Year 4 SyllabusTest
Year 4 Syllabus
Year Level Description
Year 4 Noongar builds on the skills, knowledge and understanding required to communicate in the Noongar language developed in Year 3 and focuses on extending students’ oral and written communication skills.
In Year 4, students communicate in Noongar, interacting and socialising with their peers and the teaching team, with additional enrichment from the learning experience provided through access to Noongar Elders and other speakers within the community. They exchange information about aspects of their personal worlds, including their daily routines at home and school, and their interests. They participate in individual and collaborative tasks that involve asking for help, clarification and permission, solving problems and sharing decisions. Students locate and process factual information in texts, and gather and convey factual information and short descriptions from familiar texts related to their personal and social worlds. They participate in and respond to a range of imaginative texts, discuss messages and make statements about characters or themes. Students create and perform short imaginative texts that allow for exploration and enjoyment of language and cultural expression, using familiar expressions and modelled language.
Students become familiar with the systems of the Noongar language, experimenting with the pronunciation of vowel sounds and intonation patterns. They notice and use context-related vocabulary in simple spoken and written texts, and apply elements of grammar, such as the present, future or habitual tenses and the imperative. They become aware of quality or state adjectives and apply the use of common suffixes to generate language for purposeful interaction. Students begin to develop a metalanguage in Noongar for talking about language, using terms similar to those used in English.
Students are encouraged to define their Noongar learning experiences and make connections between culture and language use by identifying vocabulary and expressions. They become aware of the links between people, stories and Country/Place and the social importance of connections to History.
In Year 4, students continue to be encouraged to use Noongar as much as possible for social interactions and in learning tasks.
Communicating
Socialising
Interact and socialise with peers, the teaching team and visiting Noongar Elders and community members using simple modelled language with gestures to exchange information about aspects of their personal worlds, including experiences at school and home, everyday routines, interests and activities in face-to-face conversations; for example, Kaya kooda, naatj noonook warniny? Noonook boorda djenborl-ak koorliny? or in phone conversations; for example, Kaya, windji noonook? Naatj noonook warniny?Naatj noonook worala‑kadak?; Noonook koordakan ngobar‑koorl?
Participate in individual and collaborative tasks that involve asking for help, clarification and permission, solving problems and sharing decisions, such ascreating a sand, paper or water display, or conducting a role play, dance, puppet play or craft activity; for example, Windji boodja, kep, boya? Nidja djookoorn? Barang boola ...; Nidja moorditj warn?
Demonstrate awareness of culturally appropriate traditions
Participate in classroom interactions using rehearsed phrases and sentences to initiate and respond to Noongar used in familiar classroom routines, such as requesting a drink, leaving the classroom or borrowing an item; for example, Ngany koordakan doorak.; Ngany koordakan koona-miya koorl.
Informing
Locate specific points of information from a range of spoken and written sources, including historical documents, to complete given tasks; for example, identify and map Noongar Country/Place on paper, sand, mud, card or PowerPoint and label features with simple statements about their location in relation to other places using terms such as marawar, djiraly, kongal, boyal (west, north, south, east) and bardook, dookaniny, bokadja, marlap (close to, near, far away, this way); identify suitable areas for fishing, hunting, crabbing, collecting bush foods or medicine
Convey factual information on specific topics using formats such as oral or digital presentations, displays, story maps, mind maps, diagrams, timelines, posters; for example, informational text on plants for food or medicine, animals, bird, fish, life cycles, food chains, naming country with directions, Dreaming stories
Creating
Participate in and respond to a range of real and imaginative texts in Noongar, interpreting cultural expressions and behaviours; for example:
- identifying key features in Noongar art, dance, Country
- identifying the main purpose of written text, using picture clues, surrounding key words
- scanning a text to find key information
Create or reinterpret, present or perform real or imaginative texts for a particular audience, using familiar expressions, simple statements and modelled language; for example,
- presenting information that relates to Noongar culture, environment and people, using short sentence structures and familiar vocabulary
- presenting forms appropriate to younger audiences, such as puppet plays, cartoons, video clips, animation, audio big books
Translating
Translate words, phrases and expressions in simple, familiar texts, such as labels or captions, using visual, print or online dictionaries, word lists and pictures
Create bilingual texts for the classroom and the school community, such as songs, picture dictionaries, captions for images and displays, photo stories
Identity
Identify kin links by working with Noongar Elders to map community-wide links between families
Reflecting
Reflect on markers of identity and recognise the importance of language, Country/Place and culture to the identity of Noongar peoples
Understanding
Systems of language
Experiment with the pronunciation of vowel sounds, word endings -iny, -ngat, -ool, and intonation patterns
Practise reading familiar and new words out aloud and notice which speech organs are being used to produce sounds, such as lips, tongue and voice box, for example:
- practise the retroflex sounds, feel tongue
- -rd- like saying d with tip of tongue turned back
- -rl- like saying l with tip of tongue turned back
- -rn- like saying n with tip of tongue turned back
- -rt- like saying t with tip of tongue turned back
Continue to practise sounding syllables
Classify words into syllable groups, such as one, two, three, three+ syllables; for example:
- two syllables
- dje na,
- win dji,
- moo rditj
Expand vocabulary in Noongar, with some support, through word-formation processes, and recognise and use simple language structures, including:
- noticing and using nouns in contexts such as naming the Country and compass directions djiraly, kongal, boyal, marawar (north, south, east, west); roles of family members; history and meaning of local, NAIDOC and Aboriginal flags; developing informational text on details about a plant, such as where it grows, season, type of food or medicine; developing informational text on details about an animal, bird, or fish, such as life cycle and food chains
- understanding and using some common singular, plural, demonstrative and interrogative pronouns
- becoming aware of and building on the use of quality or state adjectives (feelings), such as sad, happy, tired, hungry, thirsty; for example, winyarn, djoorabiny, koboorl-wirt, bidibaba
- understanding and using adverbs of time and place
- understanding and using verbs in the present tense and developing an increasing awareness of the imperative and the future tense
- developing an understanding of habitual continuous verb tense; for example, Ngany bilya-k kalyakoorl djiba-djobaliny
- noticing compound verbs and the use of the affix/suffix -abiny to show becoming or getting; for example, kaalangabiny (becoming warmer)
- recognising and understanding common affixes/suffixes for direction, such as to and from, purpose, with or use, such as bilya-koorl (towards the river), miy-ool (out of the house), kitj-al (with a spear), mereny-ak (for food)
- noticing and using the dual purpose of the affix/suffix -kadak (with/to have) in conversations; for example, Baal kooda-kadak waabiny. (She friend‑with playing); Naatj mereny noonook-kadak ngaarn? (What food you - have to eat?)
