Ngany koordakan koona-miya koorl.
Informing
Locate specific points of information from a range of spoken and written sources, including historical documents, to complete given tasks; for example, identify and map Noongar Country/Place on paper, sand, mud, card or PowerPoint and label features with simple statements about their location in relation to other places using terms such as marawar, djiraly, kongal, boyal (west, north, south, east) and bardook, dookaniny, bokadja, marlap (close to, near, far away, this way); identify suitable areas for fishing, hunting, crabbing, collecting bush foods or medicine
Convey factual information on specific topics using formats such as oral or digital presentations, displays, story maps, mind maps, diagrams, timelines, posters; for example, informational text on plants for food or medicine, animals, bird, fish, life cycles, food chains, naming country with directions, Dreaming stories
Creating
Participate in and respond to a range of real and imaginative texts in Noongar, interpreting cultural expressions and behaviours; for example:
- identifying key features in Noongar art, dance, Country
- identifying the main purpose of written text, using picture clues, surrounding key words
- scanning a text to find key information
Create or reinterpret, present or perform real or imaginative texts for a particular audience, using familiar expressions, simple statements and modelled language; for example,
- presenting information that relates to Noongar culture, environment and people, using short sentence structures and familiar vocabulary
- presenting forms appropriate to younger audiences, such as puppet plays, cartoons, video clips, animation, audio big books
Translating
Translate words, phrases and expressions in simple, familiar texts, such as labels or captions, using visual, print or online dictionaries, word lists and pictures
Create bilingual texts for the classroom and the school community, such as songs, picture dictionaries, captions for images and displays, photo stories
Identity
Identify kin links by working with Noongar Elders to map community-wide links between families
Reflecting
Reflect on markers of identity and recognise the importance of language, Country/Place and culture to the identity of Noongar peoples
Understanding
Systems of language
Experiment with the pronunciation of vowel sounds, word endings -iny, -ngat, -ool, and intonation patterns
Practise reading familiar and new words out aloud and notice which speech organs are being used to produce sounds, such as lips, tongue and voice box, for example:
- practise the retroflex sounds, feel tongue
- -rd- like saying d with tip of tongue turned back
- -rl- like saying l with tip of tongue turned back
- -rn- like saying n with tip of tongue turned back
- -rt- like saying t with tip of tongue turned back
Continue to practise sounding syllables
Classify words into syllable groups, such as one, two, three, three+ syllables; for example:
- two syllables
- dje na,
- win dji,
- moo rditj
Expand vocabulary in Noongar, with some support, through word-formation processes, and recognise and use simple language structures, including:
- noticing and using nouns in contexts such as naming the Country and compass directions djiraly, kongal, boyal, marawar (north, south, east, west); roles of family members; history and meaning of local, NAIDOC and Aboriginal flags; developing informational text on details about a plant, such as where it grows, season, type of food or medicine; developing informational text on details about an animal, bird, or fish, such as life cycle and food chains
- understanding and using some common singular, plural, demonstrative and interrogative pronouns
- becoming aware of and building on the use of quality or state adjectives (feelings), such as sad, happy, tired, hungry, thirsty; for example, winyarn, djoorabiny, koboorl-wirt, bidibaba
- understanding and using adverbs of time and place
- understanding and using verbs in the present tense and developing an increasing awareness of the imperative and the future tense
- developing an understanding of habitual continuous verb tense; for example, Ngany bilya-k kalyakoorl djiba-djobaliny
- noticing compound verbs and the use of the affix/suffix -abiny to show becoming or getting; for example, kaalangabiny (becoming warmer)
- recognising and understanding common affixes/suffixes for direction, such as to and from, purpose, with or use, such as bilya-koorl (towards the river), miy-ool (out of the house), kitj-al (with a spear), mereny-ak (for food)
- noticing and using the dual purpose of the affix/suffix -kadak (with/to have) in conversations; for example, Baal kooda-kadak waabiny. (She friend‑with playing); Naatj mereny noonook-kadak ngaarn? (What food you - have to eat?)
- noticing the use of compound verbs and the use of the suffix/affix -abiny to show becoming or getting, for example, Ngany balyanabiny. (I’m wet becoming/getting.); Baal koondardabiny. (It’s becoming cloudy.)
Recognise that the same rules of punctuation apply as in English; for example, using capital letters and full stops for sentences
Begin to develop a metalanguage in Noongar for talking about language, using terms similar to those used in English, such as noun, pronoun, suffix, tense, adjective
Recognise and understand that language features are typically linked with familiar texts; for example, the use of imperatives in games, instructions and procedures such as preparing foods, medicines and making tools, and the use of past and habitual tenses in stories
Discuss links between people, stories and Country/Place, and the social importance of connections to History
Language variation and change
Understand that Noongar speakers may sound different as they grow older; for example, some endings or affixes become very soft
Identify ways in which languages influence each other; for example, loan words and writing systems
Notice that Noongar words in the local environment may not be written with the Marribank orthography
Language awareness
Discuss the current situation of Noongar; for example, current usage, revival plans, generational differences
Observe and discuss protocols surrounding the retelling and sharing of stories
Role of language and culture
Recognise that ownership of songs, stories, dance and design is determined by families, Place, History and journey
Identify symbols in visual art, visual design, song, dance
Role of language building
Explain the protocols for language building, developing language resources and language usage in the community
Understand the techniques of how Noongar was recorded in the past, what this means to Noongar people and how it has affected the current representation of Noongar; for example, many views are discussed when using variations of spelling, words and phrases in the naming of public places
Achievement standard
At standard, students use simple familiar language, with occasional guidance, when participating in spoken and written interactions, to exchange information about aspects of their personal worlds, including their daily routines at home and school, and their interests. They contribute to most tasks that involve asking for help, clarification and permission, solving problems and sharing decisions. Students locate and process and convey some factual information and simple statements from familiar texts related to their personal and social worlds. They respond to imaginative texts, using modelled language to make statements about characters or themes. Students create and perform short imaginative texts, using familiar expressions and modelled language. They use some modelled strategies to translate familiar symbols, gestures, words, phrases and expressions in simple texts, recognising that words and meanings do not always translate easily. Students identify markers of their own identity and with guidance recognises the importance of language and Country/Place to the identity of Aboriginal and Torres Strait Islander Peoples.
Students become familiar with the Noongar sound and writing systems, with a satisfactory level of accuracy, using vocabulary and applying elements of grammar in simple spoken and written texts related to their daily routines at home and school, and their interests. They begin to describe how the Noongar language works, using terms similar to those used in English with guidance. Students make some simple comparisons between features of familiar texts. They begin to define their Noongar learning experiences and make connections between culture and language use. Students become aware of the links between people, stories and Country/Place and the social importance of connections to History. They understand how Noongar was recorded in the past, what this means to Noongar people and how is has affected current representations of Noongar.
Year 5 Syllabus
Year Level Description
Year 5 Noongar builds on the skills, knowledge and understanding required to communicate in the Noongar language developed in Year 4 and focuses on extending students’ oral and written communication skills and their understanding of Noongar language and culture.
In Year 5, students communicate in Noongar, initiating interactions with their peers, the teaching team and visiting Elders and other speakers within the community to exchange information about their home and local community. They engage in collaborative tasks that involve planning outings, conducting events and completing transactions. Students gather, compare and convey information from a range of texts related to their personal and social worlds. They share responses to characters, events and ideas in imaginative texts and make connections with their own experience and feelings. They create or reinterpret, present or perform imaginative texts associated with Noongar Country/Place, for different audiences based on or adapted from events, characters or settings.
Students become more familiar with the systems of the Noongar language, applying basic rules for Noongar pronunciation and recognising and applying different intonation for statements, questions, exclamations and instructions. They use context-related vocabulary and develop and apply knowledge of grammatical elements in simple spoken and written texts to generate language for purposeful interaction, such as referring to a person, place or object using the nominative pronoun and possessive, and using conjunctions and a range of adjectives and quantifiers to convey information. Students build a metalanguage in Noongar to comment on vocabulary and grammar, and describe patterns, grammatical rules and variations in language structures.
Students are encouraged to reflect on how their own and others’ language use is shaped by and reflects communities’ ways of thinking and behaving, and may be differently interpreted by others.
In Year 5, students are widening their social networks, experiences and communication repertoires in both their first language and Noongar. They are supported to use Noongar as much as possible for classroom routines, interactions with Elders and community members, structured learning tasks and language experimentation and practice. English is predominantly limited to use for discussion, clarification, explanation, analysis and reflection.
