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

(ACLFWU163)

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

(ACLFWU164)

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

(ACLFWU165)

Discuss links between people, stories and Country/Place, and the social importance of connections to History

(ACLFWU166)

Understand that Noongar speakers may sound different as they grow older; for example, some endings or affixes become very soft

(ACLFWU167)

Identify ways in which languages influence each other; for example, loan words and writing systems

(ACLFWU168)

Notice that Noongar words in the local environment may not be written with the Marribank orthography

Discuss the current situation of Noongar; for example, current usage, revival plans, generational differences

(ACLFWU169)

Observe and discuss protocols surrounding the retelling and sharing of stories

(ACLFWU170)

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

(ACLFWU171)

Explain the protocols for language building, developing language resources and language usage in the community

(ACLFWU172)

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

(ACLFWU173)