Year 3 SyllabusTest
Year 3 Syllabus
Year Level Description
Year 3 Noongar builds on the skills, knowledge and understanding required to communicate in the Noongar language developed in Year 2 and focuses on extending students’ oral and written communication skills. Students benefit from varied, activity-based learning that builds on their interests and capabilities and makes connections with other areas of learning.
In Year 3, students communicate in Noongar, interacting and socialising with their peers, the teaching team, Elders and community members to exchange information about friends and family members, using as much language as possible and incorporating sign language as appropriate. They participate in class experiences and everyday transactions that involve following instructions, asking questions and making statements. Students locate specific points of information in a range of short texts about their personal worlds, and convey factual information in simple statements, short descriptions and modelled texts. They participate in and respond to imaginative texts, identifying and comparing favourite elements and making simple statements about characters or themes. Students create and perform short imaginative texts that use familiar expressions and modelled language as well as simple visual supports.
Students become familiar with the systems of the Noongar language, experimenting with the pronunciation of common vowel sounds, letter combinations and intonation patterns. They recognise and begin to write high-frequency words and expressions in familiar contexts. Students notice and use context-related vocabulary in simple spoken and written texts, and apply elements of grammar, such as the use of pronouns, the present tense, the imperative mood and an increasing range of adjectives, to generate language for purposeful interaction. They begin to develop a metalanguage in Noongar for talking about language, using terms similar to those used in English.
Students notice that interacting with Elders and other speakers and exploring the environment enrich their language learning experience. They identify markers of identity across cultures, and explore their own sense of identity. Students recognise the importance of language, Country/Place and culture to Noongar people and recognise that they use language differently when they are interacting with different people.
In Year 3, students require extensive support with their language learning. Tasks are carefully scaffolded and models and examples are provided, along with support for self-monitoring and reflection. Students are encouraged to use Noongar as much as possible for classroom routines and social interactions, and in learning tasks.
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 friends and family members; for example, Ngiyan noonan moort?; Nganyang moort baal … Ngany koodjal djookan-kadak wer keny nop-kadak. Nganyang miyal baalap djedari wer nganyang kaat djoombar baal moorn.
Participate in individual and collaborative activities that involve following instructions, asking questions and making statements, and requesting help and permission; for example, Naatj nidja/alidja?; kaya, yoowart.; Alidja moorditj maar‑koorliny!;Naatj ...? Windji ...? Ngiyan baal ...?
Demonstrate awareness of culturally appropriate traditions
Participate in everyday class activities and routines, such as:
- following instructions and responding to questions and requests; for example, Yanga Miss/Mr ...; kaya or yoowart
- asking permission; for example, Naatj nidja/alidja?
- asking for help; for example, Ngany yoowart kaadatj. Yoowart kaadatj.; Karo waangkan Miss/Mr ...; Ngining ngany Miss/Mr ...
