Year 6 SyllabusTest
Year 6 Syllabus
Year Level Description
Year 6 Noongar builds on the skills, knowledge and understanding required to communicate in the Noongar language developed in Year 5 and focuses on extending students’ oral and written communication skills and their understanding of Noongar language and culture. Students gain greater independence and become more conscious of their peers and social context. As they gain a greater awareness of the world around them, they also become more aware of the similarities and differences between Noongar language and culture and their own.
In Year 6, students communicate in Noongar, initiating interactions with others to exchange information and relate experiences. They participate in routine exchanges, using gestures where appropriate, to express feelings, opinions and personal preferences about people, things and places. Students collaborate with peers in guided tasks to plan events or activities or to showcase their progress in learning and using Noongar. They gather, compare and respond to information and supporting details from texts related to their personal and social worlds. They gather, compare and convey information, and supporting details, to suit specific audiences and contexts. Students share and compare responses to imaginative texts. They create or reinterpret, present or perform alternative versions of imaginative texts for different audiences and to suit a variety of modes or contexts.
Students become more familiar with the systems of the Noongar language, developing greater fluency and accuracy in communication. They begin to use Noongar spontaneously when interacting with one another and the teaching team, and use an increasing range of body language and gestures. Students write simple texts on familiar topics with the support of charts or a dictionary. They use context-related vocabulary and develop and apply knowledge of the systematic nature of Noongar grammatical rules in simple spoken and written texts, using present, past, future and habitual verb tenses to generate language for purposeful interaction. Students build a metalanguage in Noongar to describe patterns, grammatical rules and variations in language structures.
Students understand that the Noongar language is constantly changing due to contact with other languages and the impact of new technologies and knowledge. They also understand that language and culture are integral to the nature of identity and communication; for example, forms of address, language of respect and non-verbal communicative behaviours.
In Year 6, students continue to widen their social networks, experiences and communication repertoires in both their first language and Noongar. They are encouraged to use Noongar as much as possible for interactions, structured learning tasks and language experimentation and practice.
Communicating
Socialising
Initiate interactions with others using Noongar language to relate experiences, express feelings, opinions and personal preferences, and hand signs as appropriate; for example, in face-to-face conversations, Noonook moorditj ka winyarn?; Ngany winyarn.; Naadjil?; Ngany bidibaba. Miyarook ngany waabaka boola boola badjedborl. Yeyi nadjool kakaloorni nganyang djena bwoka wer nookert ngoornt. Naatj nyoondool boorda warn?; Nyit!
Engage in collaborative tasks that involve solving problems and sharing decisions, such as organising displays, planning outings, conducting role play or dance, or working with and listening to Noongar Elders and community members engage with artefacts, works of art, texts and performance; for example, collaborating and working with Noongar Elders on NAIDOC activities, collecting bush tucker and cooking
Encourage cultural leaders/cultural language leaders to take a leadership role when engaging in collaborative tasks
Recognise and use Noongar to interact in all classroom activities and use rehearsed fillers in everyday conversations; for example, Alidja moorditj! Balayi alidja kaalang! Windji kep?
