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