Year 2 SyllabusTest
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 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.