Year 10 SyllabusTest
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.
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.