Informing
Gather, label, order and classify information from a range of simple spoken and written sources from Country/Place; for example, natural objects, animals and plants, environment, such as bilya-koop (river habitat), marlak-koop (bush habitat), maambakoort/wadarn-koop (sea habitat);classify items or objects by cultural categories, such as Noongar bush foods, Noongar bush medicine, hunting tools and weapons, gathering tools and artefacts
Convey factual information about their personal worlds using familiar words and phrases, simple statements and modelled language related to the environment, animals, weather, day and night, the sea, seasons, food, artefacts; for example, yira (up), ngarda (down), bokadja (over there), maambakoort/wadarn (sea/ocean), moyootj (swamp)
Creating
Listen to, read and view different real and imaginative texts in Noongar, such as historical stories, photos, images and art works, identifying and making statements about key elements, characters and events; for example:
- locating, recording and interpreting key words and phrases, and locating key points of information
- reconstructing familiar sentences, unjumbling sentences, completing cloze exercises
- joining in shared reading and identifying key words
Create and present short real or imaginative texts that use familiar expressions and modelled language; for example, writing own short texts using familiar patterns in stories, songs and skits, including non-verbal elements, such as gesture or facial and vocal expression
Translating
Translate short, simple texts, such as captions, word lists, labels and song verses
Co-create and perform simple bilingual texts, such as songs for the class and the community
Identity
Identify markers of identity across cultures and recognise the importance of language, Country/Place and culture to the Noongar people; for example, designing a Noongar flag, or a diorama or hands-on display reflecting important elements of the Noongar language and community
Reflecting
Notice how respect is shown to Noongar Elders in the community at all levels
Understanding
Systems of language
Identify and explain Noongar letters, sounds, syllables and spelling rules
Experiment with the pronunciation of short and long single vowels and syllables, including:
- long and short vowels; for example, nop, noonook; kaat, babitj
- aware of rules for beginning, middle and final consonants; for example,
- b- and -p,as in boorn, keba, maap
- d, rd, -rt and -t, as in darp, maada, kaarda, moort, kaat
- dj and tj, as in djena, windji, moorditj
Notice onomatopoeia – words formed from a sound associated with what is named; for example, kaditj-kaditj (noise of car), djidi-djidi, kaa-kaa, waardong (noise of birds), djinkitj (noise of mosquito) bedik-bedik (quiet/softly)
Practise sounding syllables using actions, rhymes; for example:
- ba babitj (x2)
- babitj bardanginy (x2)
Expand vocabulary in Noongar, with extensive support, through word-formation processes, and recognise and use simple language structures, including:
- noticing and using nouns in contexts such as the day/night activities of different birds and animals, different environments for animals and plants, animals and plants of current season, night sky and stars
- understanding the reduplication of nouns, double nouns, plurals; for example, djidi-djidi, kaa-kaa, kaditj-kaditj, maam-yok, koolang, koolangka (child, children), yok, yoka (woman, women)
- understanding and using some common singular, plural and demonstrative pronouns
- understanding and building on the use of interrogative pronouns, (question words), such as What?, Where? Who?; for example, Naatj noonook warniny? Windji/Windja baalap waabiny? Ngiyan kep-ak djiba-djobaliny?
- using simple, commonly used adjectives, colours, numbers
- understanding and using commonly used quantifiers, such as lots, good, slowly, fast; for example, boola, moorditj, dabakarn, kert-kert
- noticing enhancing qualifiers used with a verb, for example, nookert-ngoorndiny, kakarook-koorliny
- developing and understanding adverbs of time, such as always, now, before, sometimes (kalyakoorl, yeyi, kwadjat, benang-benang)
- becoming aware of the use of demonstrative pronouns as an adverb to indicate place, such as this or here, that,there; for example, nidja, alidja, bokadja
- building on common verbs in the present tense, such as barniny, djakoorliny
- becoming aware of present tense verbs without ‘iny’, such as warangka (singing), or when used as a qualifier to enhance a verb, such as nookert-, kakarook-
- becoming aware of the imperative (commands); for example, yira yaak yalakitj, bardang
- noticing informal use of future tense; for example, Boorda noonook djinang!
- building on common location and place affixes/suffixes and meanings, such as in, on, near, at; for example, miya-k, malo-k, kedalak-ngat, maambakoort-ak, dek-ngat
- noticing use of the affix/suffix -kadak (to have) in conversations – for example, Ngany koodjal dwert-kadak – and in descriptive language – baal koodjal-koodjal maada‑kadak.
