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