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.

(ACLFWC152)

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

(ACLFWC153)

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 ...

(ACLFWC154)

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

(ACLFWC155)

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)

(ACLFWC156)

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

(ACLFWC157)

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

(ACLFWC158)

Translate short, simple texts, such as captions, word lists, labels and song verses

(ACLFWC159)

Co-create and perform simple bilingual texts, such as songs for the class and the community

(ACLFWC160)

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

(ACLFWC161)

Notice how respect is shown to Noongar Elders in the community at all levels

(ACLFWC162)