Year 7 SyllabusTest
Year 7 Syllabus
Year Level Description
Year 7 Noongar builds on the skills, knowledge and understanding required to communicate in the Noongar language developed in Year 6 and focuses on extending students’ oral and written communication skills and their understanding of Noongar language and culture. Some students begin Year 7 with proficiency in languages other than Noongar and bring existing language learning strategies and intercultural awareness to the new experience of learning Noongar. Students’ growing textual knowledge, developed through English literacy, supports their developing Noongar literacy. Skills in analysing, comparing and reflecting on language and culture in both languages are mutually supportive.
In Year 7, students communicate in Noongar, initiating and participating in spoken and written interactions with peers and the teaching team to talk about personal interests and experiences on Country/Place. They engage in individual and collaborative tasks that involve planning, negotiating arrangements, and participating in events. Students access and summarise key information and supporting details from texts. They convey information about events, experiences or topics of shared interest, organise and present information and ideas on texts, using language and modes of presentation to suit different audiences and contexts. Students respond to a range of real or imaginative texts by discussing key messages and beliefs, themes, values and techniques used to engage and entertain audiences. They create and present simple real or imaginative texts, such as songs, stories, posters and dances, that involve imagined characters, places and experiences.
Students better understand the systems of the Noongar language, recognising individual elements of spoken and written words, phrases and non-verbal forms of expression and noticing how they reinforce spoken language. They extend their knowledge of context-related vocabulary and additional elements of grammar, such as using the present, past, habitual and future tenses, affixes, adjectives and quantifiers in familiar expressions and scaffolded language contexts for purposeful interaction. Students continue to build a metalanguage in Noongar to describe patterns, grammatical rules and variations in language structures.
Students recognise that Noongar is used differently according to the context and situation. They acknowledge that languages change over time and influence one another. They understand that culturally significant attitudes and beliefs are linked to the past; to land, plants and animals; and to celebrations.
In Year 7, students make comparisons between their own language/s and Noongar, and reflect on the experience of moving between languages and cultural systems.
Communicating
Socialising
Engage with peers, the teaching team, visiting Noongar Elders and community members using rehearsed language to exchange information about personal interests and experiences on Country/Place
Use Noongar protocols (verbal and non-verbal) when interacting with Noongar Elders and other adults; for example, Kaya Birdiya, kaya nganyang kooda.; Nganyang kwerl (Tina); Nganyang moort baal Williams.; Ngalak Balardong moort, bardook Brookton nyininy.; Ngany keny djook-kadak wer keny ngooni-kadak.; Ngany maar-maar keny-kadak wer ngany djoorap djiba-djobaliny wer dookerniny.
Engage in individual and collaborative tasks to create displays or plan activities or events, such as a class performance, to showcase progress in learning, using Noongar language for family, friends and the community at events; for example, NAIDOC celebrations, assembly items, community events, Reconciliation celebrations, Sorry Day
Participate in class activities and interactions by responding to instructions, asking and answering questions, seeking clarification and praising or complimenting one another; for example, Birdiya, ngany yoowart kaadatj. Karo waangkan.; Naatj nidja?; Yaanmen ngany maar-koorl ...?; Naatj Noongar worayin …-ak ...?; Alidja kwobadjil maar-koorliny wer Noongar waangkaniny!
Informing
Access and summarise key information from a range of sources on topics related to Noongar Country/Place by predicting meaning using picture clues, surrounding key words, and visual and auditory clues
Convey information about Noongar Country/Place events, experiences or topics of shared interest using language in different modes of presentation to suit different audiences and contexts; for example, developing a photographic record, portfolio or digital presentation with audio recordings or annotations
Creating
Interpret and respond to texts, such as songs, stories, dances or video clips; for example, by sequencing pictures to text or a storyboard, or using a map, diagram or flow chart to illustrate text or write and retell key ideas, values and the techniques used to engage and entertain audiences
Create and present a range of spoken, written and multimodal real or imaginative texts using expressive language, gestures and supporting materials to entertain others; for example, a rap, skit, song, short play or animation
Translating
Translate and interpret short texts, such as narratives, song lyrics, dialogues or posters, from Noongar to English and vice versa, noticing which words or phrases translate easily and which do not
Understand that while translation may be possible, it may not be culturally appropriate or make sense culturally
Co-create bilingual texts and resources for the classroom and the school community; for example, print or digital word banks of expressions used in everyday interactions in Noongar and in English, or learning resources and texts, such as children’s stories or songs and games for younger learners
Identity
Consider how their own life experiences, such as family origins, traditions, interests and experiences, shape their sense of identity and ways of communicating; for example, Nganyang kwerl Mindi. Nidja nganyang kabarli, baal English wer nidja moyran, baal German. Miya-k-ngat ngalak English wer German waangkaniny. Kabarli baal djoorap dookerniny wer baalang mereny moorditj ngaarn!
