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

(ACLFWU163)

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

(ACLFWU164)

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

(ACLFWU165)

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

(ACLFWU166)

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.

(ACLFWU167)

Recognise that languages change over time

(ACLFWU168)

Explain the importance of reviving Aboriginal languages and Torres Strait Islander languages for communities and the broader Australian community

(ACLFWU169)

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

(ACLFWU170)

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

(ACLFWU171)

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

(ACLFWU172)

Promote the use of Noongar by teaching the language to younger students within schools and communities

(ACLFWU173)