Year 5 SyllabusTest
Year 5 Syllabus
Year Level Description
Year 5 Noongar builds on the skills, knowledge and understanding required to communicate in the Noongar language developed in Year 4 and focuses on extending students’ oral and written communication skills and their understanding of Noongar language and culture.
In Year 5, students communicate in Noongar, initiating interactions with their peers, the teaching team and visiting Elders and other speakers within the community to exchange information about their home and local community. They engage in collaborative tasks that involve planning outings, conducting events and completing transactions. Students gather, compare and convey information from a range of texts related to their personal and social worlds. They share responses to characters, events and ideas in imaginative texts and make connections with their own experience and feelings. They create or reinterpret, present or perform imaginative texts associated with Noongar Country/Place, for different audiences based on or adapted from events, characters or settings.
Students become more familiar with the systems of the Noongar language, applying basic rules for Noongar pronunciation and recognising and applying different intonation for statements, questions, exclamations and instructions. They use context-related vocabulary and develop and apply knowledge of grammatical elements in simple spoken and written texts to generate language for purposeful interaction, such as referring to a person, place or object using the nominative pronoun and possessive, and using conjunctions and a range of adjectives and quantifiers to convey information. Students build a metalanguage in Noongar to comment on vocabulary and grammar, and describe patterns, grammatical rules and variations in language structures.
Students are encouraged to reflect on how their own and others’ language use is shaped by and reflects communities’ ways of thinking and behaving, and may be differently interpreted by others.
In Year 5, students are widening their social networks, experiences and communication repertoires in both their first language and Noongar. They are supported to use Noongar as much as possible for classroom routines, interactions with Elders and community members, structured learning tasks and language experimentation and practice. English is predominantly limited to use for discussion, clarification, explanation, analysis and reflection.
Communicating
Socialising
Initiate interactions with peers and teacher using Noongar language to share information and join in face-to-face conversations; for example, Kaya kooda. Windji nyin? Naatj djoorap warniny? Kaya kooda. Ngany nyin Boorloo Ngany djoorap djiba-djobaliny wer djenborl waabiny. Noonook?
Contribute collaboratively to class experiences, activities and transactions that involve asking for help, clarification and permission, solving problems and sharing decisions, such as creating a display or conducting a role play, cooking or craft activity, or Bonar seasonal festivities
Use Noongar to interact and collaborate in games, role play, conversation, surveys, sequencing pictures, matching text to pictures – for example, Windji ...? Yoowarl koorl ... Ngiyan baal wama waabiny? – and using hand signs as appropriate
Informing
Gather and compare information and supporting details from a range of written, spoken, digital and multimodal texts from Noongar Country/Place, historical documents and contemporary resources, such as conducting a survey and comparing families’ healthy ways of eating in the past to the present day
Gather and convey information and ideas in different formats from a range of written, spoken, digital and multimodal texts associated with Noongar Country/Place, such as the six Noongar seasons – Bonar Kambarang, Djilba, Mookaroo, Djiran, Birak, Boonaroo – including foods available and eaten by Noongar people during the six seasons, and community and daily life
Creating
Share responses to characters, events and ideas in real and imaginative texts and make connections with their own experience and feelings; for example:
- joining in shared writing to extend sentence patterns and familiar sentences
- planning a writing draft and sharing the draft, edits and final copy
- locating, recording and interpreting key words and phrases, and locating key points of information
- identifying key features in Noongar art, dance, Country
- writing simple modelled statements to describe main characters, events, environment, people
Create and perform short imaginative texts that allow for exploration and enjoyment of Noongar language and cultural expression and performance; for example,
- presenting own text, works of art or dance to tell a story using visual props and symbols appropriate for Noongar culture and language
Translating
Translate simple, familiar texts from Noongar to English and vice versa, noticing which Noongar words or phrases require interpretation or explanation, such as Noongar culture-specific concepts and expressions which do not translate easily into English, using visual, print or online dictionaries, word lists and pictures
Create bilingual texts for the classroom and the school community, such as brochures, posters, invitations to inform others about upcoming events
Identity
Reflect on own upbringing and experiences and consider how these impact on attitudes, family and community responsibilities
Reflecting
Compare ways of communicating in English and Noongar-speaking contexts, and identify ways that culture influences language use
Understanding
Systems of language
Experiment with intonation patterns and notice variations in pronunciation of different speakers; discuss Noongar dialects and historical pronunciations, such as Northern Dialect (includes Wadjak, Yuat, Balardong), South East Dialect (includes Minang, Koreng), South West Dialect (includes Wardandi, Bibelmen)
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 healthy bodies; mapping and description of local and regional areas; weather of different seasons, using westerlies, northerlies, easterlies, southerlies, sea breeze (for example, doorka, biroona, nandat, wiridi, koolamwin); Dreaming stories for key features of Country; night sky and stars; birds and their nests; life cycles; different types of goannas, lizards and kangaroos; informational text about a tool, such as how it is made, its uses, who makes and/or uses it (for example, sandals, boomerang, digging stick, coolamon)
- recognising plural nouns, such as maar/maara, djen/djena (hand/hands, foot/feet), and possessive nouns, such as miki-mikang, kaal-kaalang (moon/moon’s, fire/fire’s)
- becoming aware of subject pronouns (nominative), such as Ngany nyininy. Ngalak waangkaniny
- developing an understanding of singular possessive pronouns, such as my/his/her/its; for example, nganyang, baalang, ngalang, Nganyang kooda baal djenborl waabiny. Baalang kabarli baal kaditj-kaditj-ak yalakidjiny
- understanding and using common adjectives and quantifiers, including those of quality and state; for example, woorabiny, koorardabiny (longer, shorter), kaalang, nyidiny (hot, cold).