Communicating
Socialising
Initiate interactions with peers and teacher using Noongar language to share information and join in face-to-face conversations; for example, Kaya kooda. Windji nyin? Naatj djoorap warniny? Kaya kooda. Ngany nyin Boorloo Ngany djoorap djiba-djobaliny wer djenborl waabiny. Noonook?
Contribute collaboratively to class experiences, activities and transactions that involve asking for help, clarification and permission, solving problems and sharing decisions, such as creating a display or conducting a role play, cooking or craft activity, or Bonar seasonal festivities
Use Noongar to interact and collaborate in games, role play, conversation, surveys, sequencing pictures, matching text to pictures – for example, Windji ...? Yoowarl koorl ... Ngiyan baal wama waabiny? – and using hand signs as appropriate
Informing
Gather and compare information and supporting details from a range of written, spoken, digital and multimodal texts from Noongar Country/Place, historical documents and contemporary resources, such as conducting a survey and comparing families’ healthy ways of eating in the past to the present day
Gather and convey information and ideas in different formats from a range of written, spoken, digital and multimodal texts associated with Noongar Country/Place, such as the six Noongar seasons – Bonar Kambarang, Djilba, Mookaroo, Djiran, Birak, Boonaroo – including foods available and eaten by Noongar people during the six seasons, and community and daily life
Creating
Share responses to characters, events and ideas in real and imaginative texts and make connections with their own experience and feelings; for example:
- joining in shared writing to extend sentence patterns and familiar sentences
- planning a writing draft and sharing the draft, edits and final copy
- locating, recording and interpreting key words and phrases, and locating key points of information
- identifying key features in Noongar art, dance, Country
- writing simple modelled statements to describe main characters, events, environment, people
Create and perform short imaginative texts that allow for exploration and enjoyment of Noongar language and cultural expression and performance; for example,
- presenting own text, works of art or dance to tell a story using visual props and symbols appropriate for Noongar culture and language
Translating
Translate simple, familiar texts from Noongar to English and vice versa, noticing which Noongar words or phrases require interpretation or explanation, such as Noongar culture-specific concepts and expressions which do not translate easily into English, using visual, print or online dictionaries, word lists and pictures
Create bilingual texts for the classroom and the school community, such as brochures, posters, invitations to inform others about upcoming events
Identity
Reflect on own upbringing and experiences and consider how these impact on attitudes, family and community responsibilities
Reflecting
Compare ways of communicating in English and Noongar-speaking contexts, and identify ways that culture influences language use
Understanding
Systems of language
Experiment with intonation patterns and notice variations in pronunciation of different speakers; discuss Noongar dialects and historical pronunciations, such as Northern Dialect (includes Wadjak, Yuat, Balardong), South East Dialect (includes Minang, Koreng), South West Dialect (includes Wardandi, Bibelmen)
Expand vocabulary in Noongar, with some support, through word-formation processes, and recognise and use simple language structures, including:
- noticing and using nouns in contexts such as healthy bodies; mapping and description of local and regional areas; weather of different seasons, using westerlies, northerlies, easterlies, southerlies, sea breeze (for example, doorka, biroona, nandat, wiridi, koolamwin); Dreaming stories for key features of Country; night sky and stars; birds and their nests; life cycles; different types of goannas, lizards and kangaroos; informational text about a tool, such as how it is made, its uses, who makes and/or uses it (for example, sandals, boomerang, digging stick, coolamon)
- recognising plural nouns, such as maar/maara, djen/djena (hand/hands, foot/feet), and possessive nouns, such as miki-mikang, kaal-kaalang (moon/moon’s, fire/fire’s)
- becoming aware of subject pronouns (nominative), such as Ngany nyininy. Ngalak waangkaniny
- developing an understanding of singular possessive pronouns, such as my/his/her/its; for example, nganyang, baalang, ngalang, Nganyang kooda baal djenborl waabiny. Baalang kabarli baal kaditj-kaditj-ak yalakidjiny
- understanding and using common adjectives and quantifiers, including those of quality and state; for example, woorabiny, koorardabiny (longer, shorter), kaalang, nyidiny (hot, cold).
- using adverbs of time and place; for example, yeyi (now), boorda (later)
- understanding and using qualifiers used with a verb; for example, Ngalang kooda-kadak nidja nookert-ngoorndiny.
- understanding and using the dual purpose of the affix/suffix -kadak (with/to have); for example, baalap kalyakoorl koorlaka ngardanginy dwert-kadak yongka-ngat; Yeyi, naatj noonook worala-kadak?
- developing an awareness of the simple conjunction wer (and); for example, wer Maambart wer koolangka baalap boorda djildjit koorliny.
- understanding and using the verb nyininy where it may mean sitting or living
- developing and understanding the use of the suffix/affix -abiny, to show becoming or getting; for example, Yongka baal djirangabiny. (Kangaroos are getting fatter.)
- understanding and using verbs in the present tense, and developing an increasing awareness of the imperative and the future and habitual continuous tense
- developing an understanding of the past tense and noticing its use of the affix -aka and optional word order; for example, Koomool baal djandangaka boorn-ool. Yongka baal marlak-ngat bardangaka, bardangaka.
- noticing and using compound verbs using the affix/suffix -abiny
- extending the use of common suffixes/affixes; for example, direction, such as to and from; purpose, with or use, such as bilya-koorl (towards the river), kitj-al (with a spear), mereny-ak (for food); and building on the use of -koop to indicate habitat.
Recognise that the same rules of punctuation apply as in English; for example, using capital letters and full stops for sentences
Begin to develop a metalanguage in Noongar for talking about language, using terms similar to those used in English, such as noun, pronoun, suffix, tense, adjective
Recognise and understand that different elements of a text play distinct roles in its meaning or purpose, such as the layout, title, punctuation or use of speech bubbles in a cartoon
Recognise that certain places have historical and contemporary significance to the Noongar community, representing special bonds between people, Place and story
Language variation and change
Understand that there are variations in Noongar as it is used in different contexts by different people, such as formal or informal usage and dialect differences; for example, Wardandi, Minang, Wadjak
Recognise that language and culture continually change as a result of contact with other languages and culture
Language awareness
Investigate ways Noongar is used in the local region and in the wider Australian community; for example:
- Noongar radio
- ABC TV introduces an Elder or community member to discuss a new season with visual support
- the West Australian publishes a Noongar word daily
- Noongar signage at Optus Stadium and Perth Airport
Recognise protocols of cultural safety when engaging with cultural material/property, such as artefacts, artwork
Role of language and culture
Recognise that beliefs and behaviours are expressed through languages, and cannot be separated from them
Role of language building
Identify and locate available Noongar language resources suitable for language building; for example, living speakers and visual, aural and written material
Understand the reasons for different spellings of words in Noongar; for example, sounds misheard, meanings misunderstood, or recordings made in different Noongar Country, such as South East, South West, or North
Achievement standard
At standard, students use familiar language when participating in spoken and written interactions, to exchange information about their home and local community. They use mostly familiar language to participate in tasks that involve planning outings and conducting events. Students gather and compare most information and some supporting details, and convey information and ideas in different formats from texts related to their personal and social worlds, and Country/Place. They share simple responses to characters, events and ideas in imaginative texts and make simple connections with their own experiences and feelings. They create and present, with guidance, imaginative texts for different audiences, based on or adapted from events, characters or settings. Students translate simple texts from Noongar to English and vice versa, showing some awareness that there are Noongar words or phrases that require interpretation or explanation. They use dictionaries, with guidance, wordlists and pictures to translate short familiar texts. Students reflect on their own upbringing and experiences and consider how these impact on attitudes, family and community responsibilities.
Students become more familiar with the Noongar sound and writing systems, with a satisfactory level of accuracy, using a range of vocabulary and developing and applying knowledge of grammatical elements in simple spoken and written texts related to their home and local community. They talk about how the Noongar language works, with guidance. Students identify that texts have certain conventions and can take different forms. They recognise, with guidance, that language and culture continually change as a result of contact with other languages and culture. Students recognise that beliefs and behaviours are expressed through languages and cannot be separated from them.
Year 6 Syllabus
Year Level Description
Year 6 Noongar builds on the skills, knowledge and understanding required to communicate in the Noongar language developed in Year 5 and focuses on extending students’ oral and written communication skills and their understanding of Noongar language and culture. Students gain greater independence and become more conscious of their peers and social context. As they gain a greater awareness of the world around them, they also become more aware of the similarities and differences between Noongar language and culture and their own.