- noticing the use of compound verbs and the use of the suffix/affix -abiny to show becoming or getting, for example, Ngany balyanabiny. (I’m wet becoming/getting.); Baal koondardabiny. (It’s becoming cloudy.)
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 and understand that language features are typically linked with familiar texts; for example, the use of imperatives in games, instructions and procedures such as preparing foods, medicines and making tools, and the use of past and habitual tenses in stories
Discuss links between people, stories and Country/Place, and the social importance of connections to History
Language variation and change
Understand that Noongar speakers may sound different as they grow older; for example, some endings or affixes become very soft
Identify ways in which languages influence each other; for example, loan words and writing systems
Notice that Noongar words in the local environment may not be written with the Marribank orthography
Language awareness
Discuss the current situation of Noongar; for example, current usage, revival plans, generational differences
Observe and discuss protocols surrounding the retelling and sharing of stories
Role of language and culture
Recognise that ownership of songs, stories, dance and design is determined by families, Place, History and journey
Identify symbols in visual art, visual design, song, dance
Role of language building
Explain the protocols for language building, developing language resources and language usage in the community
Understand the techniques of how Noongar was recorded in the past, what this means to Noongar people and how it has affected the current representation of Noongar; for example, many views are discussed when using variations of spelling, words and phrases in the naming of public places
Achievement standard
At standard, students use simple familiar language, with occasional guidance, when participating in spoken and written interactions, to exchange information about aspects of their personal worlds, including their daily routines at home and school, and their interests. They contribute to most tasks that involve asking for help, clarification and permission, solving problems and sharing decisions. Students locate and process and convey some factual information and simple statements from familiar texts related to their personal and social worlds. They respond to imaginative texts, using modelled language to make statements about characters or themes. Students create and perform short imaginative texts, using familiar expressions and modelled language. They use some modelled strategies to translate familiar symbols, gestures, words, phrases and expressions in simple texts, recognising that words and meanings do not always translate easily. Students identify markers of their own identity and with guidance recognises the importance of language and Country/Place to the identity of Aboriginal and Torres Strait Islander Peoples.
Students become familiar with the Noongar sound and writing systems, with a satisfactory level of accuracy, using vocabulary and applying elements of grammar in simple spoken and written texts related to their daily routines at home and school, and their interests. They begin to describe how the Noongar language works, using terms similar to those used in English with guidance. Students make some simple comparisons between features of familiar texts. They begin to define their Noongar learning experiences and make connections between culture and language use. Students become aware of the links between people, stories and Country/Place and the social importance of connections to History. They understand how Noongar was recorded in the past, what this means to Noongar people and how is has affected current representations of Noongar.
Year Level Description
Year 4 Noongar builds on the skills, knowledge and understanding required to communicate in the Noongar language developed in Year 3 and focuses on extending students’ oral and written communication skills.
In Year 4, students communicate in Noongar, interacting and socialising with their peers and the teaching team, with additional enrichment from the learning experience provided through access to Noongar Elders and other speakers within the community. They exchange information about aspects of their personal worlds, including their daily routines at home and school, and their interests. They participate in individual and collaborative tasks that involve asking for help, clarification and permission, solving problems and sharing decisions. Students locate and process factual information in texts, and gather and convey factual information and short descriptions from familiar texts related to their personal and social worlds. They participate in and respond to a range of imaginative texts, discuss messages and make statements about characters or themes. Students create and perform short imaginative texts that allow for exploration and enjoyment of language and cultural expression, using familiar expressions and modelled language.
Students become familiar with the systems of the Noongar language, experimenting with the pronunciation of vowel sounds and intonation patterns. They notice and use context-related vocabulary in simple spoken and written texts, and apply elements of grammar, such as the present, future or habitual tenses and the imperative. They become aware of quality or state adjectives and apply the use of common suffixes to generate language for purposeful interaction. Students begin to develop a metalanguage in Noongar for talking about language, using terms similar to those used in English.
Students are encouraged to define their Noongar learning experiences and make connections between culture and language use by identifying vocabulary and expressions. They become aware of the links between people, stories and Country/Place and the social importance of connections to History.
In Year 4, students continue to be encouraged to use Noongar as much as possible for social interactions and in learning tasks.