Informing
Gather, compare and respond to information and supporting details from a range of written, spoken, digital and multimodal texts associated with Noongar Country/Place, such asplaces of significance to the Noongar community; research origins and meanings of Noongar words used for suburbs (Balga, Coodanup, Yanchep), towns (Boorloo, Koombana, Andalap, Boyanap, Wadjemap, Keba Korl), schools (Moorditj College, Djidi‑Djidi School), parks, islands, locations (The Spectacles, Walyunga, Bilyariny, Mandaboornap), street names, buildings (Bilya Koort Boodja Centre, Boola Bardip); include compass directions, description, mapping, Dreaming stories
Gather, compare and convey information and supporting details from a range of written, spoken, digital and multimodal texts associated with Noongar Country/Place to suit specific audiences; for example, places of significance to the Noongar community; origins and meanings of Noongar words used for parks, islands, street names, buildings
Creating
Share and compare responses to characters, events and ideas, and identify cultural elements in a range of Noongar texts; for example:
- planning a writing draft and sharing a draft, edit, final copy
- demonstrating understanding of stories, songs, visual design and performance through map sites, landforms, features of a travelling story, songline
Create or reinterpret, present or perform alternative versions of imaginative texts for a range of audiences, adapting stimulus, theme, characters and places; for example, presenting own text or work of art to tell a story or stories, oral texts, photo stories, e-books, dance, visual design, drawings on soft and hard surfaces
Translating
Translate and interpret simple texts, identifying Noongar actions, words and phrases that do not readily translate into English and expanding descriptions or giving examples where necessary to assist meaning; for example, nookert-midi (sleep-thing/bed) and djinang-midi (look-thing/TV)
Create bilingual texts for the classroom and the school community, such as songs, picture dictionaries, captions for images and displays, and names for classrooms, teaching areas, library, play areas and office
Identity
Identify shared cultural identity in sporting groups versus distinctions between coastal and inland communities – such as Wardandi and Balardong communities – using, for example, charts, flow charts or Venn diagrams
Reflecting
Notice aspects of communication and cultural expression reflected in language stories, songs, art, dance or audio and visual media; reflect on and compare individual responses to these elements
Understanding
Systems of language
Distinguish and produce the speech sounds of Noongar and understand how these are represented in writing, such as by using capital letters, full stops, question marks, exclamation marks, commas and quotation marks
Expand vocabulary in Noongar through word-formation processes, and recognise and use simple language structures, including:
- noticing and using nouns in contexts such as our bodies (healthy lifestyle, effects of drugs and alcohol, sport and my body); people in our community; roles of extended family members; mapping local and regional areas; names for different parts of a fire; procedure for collecting, preparing and cooking (if required) local plants for food or medicine
- extending use of common singular, plural, demonstrative and interrogative pronouns and developing an awareness and understanding of singular, possessive and subject pronouns
- extending the use of common adjectives and adverbs or quantifiers, including those of quality and state
- developing an understanding of the conjunction wer (and), and recognising the conjunction ka (or); for example, Noonook barniny ka yekaniny mambakoort-ak-ngat?
- extending the use of verbs in the present tense and increasing an awareness of the imperative and the future, habitual continuous and past tense
- developing an understanding of the use of the modal verb ‘will’, as used in the future tense; for example, Boorda nyoondool warn? Boorda ngadjool/nadjool mereny ngaarn.
- building on compound verbs and the use of the suffix/affix -abiny to show becoming or getting; for example, Ngany balyanabiny. (I’m wet becoming/getting.)
- extending the use of common affixes, including locational and directional affixes/suffixes, such as in, on, at, to, from, purpose, with, use for
- understanding and using the dual purpose of the affix/suffix -kadak (with/to have) in conversations
- understanding and using the dual purpose of the verb nyininy
- recognising similarities and differences between Noongar and English, including noticing features of singular or plural nouns. For example, in Noongar, some nouns do not change form as the nominative or marker pronoun (baal or baalap) in a sentence will indicate if the noun is singular or plural; however, some nouns add an affix/suffix to show plural, such as koolang/koolangka, yok/yoka
- recognising that word order is fixed for most tenses; for example, present tense, Kabarli baal boorn-ak-ngat nyininy, and imperative, Barang nganyang bibool!
- noticing prepositions that in English are small single words – such as in, on, at, and with – in Noongar are mostly affixes/suffixes attached to nouns/pronouns; for example, Kongk baal darap-al daatj borniny. (Uncle is cutting meat with a knife.)
Build on a metalanguage in Noongar for talking about language, using terms similar to those used in English, such as noun, pronoun, suffix, tense, adjective, adverb
Investigate the purpose and use of sign language – for example, in hunting or recent bereavement – for communicating at a distance and restricting who can understand a given message
Understand that songs, stories, dance and other forms of artistic expression can be recreated and traced into contemporary formats, such as those created by Yirra Yaakin and several Noongar Cultural groups
Language variation and change
Recognise that Noongar is used differently in different contexts and situations, such as nyininy which is used for living and sitting; for example, Maaman baal kaditj-kaditj-ak nyininy. Djerap baalap boorna-ak-ngat nyininy.
Recognise that the affix -kadak may be used as a verb or a proprietive affix; for example, Baal dwert-kadak barniny. Yeyi worl baal boola koondart-kadak.