- using adverbs of time and place; for example, yeyi (now), boorda (later)
- understanding and using qualifiers used with a verb; for example, Ngalang kooda-kadak nidja nookert-ngoorndiny.
- understanding and using the dual purpose of the affix/suffix -kadak (with/to have); for example, baalap kalyakoorl koorlaka ngardanginy dwert-kadak yongka-ngat; Yeyi, naatj noonook worala-kadak?
- developing an awareness of the simple conjunction wer (and); for example, wer Maambart wer koolangka baalap boorda djildjit koorliny.
- understanding and using the verb nyininy where it may mean sitting or living
- developing and understanding the use of the suffix/affix -abiny, to show becoming or getting; for example, Yongka baal djirangabiny. (Kangaroos are getting fatter.)
- understanding and using verbs in the present tense, and developing an increasing awareness of the imperative and the future and habitual continuous tense
- developing an understanding of the past tense and noticing its use of the affix -aka and optional word order; for example, Koomool baal djandangaka boorn-ool. Yongka baal marlak-ngat bardangaka, bardangaka.
- noticing and using compound verbs using the affix/suffix -abiny
- extending the use of common suffixes/affixes; for example, direction, such as to and from; purpose, with or use, such as bilya-koorl (towards the river), kitj-al (with a spear), mereny-ak (for food); and building on the use of -koop to indicate habitat.
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 different elements of a text play distinct roles in its meaning or purpose, such as the layout, title, punctuation or use of speech bubbles in a cartoon
Recognise that certain places have historical and contemporary significance to the Noongar community, representing special bonds between people, Place and story
Language variation and change
Understand that there are variations in Noongar as it is used in different contexts by different people, such as formal or informal usage and dialect differences; for example, Wardandi, Minang, Wadjak
Recognise that language and culture continually change as a result of contact with other languages and culture
Language awareness
Investigate ways Noongar is used in the local region and in the wider Australian community; for example:
- Noongar radio
- ABC TV introduces an Elder or community member to discuss a new season with visual support
- the West Australian publishes a Noongar word daily
- Noongar signage at Optus Stadium and Perth Airport
Recognise protocols of cultural safety when engaging with cultural material/property, such as artefacts, artwork
Role of language and culture
Recognise that beliefs and behaviours are expressed through languages, and cannot be separated from them
Role of language building
Identify and locate available Noongar language resources suitable for language building; for example, living speakers and visual, aural and written material
Understand the reasons for different spellings of words in Noongar; for example, sounds misheard, meanings misunderstood, or recordings made in different Noongar Country, such as South East, South West, or North
Achievement standard
At standard, students use familiar language when participating in spoken and written interactions, to exchange information about their home and local community. They use mostly familiar language to participate in tasks that involve planning outings and conducting events. Students gather and compare most information and some supporting details, and convey information and ideas in different formats from texts related to their personal and social worlds, and Country/Place. They share simple responses to characters, events and ideas in imaginative texts and make simple connections with their own experiences and feelings. They create and present, with guidance, imaginative texts for different audiences, based on or adapted from events, characters or settings. Students translate simple texts from Noongar to English and vice versa, showing some awareness that there are Noongar words or phrases that require interpretation or explanation. They use dictionaries, with guidance, wordlists and pictures to translate short familiar texts. Students reflect on their own upbringing and experiences and consider how these impact on attitudes, family and community responsibilities.
Students become more familiar with the Noongar sound and writing systems, with a satisfactory level of accuracy, using a range of vocabulary and developing and applying knowledge of grammatical elements in simple spoken and written texts related to their home and local community. They talk about how the Noongar language works, with guidance. Students identify that texts have certain conventions and can take different forms. They recognise, with guidance, that language and culture continually change as a result of contact with other languages and culture. Students recognise that beliefs and behaviours are expressed through languages and cannot be separated from them.
Year Level Description
Year 5 Noongar builds on the skills, knowledge and understanding required to communicate in the Noongar language developed in Year 4 and focuses on extending students’ oral and written communication skills and their understanding of Noongar language and culture.
In Year 5, students communicate in Noongar, initiating interactions with their peers, the teaching team and visiting Elders and other speakers within the community to exchange information about their home and local community. They engage in collaborative tasks that involve planning outings, conducting events and completing transactions. Students gather, compare and convey information from a range of texts related to their personal and social worlds. They share responses to characters, events and ideas in imaginative texts and make connections with their own experience and feelings. They create or reinterpret, present or perform imaginative texts associated with Noongar Country/Place, for different audiences based on or adapted from events, characters or settings.
Students become more familiar with the systems of the Noongar language, applying basic rules for Noongar pronunciation and recognising and applying different intonation for statements, questions, exclamations and instructions. They use context-related vocabulary and develop and apply knowledge of grammatical elements in simple spoken and written texts to generate language for purposeful interaction, such as referring to a person, place or object using the nominative pronoun and possessive, and using conjunctions and a range of adjectives and quantifiers to convey information. Students build a metalanguage in Noongar to comment on vocabulary and grammar, and describe patterns, grammatical rules and variations in language structures.
Students are encouraged to reflect on how their own and others’ language use is shaped by and reflects communities’ ways of thinking and behaving, and may be differently interpreted by others.
In Year 5, students are widening their social networks, experiences and communication repertoires in both their first language and Noongar. They are supported to use Noongar as much as possible for classroom routines, interactions with Elders and community members, structured learning tasks and language experimentation and practice. English is predominantly limited to use for discussion, clarification, explanation, analysis and reflection.