- noticing use of affix/suffix for habitat/environment; for example, boodja‑koop, marlak‑koop
- noticing that the English verb ‘to be’ is not in the Noongar language
Recognise that the same rules of punctuation apply as in English; for example, using capital letters and full stops for sentences
Begin to develop a metalanguage in Noongar for talking about language, using terms similar to those used in English, such as noun, pronoun, suffix, tense, adjective
Recognise that the purpose and features of Noongar stories, paintings, songs and dances is often to describe journeys across Country and give explanations of why features of Country exist and their importance
Recognise and discuss links between people, stories and Noongar Country/Place
Language variation and change
Understand that a young person learning language will have different intonation and pronunciation than a Noongar Elder
Identify words that are the same or similar to neighbouring languages, such as maar/mar/mara/maara, djen/djena/jina, and that over time there have been different ways of spelling words
Notice that Noongar words in the local environment may not be written with the Marribank orthography
Language awareness
Recognise that Aboriginal languages and Torres Strait Islander languages are in various states of maintenance, development and revival, and offer some historical reasons for this
Understand how and when Welcomes and Acknowledgements are required and who is entitled to deliver them
Role of language and culture
Recognise that the Noongar language is primarily oral and explain the importance of story and storytelling in passing on language and culture
Role of language building
Identify language-building efforts in the Noongar community; for example, Noongar in schools, festivals, Noongar language centres and adult classes, and the publishing of Noongar stories and dictionaries
Understand how Noongar was recorded in the past, by whom and for what purpose, and illustrate on a timeline
Achievement standard
At standard, students use simple modelled language when participating in spoken and written routine exchanges in Noongar about friends and family members, interests and activities. Students locate specific points of information in short texts and convey factual information about their personal worlds with simple statements, short descriptions and modelled texts. They participate in and respond to imaginative texts, acting out events, identifying and comparing favourite elements and making simple statements about characters or theme. Students create and perform short imaginative texts that use modelled language as well as simple visual supports. They translate and explain the meaning of short simple texts, with a satisfactory level of accuracy, and create and perform simple bilingual texts for the class and the community. They identify markers of identity across cultures and recognise the importance of language, Country/Place and culture to the Noongar people. Students notice how respect is shown to Elders in the community through language and behaviour, and compared to practices associated with other languages and cultures.
Students become familiar with the Noongar sound and writing system, with a satisfactory level of accuracy, using words and expressions to convey factual information at word and simple sentence level, 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 the purpose and features of stories are often about journeys across Country/Place and give explanations of the existence and significance of features of Country/Place, with a satisfactory level of accuracy. They identify language building efforts in the Noongar community and understand how Noongar was recorded in the past, by whom and for what purpose.
Year Level Description
Year 3 Noongar builds on the skills, knowledge and understanding required to communicate in the Noongar language developed in Year 2 and focuses on extending students’ oral and written communication skills. Students benefit from varied, activity-based learning that builds on their interests and capabilities and makes connections with other areas of learning.
In Year 3, students communicate in Noongar, interacting and socialising with their peers, the teaching team, Elders and community members to exchange information about friends and family members, using as much language as possible and incorporating sign language as appropriate. They participate in class experiences and everyday transactions that involve following instructions, asking questions and making statements. Students locate specific points of information in a range of short texts about their personal worlds, and convey factual information in simple statements, short descriptions and modelled texts. They participate in and respond to imaginative texts, identifying and comparing favourite elements and making simple statements about characters or themes. Students create and perform short imaginative texts that use familiar expressions and modelled language as well as simple visual supports.
Students become familiar with the systems of the Noongar language, experimenting with the pronunciation of common vowel sounds, letter combinations and intonation patterns. They recognise and begin to write high-frequency words and expressions in familiar contexts. Students notice and use context-related vocabulary in simple spoken and written texts, and apply elements of grammar, such as the use of pronouns, the present tense, the imperative mood and an increasing range of adjectives, to generate language for purposeful interaction. They begin to develop a metalanguage in Noongar for talking about language, using terms similar to those used in English.
Students notice that interacting with Elders and other speakers and exploring the environment enrich their language learning experience. They identify markers of identity across cultures, and explore their own sense of identity. Students recognise the importance of language, Country/Place and culture to Noongar people and recognise that they use language differently when they are interacting with different people.
In Year 3, students require extensive support with their language learning. Tasks are carefully scaffolded and models and examples are provided, along with support for self-monitoring and reflection. Students are encouraged to use Noongar as much as possible for classroom routines and social interactions, and in learning tasks.