In Year 6, students communicate in Noongar, initiating interactions with others to exchange information and relate experiences. They participate in routine exchanges, using gestures where appropriate, to express feelings, opinions and personal preferences about people, things and places. Students collaborate with peers in guided tasks to plan events or activities or to showcase their progress in learning and using Noongar. They gather, compare and respond to information and supporting details from texts related to their personal and social worlds. They gather, compare and convey information, and supporting details, to suit specific audiences and contexts. Students share and compare responses to imaginative texts. They create or reinterpret, present or perform alternative versions of imaginative texts for different audiences and to suit a variety of modes or contexts.
Students become more familiar with the systems of the Noongar language, developing greater fluency and accuracy in communication. They begin to use Noongar spontaneously when interacting with one another and the teaching team, and use an increasing range of body language and gestures. Students write simple texts on familiar topics with the support of charts or a dictionary. They use context-related vocabulary and develop and apply knowledge of the systematic nature of Noongar grammatical rules in simple spoken and written texts, using present, past, future and habitual verb tenses to generate language for purposeful interaction. Students build a metalanguage in Noongar to describe patterns, grammatical rules and variations in language structures.
Students understand that the Noongar language is constantly changing due to contact with other languages and the impact of new technologies and knowledge. They also understand that language and culture are integral to the nature of identity and communication; for example, forms of address, language of respect and non-verbal communicative behaviours.
In Year 6, students continue to widen their social networks, experiences and communication repertoires in both their first language and Noongar. They are encouraged to use Noongar as much as possible for interactions, structured learning tasks and language experimentation and practice.
Communicating
Socialising
Initiate interactions with others using Noongar language to relate experiences, express feelings, opinions and personal preferences, and hand signs as appropriate; for example, in face-to-face conversations, Noonook moorditj ka winyarn?; Ngany winyarn.; Naadjil?; Ngany bidibaba. Miyarook ngany waabaka boola boola badjedborl. Yeyi nadjool kakaloorni nganyang djena bwoka wer nookert ngoornt. Naatj nyoondool boorda warn?; Nyit!
Engage in collaborative tasks that involve solving problems and sharing decisions, such as organising displays, planning outings, conducting role play or dance, or working with and listening to Noongar Elders and community members engage with artefacts, works of art, texts and performance; for example, collaborating and working with Noongar Elders on NAIDOC activities, collecting bush tucker and cooking
Encourage cultural leaders/cultural language leaders to take a leadership role when engaging in collaborative tasks
Recognise and use Noongar to interact in all classroom activities and use rehearsed fillers in everyday conversations; for example, Alidja moorditj! Balayi alidja kaalang! Windji kep?
Informing
Gather, compare and respond to information and supporting details from a range of written, spoken, digital and multimodal texts associated with Noongar Country/Place, such asplaces of significance to the Noongar community; research origins and meanings of Noongar words used for suburbs (Balga, Coodanup, Yanchep), towns (Boorloo, Koombana, Andalap, Boyanap, Wadjemap, Keba Korl), schools (Moorditj College, Djidi‑Djidi School), parks, islands, locations (The Spectacles, Walyunga, Bilyariny, Mandaboornap), street names, buildings (Bilya Koort Boodja Centre, Boola Bardip); include compass directions, description, mapping, Dreaming stories
Gather, compare and convey information and supporting details from a range of written, spoken, digital and multimodal texts associated with Noongar Country/Place to suit specific audiences; for example, places of significance to the Noongar community; origins and meanings of Noongar words used for parks, islands, street names, buildings
Creating
Share and compare responses to characters, events and ideas, and identify cultural elements in a range of Noongar texts; for example:
- planning a writing draft and sharing a draft, edit, final copy
- demonstrating understanding of stories, songs, visual design and performance through map sites, landforms, features of a travelling story, songline
Create or reinterpret, present or perform alternative versions of imaginative texts for a range of audiences, adapting stimulus, theme, characters and places; for example, presenting own text or work of art to tell a story or stories, oral texts, photo stories, e-books, dance, visual design, drawings on soft and hard surfaces
Translating
Translate and interpret simple texts, identifying Noongar actions, words and phrases that do not readily translate into English and expanding descriptions or giving examples where necessary to assist meaning; for example, nookert-midi (sleep-thing/bed) and djinang-midi (look-thing/TV)
Create bilingual texts for the classroom and the school community, such as songs, picture dictionaries, captions for images and displays, and names for classrooms, teaching areas, library, play areas and office
Identity
Identify shared cultural identity in sporting groups versus distinctions between coastal and inland communities – such as Wardandi and Balardong communities – using, for example, charts, flow charts or Venn diagrams
Reflecting
Notice aspects of communication and cultural expression reflected in language stories, songs, art, dance or audio and visual media; reflect on and compare individual responses to these elements
Understanding
Systems of language
Distinguish and produce the speech sounds of Noongar and understand how these are represented in writing, such as by using capital letters, full stops, question marks, exclamation marks, commas and quotation marks
Expand vocabulary in Noongar through word-formation processes, and recognise and use simple language structures, including:
- noticing and using nouns in contexts such as our bodies (healthy lifestyle, effects of drugs and alcohol, sport and my body); people in our community; roles of extended family members; mapping local and regional areas; names for different parts of a fire; procedure for collecting, preparing and cooking (if required) local plants for food or medicine
- extending use of common singular, plural, demonstrative and interrogative pronouns and developing an awareness and understanding of singular, possessive and subject pronouns
- extending the use of common adjectives and adverbs or quantifiers, including those of quality and state
- developing an understanding of the conjunction wer (and), and recognising the conjunction ka (or); for example, Noonook barniny ka yekaniny mambakoort-ak-ngat?
- extending the use of verbs in the present tense and increasing an awareness of the imperative and the future, habitual continuous and past tense
- developing an understanding of the use of the modal verb ‘will’, as used in the future tense; for example, Boorda nyoondool warn? Boorda ngadjool/nadjool mereny ngaarn.
- building on compound verbs and the use of the suffix/affix -abiny to show becoming or getting; for example, Ngany balyanabiny. (I’m wet becoming/getting.)
- extending the use of common affixes, including locational and directional affixes/suffixes, such as in, on, at, to, from, purpose, with, use for
- understanding and using the dual purpose of the affix/suffix -kadak (with/to have) in conversations
- understanding and using the dual purpose of the verb nyininy
- recognising similarities and differences between Noongar and English, including noticing features of singular or plural nouns. For example, in Noongar, some nouns do not change form as the nominative or marker pronoun (baal or baalap) in a sentence will indicate if the noun is singular or plural; however, some nouns add an affix/suffix to show plural, such as koolang/koolangka, yok/yoka
- recognising that word order is fixed for most tenses; for example, present tense, Kabarli baal boorn-ak-ngat nyininy, and imperative, Barang nganyang bibool!
- noticing prepositions that in English are small single words – such as in, on, at, and with – in Noongar are mostly affixes/suffixes attached to nouns/pronouns; for example, Kongk baal darap-al daatj borniny. (Uncle is cutting meat with a knife.)
Build on a metalanguage in Noongar for talking about language, using terms similar to those used in English, such as noun, pronoun, suffix, tense, adjective, adverb
Investigate the purpose and use of sign language – for example, in hunting or recent bereavement – for communicating at a distance and restricting who can understand a given message
Understand that songs, stories, dance and other forms of artistic expression can be recreated and traced into contemporary formats, such as those created by Yirra Yaakin and several Noongar Cultural groups
Language variation and change
Recognise that Noongar is used differently in different contexts and situations, such as nyininy which is used for living and sitting; for example, Maaman baal kaditj-kaditj-ak nyininy. Djerap baalap boorna-ak-ngat nyininy.
Recognise that the affix -kadak may be used as a verb or a proprietive affix; for example, Baal dwert-kadak barniny. Yeyi worl baal boola koondart-kadak.
Recognise that languages change over time
Language awareness
Explain the importance of reviving Aboriginal languages and Torres Strait Islander languages for communities and the broader Australian community
Recognise and use principles and protocols of cultural safety when engaging with cultural material or property, such as names of things, peoples and places, or visual and aural recordings
Role of language and culture
Recognise that Noongar contains values held about the land, water and sky, for example in expressions and concepts such as Caring for Country – knowledge held by Noongar Elders and passed through generations
Role of language building
Locate and learn about Noongar language-building efforts in the community and the role these efforts play; for example;
- Noongar language centre
- Local history museum
- Elders and community members writing or producing their own stories, art, music, dance, theatre
Promote the use of Noongar by teaching the language to younger students within schools and communities
Achievement standard
At standard, students use familiar language when participating in, and sometimes initiating, spoken and written interactions to exchange information about their personal worlds and Country/Place, and to recount specific events or experiences. They collaborate with peers in guided tasks to plan events or activities to showcase their progress in learning and using Noongar. Students gather, compare and respond to information and supporting details, and they convey information, ideas and opinions on texts related to aspects of their personal and social worlds, using language and modes of presentation to suit audience and context. They share and compare, with some guidance, responses to characters, events and ideas and identify several cultural elements in a variety of imaginative texts. They create and present, occasionally with guidance, simple alternative versions of imaginative texts for different audiences. Students translate simple texts, with guidance, identifying words and phrases that do not readily translate into English and expand descriptions or give examples where necessary to assist meaning. They experiment with and discuss the usefulness of various forms of dictionaries. Students notice and compare, with guidance, individual responses to aspects of communication and cultural expression reflected in a range of texts.
