Year 1 SyllabusTest
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 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.