Year 8 SyllabusTest
Year 8 Syllabus
Year Level Description
Year 8 Noongar builds on the skills, knowledge and understanding required to communicate in the Noongar language developed in Year 7 and focuses on extending students’ oral and written communication skills and their understanding of Noongar language and culture. Students may need encouragement to take risks in learning a language at this stage of social development and to consider how the experience impacts on the norms associated with their first language and culture.
In Year 8, students communicate in Noongar, initiating and maintaining spoken and written interactions with peers, the teaching team, Elders and other speakers within the community to exchange information about personal interests and Country/Place as a significant source of food, medicine and toolmaking. They engage in collaborative tasks that involve planning by considering options, negotiating arrangements, solving problems and participating in transactions. Students access, summarise and share key ideas and information from a range of texts related to their personal and social worlds and present them in different formats for the intended audience. Students interpret and respond to a range of real and imaginative texts. They create and present a range of texts that involve real or imagined contexts and characters, such as cartoons, raps, songs, or sporting chants, designed to enrich the visual or listening experience to share in class or with a wider virtual audience.
Students better understand the systems of the Noongar language, using key features of Noongar to predict meaning, communicate information and extend their proficiency in reading and writing sentences and short texts. They continue to extend their knowledge of context-related vocabulary and additional elements of grammar in spoken and written texts, including the use of compound verbs, adverbs, adjectives, and subject and object pronouns, and the use of appropriate suffixes and conjunctions when encountered in familiar expressions and scaffolded language contexts. Students continue to build a metalanguage in Noongar to describe patterns, grammatical rules and variations in language structures.
Students widen their social networks, experiences and communication repertoires in Noongar. They are encouraged to participate in intercultural interactions with Elders and other speakers within the community to discuss appropriate cultural practices, demonstrating awareness of the importance of shared understanding and reflecting on adjustments made as a result of reactions and responses.
In Year 8, students are supported to develop increasing autonomy as language learners and users, to self-monitor and peer-monitor, and to adjust language in response to their experiences in different contexts. Students use Noongar language in more extended and elaborated ways for classroom interactions and routines, task participation and structured discussion.
Communicating
Socialising
Maintain interactions with peers, the teaching team, visiting Noongar Elders and community members using rehearsed language to exchange information about personal interests and Country/Place as a significant source of food, medicine and toolmaking by responding to and asking a range of questions in Noongar, such as naatj, windji/windja, nginda, ngiyan, naadjil, yaanmen, together with non-verbal gestures on topics; for example, Boorn menditj-ak: Kabarli, ngany winyarn koboorl-kadak! (use gestures) Naatj boorn baal moorditj winyarn koboorl-ak? Kabarli – ‘kondil yowala-kep.’; Windji ngany wart nidja boorn, marlak-ngat ka bilya-k-ngat? Kabarli – ‘marlak-ngat, noonook doorak yowala-kep.’; Nyoondool ngany-kadak marlak-koorl?; Kabarli – ‘kaya’.; Yanga/Kaya kabarli.
Engage in collaborative tasks that involve planning experiences and activities using Noongar language spontaneously, such as giving and following instructions to cook bush tucker or make artefacts, using hand signs as appropriate; for example, Noonook koodjal, barang boola bilara balk-ool kaal-ak warn. Noonook koodjal yoka barang djeroong, djari, djalam, nyongang wer kep kaditj-kaditj-ool. Yoorang yoorang djeroong wer djari nidja koolyangarda-mokiny. Wirt djalam, ngonyang wer nyit kep nidja mereny warn. Djookoorn bwora boondjat-bibool, djookoorn kaal-ak wer yalakitj baalany dookern! Ngaarn baalany! Baal moorditj!
Participate in class activities and interactions by asking and answering questions, making suggestions, seeking clarification and complimenting other’s contributions; for example, Birdiya, mining ngany computer warn?; Mining ngany moyran-kadak waangkan nidja Bonar-ak?; Birdiya, weekend-ngat ngany koorlaka kongk-kadak yongka ngardanginy.; Mining nganyang ngardanginy kooda-kadak yang.; Kwobadjil!