Students better understand the Noongar sound and writing systems, using familiar vocabulary related to their personal worlds and Country/Place, and to recount specific events or experiences, and applying elements of grammar in spoken and written texts, with a satisfactory level of accuracy. They talk about how the Noongar language works, describing patterns, grammatical rules and variations in language structures. Students recognise, with some guidance, the importance of reviving Aboriginal and Torres Strait Islander languages for communities and the broader Australian community. They understand that the Noongar language is constantly changing due to contact with other languages and to the impact of new technologies and knowledge. Students also understand that language and culture are integral to the nature of identity and communication.
Year 7 Syllabus
Year Level Description
Year 7 Noongar builds on the skills, knowledge and understanding required to communicate in the Noongar language developed in Year 6 and focuses on extending students’ oral and written communication skills and their understanding of Noongar language and culture. Some students begin Year 7 with proficiency in languages other than Noongar and bring existing language learning strategies and intercultural awareness to the new experience of learning Noongar. Students’ growing textual knowledge, developed through English literacy, supports their developing Noongar literacy. Skills in analysing, comparing and reflecting on language and culture in both languages are mutually supportive.
In Year 7, students communicate in Noongar, initiating and participating in spoken and written interactions with peers and the teaching team to talk about personal interests and experiences on Country/Place. They engage in individual and collaborative tasks that involve planning, negotiating arrangements, and participating in events. Students access and summarise key information and supporting details from texts. They convey information about events, experiences or topics of shared interest, organise and present information and ideas on texts, using language and modes of presentation to suit different audiences and contexts. Students respond to a range of real or imaginative texts by discussing key messages and beliefs, themes, values and techniques used to engage and entertain audiences. They create and present simple real or imaginative texts, such as songs, stories, posters and dances, that involve imagined characters, places and experiences.
Students better understand the systems of the Noongar language, recognising individual elements of spoken and written words, phrases and non-verbal forms of expression and noticing how they reinforce spoken language. They extend their knowledge of context-related vocabulary and additional elements of grammar, such as using the present, past, habitual and future tenses, affixes, adjectives and quantifiers in familiar expressions and scaffolded language contexts for purposeful interaction. Students continue to build a metalanguage in Noongar to describe patterns, grammatical rules and variations in language structures.
Students recognise that Noongar is used differently according to the context and situation. They acknowledge that languages change over time and influence one another. They understand that culturally significant attitudes and beliefs are linked to the past; to land, plants and animals; and to celebrations.
In Year 7, students make comparisons between their own language/s and Noongar, and reflect on the experience of moving between languages and cultural systems.
Communicating
Socialising
Engage with peers, the teaching team, visiting Noongar Elders and community members using rehearsed language to exchange information about personal interests and experiences on Country/Place
Use Noongar protocols (verbal and non-verbal) when interacting with Noongar Elders and other adults; for example, Kaya Birdiya, kaya nganyang kooda.; Nganyang kwerl (Tina); Nganyang moort baal Williams.; Ngalak Balardong moort, bardook Brookton nyininy.; Ngany keny djook-kadak wer keny ngooni-kadak.; Ngany maar-maar keny-kadak wer ngany djoorap djiba-djobaliny wer dookerniny.
Engage in individual and collaborative tasks to create displays or plan activities or events, such as a class performance, to showcase progress in learning, using Noongar language for family, friends and the community at events; for example, NAIDOC celebrations, assembly items, community events, Reconciliation celebrations, Sorry Day
Participate in class activities and interactions by responding to instructions, asking and answering questions, seeking clarification and praising or complimenting one another; for example, Birdiya, ngany yoowart kaadatj. Karo waangkan.; Naatj nidja?; Yaanmen ngany maar-koorl ...?; Naatj Noongar worayin …-ak ...?; Alidja kwobadjil maar-koorliny wer Noongar waangkaniny!
Informing
Access and summarise key information from a range of sources on topics related to Noongar Country/Place by predicting meaning using picture clues, surrounding key words, and visual and auditory clues
Convey information about Noongar Country/Place events, experiences or topics of shared interest using language in different modes of presentation to suit different audiences and contexts; for example, developing a photographic record, portfolio or digital presentation with audio recordings or annotations
Creating
Interpret and respond to texts, such as songs, stories, dances or video clips; for example, by sequencing pictures to text or a storyboard, or using a map, diagram or flow chart to illustrate text or write and retell key ideas, values and the techniques used to engage and entertain audiences
Create and present a range of spoken, written and multimodal real or imaginative texts using expressive language, gestures and supporting materials to entertain others; for example, a rap, skit, song, short play or animation
Translating
Translate and interpret short texts, such as narratives, song lyrics, dialogues or posters, from Noongar to English and vice versa, noticing which words or phrases translate easily and which do not
Understand that while translation may be possible, it may not be culturally appropriate or make sense culturally
Co-create bilingual texts and resources for the classroom and the school community; for example, print or digital word banks of expressions used in everyday interactions in Noongar and in English, or learning resources and texts, such as children’s stories or songs and games for younger learners
Identity
Consider how their own life experiences, such as family origins, traditions, interests and experiences, shape their sense of identity and ways of communicating; for example, Nganyang kwerl Mindi. Nidja nganyang kabarli, baal English wer nidja moyran, baal German. Miya-k-ngat ngalak English wer German waangkaniny. Kabarli baal djoorap dookerniny wer baalang mereny moorditj ngaarn!
Reflecting
Reflect on own reactions to intercultural interactions with Noongar Elders and community members and use these reflections to identify and discuss the main aspects of Noongar which could benefit from language building; for example, when analysing and discussing historical sources used in language building, or when interviewing and recording Noongar speakers
Understanding
Systems of language
Investigate and apply the sound patterns in Noongar, including:
- recognising the consonant and vowel sequences applied to syllable patterns, such as cv/cvc (consonant-vowel/consonant-vowel-consonant) as in kwo rdi lyang
- understanding and using final sounds where the spelling changes; for example,
- b- and -p as in boorn, keba, ap
- d-, -rd-, -rt and -t as in darp, maada, kaarda, moort, kaat
- dj- and -tj as in djena; windji; moorditj
- recognising consonant clusters, -ngk as in yongka, koolangka, and -ngw as in malyangwin
- recognising that digraphs, such as kw, ng, oo and ly, are one sound
- noticing that in Noongar, stress is placed on the first syllable
Apply these patterns and rules in writing with correct punctuation, such as capital letters, full stops, question marks, exclamation marks, commas and quotation marks
Generate language for a range of purposes in simple spoken and written texts, expanding context-related vocabulary and applying elements of the Noongar grammatical system, including:
- noticing and using singular and plural nouns in such contexts as
- healthy lifestyles
- NAIDOC and the local community
- the night sky and stars
- the moon and tidal effects
- mapping local, country and regional areas
- the sea as a source of food and sea food chains
- extending the use of common singular, plural, demonstrative and possessive pronouns
- identifying and using interrogative pronouns naadjil, nginda, ngalan (why, when, how many)
- extending the use of commonly used adjectives of size, shape, colour, quality or state
- using adjectives such as djool and balyan to illustrate opposites
- building on the use of adverbs of direction and time, including yira/ngarda (up/down), bwora/bandak (inside/outside), koorboorli/koodjakat (behind/in front of), kalyakoorl/yoowardjil (always/never), moolyak/yoodok (first/last)
- extending the use and understanding of the imperative and common verb tenses, including the habitual, future, present and past tenses
- building on the use of the modal verb ‘will’, as in Nadjool djakoorl miya-k. Nyoondool waap djenborl?
- extending the use of common suffixes/affixes to identify and understand those for location, place, direction to or from, with and possession, including -kadak
- noticing and understanding the use of the nominal suffix/affix for habitat/environment, such as bilya-koop (river habitat) and maambakoort-koop (sea environment); for example, Kwilena, maamoong baalap maambakoort-koop nyin.
