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?

(ACLFWC152)

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

(ACLFWC153)

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.

(ACLFWC154)

Locate specific points of information from a range of spoken and written sources, including historical documents, to complete given tasks; for example, identify and map Noongar Country/Place on paper, sand, mud, card or PowerPoint and label features with simple statements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

(ACLFWC155)

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

(ACLFWC156)

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

(ACLFWC157)

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

(ACLFWC158)

Translate words, phrases and expressions in simple, familiar texts, such as labels or captions, using visual, print or online dictionaries, word lists and pictures

(ACLFWC159)

Create bilingual texts for the classroom and the school community, such as songs, picture dictionaries, captions for images and displays, photo stories

(ACLFWC160)

Identify kin links by working with Noongar Elders to map community-wide links between families

(ACLFWC161)

Reflect on markers of identity and recognise the importance of language, Country/Place and culture to the identity of Noongar peoples

(ACLFWC162)