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