- developing an understanding of the use of the nominal suffix/affix for like/similar to, -mokiny; for example, in biyabeda-mokiny, wiring-mokiny (squid-like, line-like)
- developing an understanding of the use of the suffix/affix for negative, no or without, such as dwangka-boort (deaf), ngaarn-boort (unable to eat) and bwoka-broo (without a coat), and for verbs such as djinang-boort (don’t look)
- building on the use of the conjunctions wer (and), and ka (or)
Continue to build a metalanguage in Noongar to talk about language using terms similar to those used in English, such as noun, pronoun, suffix/affix, verb, tense, adjective
Show understanding of the purpose and roles of various spoken, written and visual texts in Noongar; for example, understanding that Country/Place can be interpreted as text by the Noongar community
Understand and discuss family links to Country and the concept of ownership
Language variation and change
Recognise that different elements in Noongar language, such as gestures, facial expressions, choice of language and use of silence, vary according to context
Explain how languages change over time and influence one another; for example, the impact of history and contact languages, such as Noongar words in Aboriginal English, and the ways Noongar has been written
Language awareness
Explore the extent of language use across the Noongar nation in earlier times, considering Noongar dialects, mapping shared words and the use of different words within the Noongar nation
Recognise and show understanding of culturally appropriate protocols when engaging with and learning from Noongar Elders or community people
Role of language and culture
Show understanding that culturally significant attitudes and beliefs are linked to the past, to land, plants and animals and to celebrations
Role of language building
Explore language revival efforts in the Noongar community and neighbouring regions, and identify resources and processes that are available
Identify and discuss the main areas of Noongar language that could be served by language building
Achievement standard
At standard, students use familiar language when initiating and participating in spoken and written interactions in Noongar, to exchange information about shared interests and experiences, daily routines and responsibilities. They engage, with guidance, in the planning of Noongar events or activities and participating in transactions. Students access and summarise some key information from a range of sources related to Noongar Country/Place and convey information, experiences or topics of shared interest using language and modes of presentation to suit audience and context. They describe key messages and beliefs, themes, values and techniques in real or imaginative texts, and create and present real or imaginative texts to entertain others. Students translate and interpret short texts, with some inaccuracies, understanding that some words or phrases may not translate easily or may not be culturally appropriate. They understand that culturally significant attitudes and beliefs are linked to the past, to land, plants and animals and to celebrations. Students reflect on aspects of language, culture, personal identity, traditions and experiences of learning a language and how these may shape their own sense of identity and ways of communicating.
Students better understand the Noongar sound and writing systems, using familiar vocabulary to exchange information about shared interests and experiences, daily routines and responsibilities, and applying elements of grammar in spoken and written texts, with a satisfactory level of accuracy. They describe how the Noongar language works, using some relevant metalanguage to organise learning resources. They show understanding of culturally appropriate protocols when engaging with and learning from Noongar Elders or community people, and explore language revival efforts in the Noongar community and neighbouring regions, identifying resources and processes that are available.
Year 8 Syllabus
Year Level Description
Year 8 Noongar builds on the skills, knowledge and understanding required to communicate in the Noongar language developed in Year 7 and focuses on extending students’ oral and written communication skills and their understanding of Noongar language and culture. Students may need encouragement to take risks in learning a language at this stage of social development and to consider how the experience impacts on the norms associated with their first language and culture.
In Year 8, students communicate in Noongar, initiating and maintaining spoken and written interactions with peers, the teaching team, Elders and other speakers within the community to exchange information about personal interests and Country/Place as a significant source of food, medicine and toolmaking. They engage in collaborative tasks that involve planning by considering options, negotiating arrangements, solving problems and participating in transactions. Students access, summarise and share key ideas and information from a range of texts related to their personal and social worlds and present them in different formats for the intended audience. Students interpret and respond to a range of real and imaginative texts. They create and present a range of texts that involve real or imagined contexts and characters, such as cartoons, raps, songs, or sporting chants, designed to enrich the visual or listening experience to share in class or with a wider virtual audience.
Students better understand the systems of the Noongar language, using key features of Noongar to predict meaning, communicate information and extend their proficiency in reading and writing sentences and short texts. They continue to extend their knowledge of context-related vocabulary and additional elements of grammar in spoken and written texts, including the use of compound verbs, adverbs, adjectives, and subject and object pronouns, and the use of appropriate suffixes and conjunctions when encountered in familiar expressions and scaffolded language contexts. Students continue to build a metalanguage in Noongar to describe patterns, grammatical rules and variations in language structures.
Students widen their social networks, experiences and communication repertoires in Noongar. They are encouraged to participate in intercultural interactions with Elders and other speakers within the community to discuss appropriate cultural practices, demonstrating awareness of the importance of shared understanding and reflecting on adjustments made as a result of reactions and responses.
In Year 8, students are supported to develop increasing autonomy as language learners and users, to self-monitor and peer-monitor, and to adjust language in response to their experiences in different contexts. Students use Noongar language in more extended and elaborated ways for classroom interactions and routines, task participation and structured discussion.
Communicating
Socialising
Maintain interactions with peers, the teaching team, visiting Noongar Elders and community members using rehearsed language to exchange information about personal interests and Country/Place as a significant source of food, medicine and toolmaking by responding to and asking a range of questions in Noongar, such as naatj, windji/windja, nginda, ngiyan, naadjil, yaanmen, together with non-verbal gestures on topics; for example, Boorn menditj-ak: Kabarli, ngany winyarn koboorl-kadak! (use gestures) Naatj boorn baal moorditj winyarn koboorl-ak? Kabarli – ‘kondil yowala-kep.’; Windji ngany wart nidja boorn, marlak-ngat ka bilya-k-ngat? Kabarli – ‘marlak-ngat, noonook doorak yowala-kep.’; Nyoondool ngany-kadak marlak-koorl?; Kabarli – ‘kaya’.; Yanga/Kaya kabarli.
Engage in collaborative tasks that involve planning experiences and activities using Noongar language spontaneously, such as giving and following instructions to cook bush tucker or make artefacts, using hand signs as appropriate; for example, Noonook koodjal, barang boola bilara balk-ool kaal-ak warn. Noonook koodjal yoka barang djeroong, djari, djalam, nyongang wer kep kaditj-kaditj-ool. Yoorang yoorang djeroong wer djari nidja koolyangarda-mokiny. Wirt djalam, ngonyang wer nyit kep nidja mereny warn. Djookoorn bwora boondjat-bibool, djookoorn kaal-ak wer yalakitj baalany dookern! Ngaarn baalany! Baal moorditj!
Participate in class activities and interactions by asking and answering questions, making suggestions, seeking clarification and complimenting other’s contributions; for example, Birdiya, mining ngany computer warn?; Mining ngany moyran-kadak waangkan nidja Bonar-ak?; Birdiya, weekend-ngat ngany koorlaka kongk-kadak yongka ngardanginy.; Mining nganyang ngardanginy kooda-kadak yang.; Kwobadjil!