Informing
Access, summarise and share key information and supporting details from a range of sources on topics related to Noongar Country/Place; for example, to explain how artistic expression relates to land, water, sea, sky, people, animals, plants, and social and ecological relationships
Organise and present information and ideas about Noongar Country/Place events, experiences or topics of shared interest using language in different modes of presentation that consider a range of audiences; for example, developing a presentation that includes text, images and sound to record and explain aspects of Noongar Country, or developing an interactive presentation with images and sounds for younger children that highlights the benefits of maintaining and strengthening Noongar language
Creating
Interpret and respond to a range of texts by discussing and explaining how key information is expressed through stories, music, and visual and creative arts, and compare the roles and representations of animals, people and environment in different expressive forms
Create and present a range of texts that involve real or imagined contexts and characters, such as picture books, cartoons, raps, songs, sporting chants or advertising jingles, to share in class or with a wider virtual audience
Translating
Translate and interpret short texts from Noongar to English and vice versa, comparing own interpretations with those of others, and discuss what is different and why
Co-create bilingual texts to inform the wider community about aspects of Noongar language and culture; for example, displays at school, community or shopping centres, or bilingual video or photographic displays to showcase events and shared experiences, such as bush trips, incursions, excursions or festivals
Identity
Consider and create spoken, written or multimodal texts to show how their own life experiences, such as family origins, traditions, interests and experiences, shape their sense of identity and ways of communicating; for example, creating timelines, digital presentations or family trees with captions to mark key milestones and significant influences, key people, events, and experiences of connection to Noongar Elders and community
Reflecting
Understand challenges in developing new words and structures for Noongar and how these words might be developed within the existing resources of the Noongar language; for example, trying out ways of making new words under the guidance of a Noongar specialist or an Elder
Understanding
Systems of language
Investigate and apply the sound patterns in spoken Noongar, including:
- using syllables, word-final sounds, clusters and stress
- developing metalanguage to describe and talk about sounds and phonology; for example, place of major articulation (lips, tongue, voice box), which is similar across Aboriginal and Torres Strait Islander languages, and manner of articulation (pronunciation, stress, intonation, rhythm)
- recognising and understanding uncertain or missing sounds or glides, such as in Birdiya, wowaka, kebeyen
- using key Noongar features to predict meaning, communicate information and extend oral and written texts
Generate language for a range of purposes in simple spoken and written texts by continuing to expand context-related vocabulary and applying elements of the Noongar grammatical system, including:
- noticing and using singular and plural nouns in such contexts as
- roles of extended family members
- hunting or cooking procedures for different meat, and ways of cooking different foods
- boorn warn-midi-k – plants for tool making
- the sea as a source of food and sea food chains
- times of the day (24 hours) dawn-dusk-dawn, and their features, and timelines and charts
- identifying the relationship within a specific environment between plants, animals, birds and insects
- identifying nouns which can be derived from verbs and vice versa, such as waap/waabiny, yekan/yekaniny
- developing an understanding of singular and plural subject and object pronouns, such as baal/baalany, ngalak/ngalany
- building on the use of adjectives, including those of character and appearance; for example, woomboodin, karang, koorantj
- building on the use of adverbs, including extension of direction; for example, arn, karda werda, bardook, yendoon (over, across, near, underneath)
- developing an understanding of compound verbs and the use of the suffix/affix -abiny to show becoming or getting; for example, Baal kaalangabiny. (It’s hot becoming.)
- extending the use of modal verbs, including may, might; for example, Mining ngany badjedborl koorl?