Reflecting
Reflect on own reactions to intercultural interactions with Noongar Elders and community members and use these reflections to identify and discuss the main aspects of Noongar which could benefit from language building; for example, when analysing and discussing historical sources used in language building, or when interviewing and recording Noongar speakers
Understanding
Systems of language
Investigate and apply the sound patterns in Noongar, including:
- recognising the consonant and vowel sequences applied to syllable patterns, such as cv/cvc (consonant-vowel/consonant-vowel-consonant) as in kwo rdi lyang
- understanding and using final sounds where the spelling changes; for example,
- b- and -p as in boorn, keba, ap
- d-, -rd-, -rt and -t as in darp, maada, kaarda, moort, kaat
- dj- and -tj as in djena; windji; moorditj
- recognising consonant clusters, -ngk as in yongka, koolangka, and -ngw as in malyangwin
- recognising that digraphs, such as kw, ng, oo and ly, are one sound
- noticing that in Noongar, stress is placed on the first syllable
Apply these patterns and rules in writing with correct punctuation, such as capital letters, full stops, question marks, exclamation marks, commas and quotation marks
Generate language for a range of purposes in simple spoken and written texts, expanding context-related vocabulary and applying elements of the Noongar grammatical system, including:
- noticing and using singular and plural nouns in such contexts as
- healthy lifestyles
- NAIDOC and the local community
- the night sky and stars
- the moon and tidal effects
- mapping local, country and regional areas
- the sea as a source of food and sea food chains
- extending the use of common singular, plural, demonstrative and possessive pronouns
- identifying and using interrogative pronouns naadjil, nginda, ngalan (why, when, how many)
- extending the use of commonly used adjectives of size, shape, colour, quality or state
- using adjectives such as djool and balyan to illustrate opposites
- building on the use of adverbs of direction and time, including yira/ngarda (up/down), bwora/bandak (inside/outside), koorboorli/koodjakat (behind/in front of), kalyakoorl/yoowardjil (always/never), moolyak/yoodok (first/last)
- extending the use and understanding of the imperative and common verb tenses, including the habitual, future, present and past tenses
- building on the use of the modal verb ‘will’, as in Nadjool djakoorl miya-k. Nyoondool waap djenborl?
- extending the use of common suffixes/affixes to identify and understand those for location, place, direction to or from, with and possession, including -kadak
- noticing and understanding the use of the nominal suffix/affix for habitat/environment, such as bilya-koop (river habitat) and maambakoort-koop (sea environment); for example, Kwilena, maamoong baalap maambakoort-koop nyin.