Informing
Access, summarise and share key information and supporting details from a range of sources on topics related to Noongar Country/Place; for example, to explain how artistic expression relates to land, water, sea, sky, people, animals, plants, and social and ecological relationships
Organise and present information and ideas about Noongar Country/Place events, experiences or topics of shared interest using language in different modes of presentation that consider a range of audiences; for example, developing a presentation that includes text, images and sound to record and explain aspects of Noongar Country, or developing an interactive presentation with images and sounds for younger children that highlights the benefits of maintaining and strengthening Noongar language
Creating
Interpret and respond to a range of texts by discussing and explaining how key information is expressed through stories, music, and visual and creative arts, and compare the roles and representations of animals, people and environment in different expressive forms
Create and present a range of texts that involve real or imagined contexts and characters, such as picture books, cartoons, raps, songs, sporting chants or advertising jingles, to share in class or with a wider virtual audience
Translating
Translate and interpret short texts from Noongar to English and vice versa, comparing own interpretations with those of others, and discuss what is different and why
Co-create bilingual texts to inform the wider community about aspects of Noongar language and culture; for example, displays at school, community or shopping centres, or bilingual video or photographic displays to showcase events and shared experiences, such as bush trips, incursions, excursions or festivals
Identity
Consider and create spoken, written or multimodal texts to show how their own life experiences, such as family origins, traditions, interests and experiences, shape their sense of identity and ways of communicating; for example, creating timelines, digital presentations or family trees with captions to mark key milestones and significant influences, key people, events, and experiences of connection to Noongar Elders and community
Reflecting
Understand challenges in developing new words and structures for Noongar and how these words might be developed within the existing resources of the Noongar language; for example, trying out ways of making new words under the guidance of a Noongar specialist or an Elder
Understanding
Systems of language
Investigate and apply the sound patterns in spoken Noongar, including:
- using syllables, word-final sounds, clusters and stress
- developing metalanguage to describe and talk about sounds and phonology; for example, place of major articulation (lips, tongue, voice box), which is similar across Aboriginal and Torres Strait Islander languages, and manner of articulation (pronunciation, stress, intonation, rhythm)
- recognising and understanding uncertain or missing sounds or glides, such as in Birdiya, wowaka, kebeyen
- using key Noongar features to predict meaning, communicate information and extend oral and written texts
Generate language for a range of purposes in simple spoken and written texts by continuing to expand context-related vocabulary and applying elements of the Noongar grammatical system, including:
- noticing and using singular and plural nouns in such contexts as
- roles of extended family members
- hunting or cooking procedures for different meat, and ways of cooking different foods
- boorn warn-midi-k – plants for tool making
- the sea as a source of food and sea food chains
- times of the day (24 hours) dawn-dusk-dawn, and their features, and timelines and charts
- identifying the relationship within a specific environment between plants, animals, birds and insects
- identifying nouns which can be derived from verbs and vice versa, such as waap/waabiny, yekan/yekaniny
- developing an understanding of singular and plural subject and object pronouns, such as baal/baalany, ngalak/ngalany
- building on the use of adjectives, including those of character and appearance; for example, woomboodin, karang, koorantj
- building on the use of adverbs, including extension of direction; for example, arn, karda werda, bardook, yendoon (over, across, near, underneath)
- developing an understanding of compound verbs and the use of the suffix/affix -abiny to show becoming or getting; for example, Baal kaalangabiny. (It’s hot becoming.)
- extending the use of modal verbs, including may, might; for example, Mining ngany badjedborl koorl?
- developing an understanding of the use of midi on the imperative or base verbs, such as nookert-midi (sleep-thing/bed) or dookern-midi (cook-thing/pot/pan/utensil, depending on context), to illustrate an unfamiliar Noongar word
- identifying and extending the use of nominal suffixes/affixes, including the use of -mokiny, as in dwert-mokiny, djowa-mokiny (dog-like, wool-like) and the use of the suffix/affix -koop, as in boodja-koop, moyootj-koop (land habitat, swamp habitat)
- building on the use of negative suffixes/affixes
- building on the use of the suffix/affix -kadak
Build and extend a metalanguage in Noongar to talk about language using terms similar to those used in English, such as noun, pronoun, suffix/affix, verb, tense, adjective
Apply the structures and conventions associated with a range of text types and identify key features and functions of the different genres
Understand and discuss the purpose and roles of various spoken, written and visual texts in Noongar, such as declaring identity, acknowledging ancestors and traditional belief systems, and passing on knowledge and information
Explore and understand to what extent the Noongar language plays a role in the management of land and its stories
Language variation and change
Recognise and understand that different elements in Noongar language, such as eye contact and pointing with lips, vary according to context, situation and family relationships
Explain changes to Noongar that reflect changing lifestyles, cultural trends and emerging needs, such as young people’s language and the impact of music, social media and technology on communication
Language awareness
Consider and reflect on the prospects of Noongar language in the context of its current revival, and identify current policies and practices that have impacted positively on the revival of Noongar; for example, Welcome to and Acknowledgement of Country performances at events; Noongar practices highlighted in films, television and radio; dual signage in public places, national parks, museums and schools
Understand and apply culturally appropriate protocols when engaging with and learning from Noongar Elders or community people
Role of language and culture
Identify the role of language in passing on knowledge, such as the classification of living or non-living things based on their form or function (food, medicine, tools)
Role of language building
Investigate and understand protocols for filling language gaps and extending semantic domains, including protocols for borrowing from other languages, creating words by analogy and drawing from existing resources in Noongar
Discuss techniques used to build Noongar language, such as analysing historical sources and interviewing or recording Noongar speakers
Achievement standard
At standard, students use mostly familiar language when participating in spoken and written interactions to discuss and share ideas, views and experiences of significant events, special occasions or milestones and to collaborate on tasks, activities and transactions. They summarise and share information from texts and present them in different formats for their intended audience. Students respond to a range of real and imaginative texts, analysing ideas, themes, values and techniques that are used to engage and entertain audiences. They create and present a range of simple texts that involve imagined contexts to enrich the visual or listening experience. Students translate and/or interpret texts, with some accuracy, and consider why there might be differences in interpretation. They reflect on how their own life experiences, such as family origins, traditions, and interests, shape their sense of identity and ways of communicating.
Students better understand the Noongar sound and writing systems, using familiar vocabulary related to views and experiences of significant events, special occasions or milestones, and applying additional elements of grammar, in spoken and written texts, with a satisfactory level of accuracy. They continue to build a metalanguage in Noongar to explain some grammatical forms and functions. Students apply some structures and conventions associated with a range of text types and identify key features and functions of the different genres. They are encouraged to participate in intercultural interactions with Elders and community speakers to discuss appropriate cultural practices, demonstrating awareness of the importance of shared understanding and reflecting on adjustments made as a result of reactions and responses.
Year 9 Syllabus
Year Level Description
Year 9 Noongar builds on the skills, knowledge and understanding required to communicate in the Noongar language developed in Year 8 and focuses on extending students’ oral and written communication skills and their understanding of Noongar language and culture.
In Year 9, students communicate in Noongar, initiating and participating in sustained interactions with their peers, the teaching team, visiting Noongar Elders and community members, to share and compare information about personal interests and traditional and contemporary lifestyles, and recount special events. They engage in collaborative activities, such as planning and managing activities, events or experiences and exchanging resources and information. Students analyse ideas and information from a range of sources related to Country/Place, identifying context, purpose and intended audience. They convey information and ideas and offer their own views on texts, using respectful language, in appropriate formats and styles of presentation. Students discuss how key messages and beliefs are communicated through Noongar stories and artistic expression. They create and present real or imaginative texts that involve moods and effects designed to engage different audiences.
Students show understanding of the systems of the Noongar language, increasing their command of the language using elements such as intonation, pace and gestures to maintain interaction momentum. They increase their control of context-related vocabulary in spoken and written texts and extend their knowledge of grammatical elements, such as understanding the function of verb tenses to situate events in time when encountered in familiar expressions and scaffolded language contexts. At this stage they also identify and understand the use of the ergative suffix and recognise transitive and intransitive verbs in context. Students further develop a metalanguage to discuss and explain grammatical forms and functions.
Students increasingly monitor language choices when using Noongar, considering their own and others’ responses and reactions in intercultural communication, questioning assumptions and values, and taking responsibility for modifying language and behaviours in relation to different cultural perspectives. They reflect on and explain how communities’ ways of thinking, behaving and viewing the world influence how language is used.
In Year 9, learning is characterised by consolidation and progression. Students work with increasing independence to analyse, reflect on and monitor their language learning and intercultural experiences; however, they still require guidance through modelling, scaffolding and monitoring.
Communicating
Socialising
Initiate and maintain interactions with peers, the teaching team, visiting Noongar Elders and community members to exchange information about personal interests and traditional and contemporary lifestyles, and recount special events using rehearsed language, have-a-go and survival strategies – such as listening for surrounding key words, repetition, visual and auditory cues (including non-verbal gestures) – when Noongar is expressed in unexpected ways: Kaya Birdiya, kaya kooda. Miyarook ngalak yekanaka ngobar-ak wedjang yookil wer nala.; Naadjil noonook wedjang koril wer nala? Naadjl noonook djiba-djobal-boort?; Miyarook worala baal nyidiny-djil wer maambakoort-ak baal koomba ngiyaanga-kadak. Ngany koordakanaka barang boola yookil wer nala nganyang boodja-dek-ngat.; Noonook yookil wer boola nala barang?; Kaya.
Engage in collaborative activities that involve planning and participating in learning experiences, and activities that combine language and cultural elements – for example, an excursion or incursion, song or dance performance, art or craft exhibition – using Noongar spontaneously and sharing responses and reactions
Respond to and use Noongar in routine classroom exchanges to make suggestions, seek clarification, praise or compliment; for example, Alidja woori/woora waangkan bibool Tanya!; Warn/Maar-koorl malidji noonan-ak waangkan.; Bill, dima waangkan.; Yeyi alidja kwoba!; Noonook nakolak-kadak!