Recognise that languages change over time
Language awareness
Explain the importance of reviving Aboriginal languages and Torres Strait Islander languages for communities and the broader Australian community
Recognise and use principles and protocols of cultural safety when engaging with cultural material or property, such as names of things, peoples and places, or visual and aural recordings
Role of language and culture
Recognise that Noongar contains values held about the land, water and sky, for example in expressions and concepts such as Caring for Country – knowledge held by Noongar Elders and passed through generations
Role of language building
Locate and learn about Noongar language-building efforts in the community and the role these efforts play; for example;
- Noongar language centre
- Local history museum
- Elders and community members writing or producing their own stories, art, music, dance, theatre
Promote the use of Noongar by teaching the language to younger students within schools and communities
Achievement standard
At standard, students use familiar language when participating in, and sometimes initiating, spoken and written interactions to exchange information about their personal worlds and Country/Place, and to recount specific events or experiences. They collaborate with peers in guided tasks to plan events or activities to showcase their progress in learning and using Noongar. Students gather, compare and respond to information and supporting details, and they convey information, ideas and opinions on texts related to aspects of their personal and social worlds, using language and modes of presentation to suit audience and context. They share and compare, with some guidance, responses to characters, events and ideas and identify several cultural elements in a variety of imaginative texts. They create and present, occasionally with guidance, simple alternative versions of imaginative texts for different audiences. Students translate simple texts, with guidance, identifying words and phrases that do not readily translate into English and expand descriptions or give examples where necessary to assist meaning. They experiment with and discuss the usefulness of various forms of dictionaries. Students notice and compare, with guidance, individual responses to aspects of communication and cultural expression reflected in a range of texts.
Students better understand the Noongar sound and writing systems, using familiar vocabulary related to their personal worlds and Country/Place, and to recount specific events or experiences, and applying elements of grammar in spoken and written texts, with a satisfactory level of accuracy. They talk about how the Noongar language works, describing patterns, grammatical rules and variations in language structures. Students recognise, with some guidance, the importance of reviving Aboriginal and Torres Strait Islander languages for communities and the broader Australian community. They understand that the Noongar language is constantly changing due to contact with other languages and to the impact of new technologies and knowledge. Students also understand that language and culture are integral to the nature of identity and communication.
Year Level Description
Year 6 Noongar builds on the skills, knowledge and understanding required to communicate in the Noongar language developed in Year 5 and focuses on extending students’ oral and written communication skills and their understanding of Noongar language and culture. Students gain greater independence and become more conscious of their peers and social context. As they gain a greater awareness of the world around them, they also become more aware of the similarities and differences between Noongar language and culture and their own.
In Year 6, students communicate in Noongar, initiating interactions with others to exchange information and relate experiences. They participate in routine exchanges, using gestures where appropriate, to express feelings, opinions and personal preferences about people, things and places. Students collaborate with peers in guided tasks to plan events or activities or to showcase their progress in learning and using Noongar. They gather, compare and respond to information and supporting details from texts related to their personal and social worlds. They gather, compare and convey information, and supporting details, to suit specific audiences and contexts. Students share and compare responses to imaginative texts. They create or reinterpret, present or perform alternative versions of imaginative texts for different audiences and to suit a variety of modes or contexts.
Students become more familiar with the systems of the Noongar language, developing greater fluency and accuracy in communication. They begin to use Noongar spontaneously when interacting with one another and the teaching team, and use an increasing range of body language and gestures. Students write simple texts on familiar topics with the support of charts or a dictionary. They use context-related vocabulary and develop and apply knowledge of the systematic nature of Noongar grammatical rules in simple spoken and written texts, using present, past, future and habitual verb tenses to generate language for purposeful interaction. Students build a metalanguage in Noongar to describe patterns, grammatical rules and variations in language structures.
Students understand that the Noongar language is constantly changing due to contact with other languages and the impact of new technologies and knowledge. They also understand that language and culture are integral to the nature of identity and communication; for example, forms of address, language of respect and non-verbal communicative behaviours.
In Year 6, students continue to widen their social networks, experiences and communication repertoires in both their first language and Noongar. They are encouraged to use Noongar as much as possible for interactions, structured learning tasks and language experimentation and practice.