- developing an understanding of the use of the nominal suffix/affix for like/similar to, -mokiny; for example, in biyabeda-mokiny, wiring-mokiny (squid-like, line-like)
- developing an understanding of the use of the suffix/affix for negative, no or without, such as dwangka-boort (deaf), ngaarn-boort (unable to eat) and bwoka-broo (without a coat), and for verbs such as djinang-boort (don’t look)
- building on the use of the conjunctions wer (and), and ka (or)
Continue to build a metalanguage in Noongar to talk about language using terms similar to those used in English, such as noun, pronoun, suffix/affix, verb, tense, adjective
Show understanding of the purpose and roles of various spoken, written and visual texts in Noongar; for example, understanding that Country/Place can be interpreted as text by the Noongar community
Understand and discuss family links to Country and the concept of ownership
Language variation and change
Recognise that different elements in Noongar language, such as gestures, facial expressions, choice of language and use of silence, vary according to context
Explain how languages change over time and influence one another; for example, the impact of history and contact languages, such as Noongar words in Aboriginal English, and the ways Noongar has been written
Language awareness
Explore the extent of language use across the Noongar nation in earlier times, considering Noongar dialects, mapping shared words and the use of different words within the Noongar nation
Recognise and show understanding of culturally appropriate protocols when engaging with and learning from Noongar Elders or community people
Role of language and culture
Show understanding that culturally significant attitudes and beliefs are linked to the past, to land, plants and animals and to celebrations
Role of language building
Explore language revival efforts in the Noongar community and neighbouring regions, and identify resources and processes that are available
Identify and discuss the main areas of Noongar language that could be served by language building
Achievement standard
At standard, students use familiar language when initiating and participating in spoken and written interactions in Noongar, to exchange information about shared interests and experiences, daily routines and responsibilities. They engage, with guidance, in the planning of Noongar events or activities and participating in transactions. Students access and summarise some key information from a range of sources related to Noongar Country/Place and convey information, experiences or topics of shared interest using language and modes of presentation to suit audience and context. They describe key messages and beliefs, themes, values and techniques in real or imaginative texts, and create and present real or imaginative texts to entertain others. Students translate and interpret short texts, with some inaccuracies, understanding that some words or phrases may not translate easily or may not be culturally appropriate. They understand that culturally significant attitudes and beliefs are linked to the past, to land, plants and animals and to celebrations. Students reflect on aspects of language, culture, personal identity, traditions and experiences of learning a language and how these may shape their own sense of identity and ways of communicating.
Students better understand the Noongar sound and writing systems, using familiar vocabulary to exchange information about shared interests and experiences, daily routines and responsibilities, and applying elements of grammar in spoken and written texts, with a satisfactory level of accuracy. They describe how the Noongar language works, using some relevant metalanguage to organise learning resources. They show understanding of culturally appropriate protocols when engaging with and learning from Noongar Elders or community people, and explore language revival efforts in the Noongar community and neighbouring regions, identifying resources and processes that are available.
Year Level Description
Year 7 Noongar builds on the skills, knowledge and understanding required to communicate in the Noongar language developed in Year 6 and focuses on extending students’ oral and written communication skills and their understanding of Noongar language and culture. Some students begin Year 7 with proficiency in languages other than Noongar and bring existing language learning strategies and intercultural awareness to the new experience of learning Noongar. Students’ growing textual knowledge, developed through English literacy, supports their developing Noongar literacy. Skills in analysing, comparing and reflecting on language and culture in both languages are mutually supportive.
In Year 7, students communicate in Noongar, initiating and participating in spoken and written interactions with peers and the teaching team to talk about personal interests and experiences on Country/Place. They engage in individual and collaborative tasks that involve planning, negotiating arrangements, and participating in events. Students access and summarise key information and supporting details from texts. They convey information about events, experiences or topics of shared interest, organise and present information and ideas on texts, using language and modes of presentation to suit different audiences and contexts. Students respond to a range of real or imaginative texts by discussing key messages and beliefs, themes, values and techniques used to engage and entertain audiences. They create and present simple real or imaginative texts, such as songs, stories, posters and dances, that involve imagined characters, places and experiences.
Students better understand the systems of the Noongar language, recognising individual elements of spoken and written words, phrases and non-verbal forms of expression and noticing how they reinforce spoken language. They extend their knowledge of context-related vocabulary and additional elements of grammar, such as using the present, past, habitual and future tenses, affixes, adjectives and quantifiers in familiar expressions and scaffolded language contexts for purposeful interaction. Students continue to build a metalanguage in Noongar to describe patterns, grammatical rules and variations in language structures.
Students recognise that Noongar is used differently according to the context and situation. They acknowledge that languages change over time and influence one another. They understand that culturally significant attitudes and beliefs are linked to the past; to land, plants and animals; and to celebrations.
In Year 7, students make comparisons between their own language/s and Noongar, and reflect on the experience of moving between languages and cultural systems.