Informing
Analyse ideas and information from a range of sources, such as historical documents, Elders and community members; for example, to explain the origin, meaning and significance of local place names and features
Convey information and ideas and offer own views on Noongar Country/Place events, experiences or topics of shared interest using different modes of presentation that consider context, purpose and audience; for example, designing a book, pamphlet, guide or brochure to share with the Noongar community that explains the origin, meaning and significance of local place names and features
Creating
Discuss and explain how land, water, sea, sky, people, animals, plants, and social and ecological relationships are expressed through traditional and contemporary texts, including paintings, weavings, artefacts and sand drawings, and identify how they connect to Noongar Country and people
Create and present real or imaginative texts designed to engage different audiences, including own visual artworks and performances, using symbols and techniques appropriate to Noongar Country/Place
Translating
Translate and interpret texts from Noongar to English and vice versa, identifying and explaining cultural-specific contexts, practices and expressions in Noongar which do not easily translate into English, such as the number system, terms for colour, and language associated with time and daily and seasonal cycles
Co-create bilingual texts to inform the wider community or a specified audience about aspects of Noongar language and culture; for example, a musical, role play, or theatre performance in Noongar with English commentary and supporting explanations
Identity
Compare and reflect on how identity is expressed across languages and cultures; for example, considering the idea of ‘belonging’ as expressed in different languages, including Aboriginal and Torres Strait Islander, Asian, African and European languages
Reflecting
Engage with local Noongar communities in language-related projects and contribute to local language records and resources through structured and research-based projects
Understand that as young people their role is to be contemporary documenters of the language by listening to and transcribing Noongar texts, preserving resources developed at school, or developing a variety of resources for younger or future students of Noongar language
Understanding
Systems of language
Increase awareness and use of Noongar features in both oral and written texts, including:
- using oral interactions in unfamiliar contexts to build fluency and accurate pronunciation of more complex syllable combinations
- extending the use of stress, intonation and rhythm
- extending written skills by applying knowledge to unfamiliar texts
Generate language for a range of purposes in spoken and written texts by increasing command and use of context-related vocabulary and elements of the Noongar grammatical system, including:
- noticing and using nouns in such contexts as
- seasonal changes
- traditional and contemporary lifestyles
- Dreaming stories from specific Country/Place
- using specific vocabulary to extend topics, such as types of birds, kangaroos, goannas, snakes, insects
- extending the use of common singular, plural, demonstrative and possessive pronouns
- identifying and using singular and plural subject and object pronouns
- developing an understanding of the use of the question or interrogative pronoun ‘how’, yaanmen; for example, Yaanmen baal warnaka nidja koomba kaal?
- identifying and understanding the ergative noun suffix, -il, -l; for example, Dwert-il baal djooraly-ak waabiny. Yoka-l baalap bilya-k-ngat barniny.
- extending the use of adjectives
- building on the use of adverbs of time and place
- extending the use of verbs in the imperative and the present, past and future tense
- building on the use of modal verbs, such as would, should; for example, Baal doora koorl menditj-maaman-ak.
- building on the use of compound verbs using the affix/suffix -abiny
- building a bank of unfamilar Noongar words using the affixes/suffixes -midi and -mokiny
- noticing the use of the nominal suffix/affix for family/group of, such as djerap-mart, minga-mart (bird family, insect family); for example, Koolbardi-l, waardong-il baalap djerap-mart ali boorn-ak nyininy.
- identifying and understanding intransitive verbs, such as koorliny and naariny, which only require a subject in a sentence, and transitive verbs, such as borniny and dookerniny, which require a subject and an object; for example, Djook-il baal daatj dookerniny.
- building on the use of the conjunctions wer and ka
Recognise that the same rules of punctuation apply as in English, such as using capital letters and full stops for sentences
Continue to extend a metalanguage in Noongar to talk about language using terms similar to those used in English, such as noun, pronoun, suffix/affix, verb, tense, adjective
Discuss the relationship between different text types in terms of Noongar language features, audience, context and purpose, such as ways that songs, dance and paintings function to capture language and meaning
Explore and explain how art forms, songs and dances identify Noongar people and places
Language variation and change
Analyse and compare intergenerational Noongar language use; for example, that of young people today and the Noongar language used by older generations
Explain and reflect on changes in use of their own first language over time, noticing how and when new ways are adopted or existing ways adapted, such as contact with other languages, globalisation, new technologies and knowledge
Language awareness
Research the impact of historical events, such as Stolen Generations, mission schools and advocacy, on Aboriginal languages and Torres Strait Islander languages in general and on Noongar in particular
Apply cultural norms, skills and protocols associated with using and researching Noongar and all Aboriginal and Torres Strait Islander languages
Role of language and culture
Reflect on and explain how communities’ ways of thinking, behaving and viewing the world influence how language is used
Role of language building
Recognise the importance of intergenerational collaboration in reviving and maintaining languages
Reflect on their role as contemporary documenters of language; for example, listening to and transcribing spoken texts or preserving language resources developed at school
Achievement standard
At standard, students use familiar language when initiating, in part, and participating in sustained spoken and written interactions to share and compare information about daily routines and responsibilities, and engage in shared tasks, activities and transactions. They analyse ideas and most information from sources related to Country/Place, identifying context, purpose and intended audience, and use some appropriate formats and styles of presentation to convey information and ideas, and offer their views. Students discuss how key messages and beliefs are communicated through Noongar stories and artistic expression. They create and present imaginative texts designed to engage different audiences that involve moods and effects, using symbols and techniques appropriate to Noongar Country/Place. Students translate and interpret texts identifying and explaining cultural specific contexts, practices and expressions in Noongar which do not easily translate into English. Students increasingly monitor language choices when using Noongar, considering their own and others’ responses and reactions in intercultural communication. They reflect on and explain how communities’ ways of thinking, behaving and viewing the world influence how language is used.
Students apply, with a satisfactory level of accuracy, the Noongar sound and writing systems when using familiar vocabulary about daily routines and responsibilities, and using elements of grammar in spoken and written texts. Students further develop a metalanguage to discuss and explain grammatical forms and functions, with a satisfactory level of accuracy. They discuss the relationship between different text types in terms of Noongar language features, audience, context and purpose. Students reflect on changes in use of their own first language over time, and on their role as contemporary documenters of language.
Year 10 Syllabus
Year Level Description
Year 10 Noongar builds on the skills, knowledge and understanding required to communicate in Noongar language developed in Year 9 and focuses on extending students’ oral and written communication skills and their understandings of Noongar language and culture. Students require continued guidance and mentoring at this stage of their language learning, but work with increasing independence to analyse, reflect on and monitor their progress and intercultural experiences. They consider future pathways and prospects, including how Noongar language may feature in these.
In Year 10, students communicate in Noongar, initiating and participating in sustained interactions with peers, the teaching team and visiting Elders in formal and informal exchanges to about personal interests, experiences of Elders, historical events, and plans and aspirations for the future. They contribute ideas, opinions and suggestions in interactions related to collaborative activities, solving problems and managing diverse views. Students analyse, synthesise and evaluate ideas and information from a range of perspectives in texts related to aspects of their personal, natural and social worlds. They convey information, comments and experiences on texts, using various modes of presentation to achieve different purposes. Students analyse how imaginative texts create effects in ways that reflect cultural influence. They create and present a range of imaginative texts on themes of personal or social relevance.
Students show understanding of the systems of the Noongar language, exploring the features of spoken and written language. They generate language for purposeful interaction in spoken and written texts by increasing their control of context-related vocabulary and extending their knowledge of grammatical elements, such as understanding and using the ergative suffix and the use of relative and positional objective pronouns when encountered in expressions and scaffolded language contexts. Students further develop a metalanguage to discuss and explain grammatical forms and functions.
Students understand that Noongar language and culture are interrelated and that they shape and are shaped by each other in a given moment and over time. They also understand that each Noongar person inherits language as part of their birthright, that they become custodians and owners of land, water or sea and of language, and how this may have been disrupted for some families.
In Year 10, students are expanding the range and nature of their learning experiences and the contexts in which they communicate with others and are challenged with more independent learning experiences. While they are becoming increasingly autonomous when using Noongar in familiar contexts, they require continued scaffolding, modelling and monitoring when using the language in less familiar contexts.
Communicating
Socialising
Initiate and participate in sustained and extended interactions with peers, the teaching team, visiting Noongar Elders and community members to exchange information about personal interests, experiences of Elders, historical events, and plans and aspirations for the future, such as caring for Country; for example, Worala walak yidjow.; Naatj baal boodja-k, kep-ak, maambakoort-ak wer djildjit, marlak-ngat, boorn-ak, dek-ngat wer worala-k yedjenaniny?; Naatj doora ngalak warn?; Yaanmen ngalak ngining?; Koora-koora naatj ngalang nyedingkal warn kaaratj boodja-k, kep-ak, boorn-ak, barna-k, djerap-ak?; Waangkan ngalang Birdiya-kadak!
Contribute ideas and suggestions in interactions related to collaborative activities, such as organising a forum, role play, festival, music or cultural event, to support and promote well-being and community development, and exchange resources and information
Use culturally appropriate norms and skills when engaging with and learning from visiting Noongar Elders and community members
Use Noongar in class activities to question, make suggestions, seek clarification, participate in reflective activities, apologise, praise or compliment one another, such as Nyoondool waangkan Birdiya Jayden-kadak kakarook warn?; Kalyakoorl koordakayin Noongar Birdiya nakolak-ngat wer waangkaniny.; Woma koordakayinyool baal moorditj bidi dalang! Winyarn! Ngany yoowart aliny doora waangkan/maar-koorl! Nadjool noonook ngining.
Informing
Analyse and evaluate ideas and information from a range of sources on a variety of topics and issues related to Noongar Country/Place, and classify into categories identifying the content, purpose and intent of the writer
Convey information, comments and perspectives on Noongar Country/Place events, experiences or topics of shared interest using different modes of presentation that consider context, achieve different purposes and suit different audiences; for example, recording a short documentary to showcase features, stories, or social and cultural events from Noongar Country, including interviews and quotes from Noongar Elders and important community people
Creating
Analyse how texts, such as stories and songs, often link to neighbouring Aboriginal and Torres Strait Islander groups and nations, identifying key messages, themes and performance styles, comparing personal responses to popular music and considering how these texts incorporate social commentary; for example, in performances by the Wadumbah Indigenous Dance Group, Middn Marr Dreaming dancers and Boorloo Aboriginal Cultural Experiences
Create and present or perform a range of texts that reflect cultural values, social issues or experience, such as narrations of real or imagined journeys, involving a variety of characters, places and events
Translating
Translate and interpret texts from Noongar to English and vice versa, identifying how culture-specific contexts, practices and expressions are embedded in language and explaining differences in meaning; for example, historical documents or interpretations and culturally contemporary artistic, musical or theatrical interpretations
Co-create bilingual texts to inform the wider community or a specified audience about aspects of Noongar language and culture using subtitles, captions or digital texts to showcase songs, dialogues, events and shared experiences
Identity
Consider and explain how particular policies and practices have impacted on Aboriginal and Torres Strait Islander peoples’ sense of identity; for example, the Stolen Generations, land loss caused by government policy contributing to language loss and separation from Country/Place, family and community
Share and discuss the role that language and culture play in the identity and well-being of Aboriginal and Torres Strait Islander peoples; for example, group identity expressed through flags, Welcomes and Acknowledgements to Country, Indigenous rounds in sporting leagues, wearing Indigenous designs and colours, dual language signage in public places
Reflecting
Investigate programs and initiatives that serve to maintain and strengthen language use; for example, Noongar school language programs, websites, databases, documentaries, recordings and archival material
Explore the importance of advocacy in supporting the maintenance and development of language and culture, including language classes within the community outside of school hours
Understanding
Systems of language
Use metalanguage to explain sound and writing systems and grammatical structures in Noongar
Identify similarities in sound systems of related languages, such as Noongar, Wajarri and Wangkatha
Explain the relative consistency of Aboriginal languages and Torres Strait Islander languages when spelling words, as compared to English
Use knowledge of alphabetic conventions for Aboriginal languages and Torres Strait Islander languages to transcribe spoken texts from own Noongar dialect and a neighbouring dialect, such as Wadjak and Wardandi or Dordenap, or even a neighbouring language such as Wajarri or Wangkatha
Generate language for a range of purposes in spoken and written texts by increasing command and use of context-related vocabulary and analysing elements of the Noongar grammatical system, including:
- increasing use of nouns in such contexts as
- historical events
- biographies of Elders or Noongar identities in fields such as sport, creative arts or literature
- a range of texts to analyse and identify significant grammatical elements
- identifying and understanding that the base words for many virtues are koort (heart) and kaat (head); for example, koordookayin (respect), koorda kwoba (kindness), doora kaadaka (confidence)
- building on the use of the ergative noun suffix -il or -l
- identifying and understanding the use of the subject or object in a sentence; for example, Maaman-il baal baamaka dwert.; Ngaangk-il baal mereny dookerniny.
- building on the use of singular and plural subject and object pronouns
- building on the use of unfamiliar words with the suffixes/affixes -mokiny, -midi
- building on the use of the affixes/suffixes -mart, -koop in topic-specific vocabulary
- building on the use of the negative suffix/affix -boort, for example djiba-djoba-boort
- building on the use of conjunctions
- developing an understanding of the use of relative pronouns ‘that’, ‘which’ and ‘who’ (ali, as in Ngany innyg ali boola barna marlak-ngat nyininy) and ‘where’ (aliny, as in Maaman baal bilya-k boorda koorl aliny baal boola djildjit barang!)
- developing an understanding of positional objective pronouns (third person only), such as inny (close), baaliny (midway), aliny (far away); for example, Barang yongka! Djookoorn inny nidja!
- developing and understanding the use of intransitive verbs, such as koorliny and naariny, which only require a subject in a sentence, and transitive verbs, such as waabiny and ngardanginy, which require a subject and an object; for example, Kongk-il baalap karda ngardanginy. (The uncles are hunting goanna.)
Recognise that the same rules of punctuation apply as in English, such as using capital letters and full stops for sentences
Continue to extend a metalanguage in Noongar to talk about language using terms similar to those used in English, such as noun, pronoun, suffix/affix, verb, tense, adjective
Analyse the purpose and role of a range of spoken, written and visual texts by linking and sequencing ideas to form cohesive texts, and investigating the use of appropriate grammatical forms and elements
Understand that different roles within Noongar community and public life can be determined by Noongar family groups
Language variation and change
Analyse and explain variations in language use to suit different social and cultural contexts, purposes and relationships; for example, expressions used with respected Noongar family and Elders, and ways of asking questions of different people
Explore changes in Noongar language or neighbouring languages over time by listening to old recordings of Noongar or viewing old films with Aboriginal and Torres Strait Islander actors
Language awareness
Compare the ecologies of Aboriginal languages and Torres Strait Islander languages to Indigenous languages in other countries in areas such as language policy and rights, language loss, advocacy and reform, and language revival
Acknowledge cultural and intellectual property rights and copyright over Noongar language work, including song holders, story keepers, language informers, composers and choreographers
Role of language and culture
Show understanding that each Noongar person inherits language as part of their birthright and that they become custodians and owners of land, of water or sea and of language, and how this may have been disrupted for some families
Role of language building
Understand how the process of language-building expands existing linguistic and cultural resources in the Australian community
Explore the importance of advocacy in supporting the maintenance and development of Noongar language and culture
Achievement standard
At standard, students use familiar language when initiating, in part, and participating in spoken and written interactions, to share, compare and to seek additional information about aspects of daily routines and responsibilities, and traditional and contemporary lifestyles, and in classroom tasks and routines. They analyse and evaluate ideas and information in texts, to identify the content, purpose and intent of the writer, and convey information, comments and perspectives on events, experiences or topics of shared interest, using different modes of presentation that consider context and suit different audiences. They analyse how texts reflect cultural influence and often link to neighbouring Aboriginal and Torres Strait Islander groups and nations. Students create and present or perform real or simple imaginative texts on personal or social themes that express ideas or reflect cultural values, social issues or experience. They translate and interpret texts, identifying how cultural specific contexts, practices and expressions are embedded in language. Students consider and explain how particular policies and practices have impacted on Aboriginal and Torres Strait Islander Peoples’ sense of identity. They explore the importance of advocacy in supporting the maintenance and development of language and culture.
Students understand, with a satisfactory level of accuracy, the Noongar sound and writing systems when using familiar vocabulary related to aspects of daily routines and responsibilities, and traditional and contemporary lifestyles, and extending knowledge of appropriate grammatical forms and elements, to link and sequence ideas to form cohesive spoken and written texts. They further develop a metalanguage to discuss and explain some grammatical forms and functions. Students understand that Noongar language and culture are interrelated and that they shape and are shaped by each other in a given moment and over time. They understand that each Noongar person inherits language as part of their birthright and that they become custodians and owners of land, water or sea and of language, and how this may have been disrupted for some families.