- developing an understanding of the use of midi on the imperative or base verbs, such as nookert-midi (sleep-thing/bed) or dookern-midi (cook-thing/pot/pan/utensil, depending on context), to illustrate an unfamiliar Noongar word
- identifying and extending the use of nominal suffixes/affixes, including the use of -mokiny, as in dwert-mokiny, djowa-mokiny (dog-like, wool-like) and the use of the suffix/affix -koop, as in boodja-koop, moyootj-koop (land habitat, swamp habitat)
- building on the use of negative suffixes/affixes
- building on the use of the suffix/affix -kadak
Build and extend 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
Apply the structures and conventions associated with a range of text types and identify key features and functions of the different genres
Understand and discuss the purpose and roles of various spoken, written and visual texts in Noongar, such as declaring identity, acknowledging ancestors and traditional belief systems, and passing on knowledge and information
Explore and understand to what extent the Noongar language plays a role in the management of land and its stories
Language variation and change
Recognise and understand that different elements in Noongar language, such as eye contact and pointing with lips, vary according to context, situation and family relationships
Explain changes to Noongar that reflect changing lifestyles, cultural trends and emerging needs, such as young people’s language and the impact of music, social media and technology on communication
Language awareness
Consider and reflect on the prospects of Noongar language in the context of its current revival, and identify current policies and practices that have impacted positively on the revival of Noongar; for example, Welcome to and Acknowledgement of Country performances at events; Noongar practices highlighted in films, television and radio; dual signage in public places, national parks, museums and schools
Understand and apply culturally appropriate protocols when engaging with and learning from Noongar Elders or community people
Role of language and culture
Identify the role of language in passing on knowledge, such as the classification of living or non-living things based on their form or function (food, medicine, tools)
Role of language building
Investigate and understand protocols for filling language gaps and extending semantic domains, including protocols for borrowing from other languages, creating words by analogy and drawing from existing resources in Noongar
Discuss techniques used to build Noongar language, such as analysing historical sources and interviewing or recording Noongar speakers
Achievement standard
At standard, students use mostly familiar language when participating in spoken and written interactions to discuss and share ideas, views and experiences of significant events, special occasions or milestones and to collaborate on tasks, activities and transactions. They summarise and share information from texts and present them in different formats for their intended audience. Students respond to a range of real and imaginative texts, analysing ideas, themes, values and techniques that are used to engage and entertain audiences. They create and present a range of simple texts that involve imagined contexts to enrich the visual or listening experience. Students translate and/or interpret texts, with some accuracy, and consider why there might be differences in interpretation. They reflect on how their own life experiences, such as family origins, traditions, and interests, shape their sense of identity and ways of communicating.
Students better understand the Noongar sound and writing systems, using familiar vocabulary related to views and experiences of significant events, special occasions or milestones, and applying additional elements of grammar, in spoken and written texts, with a satisfactory level of accuracy. They continue to build a metalanguage in Noongar to explain some grammatical forms and functions. Students apply some structures and conventions associated with a range of text types and identify key features and functions of the different genres. They are encouraged to participate in intercultural interactions with Elders and community speakers to discuss appropriate cultural practices, demonstrating awareness of the importance of shared understanding and reflecting on adjustments made as a result of reactions and responses.
Year Level Description
Year 8 Noongar builds on the skills, knowledge and understanding required to communicate in the Noongar language developed in Year 7 and focuses on extending students’ oral and written communication skills and their understanding of Noongar language and culture. Students may need encouragement to take risks in learning a language at this stage of social development and to consider how the experience impacts on the norms associated with their first language and culture.
In Year 8, students communicate in Noongar, initiating and maintaining spoken and written interactions with peers, the teaching team, Elders and other speakers within the community to exchange information about personal interests and Country/Place as a significant source of food, medicine and toolmaking. They engage in collaborative tasks that involve planning by considering options, negotiating arrangements, solving problems and participating in transactions. Students access, summarise and share key ideas and information from a range of texts related to their personal and social worlds and present them in different formats for the intended audience. Students interpret and respond to a range of real and imaginative texts. They create and present a range of texts that involve real or imagined contexts and characters, such as cartoons, raps, songs, or sporting chants, designed to enrich the visual or listening experience to share in class or with a wider virtual audience.
Students better understand the systems of the Noongar language, using key features of Noongar to predict meaning, communicate information and extend their proficiency in reading and writing sentences and short texts. They continue to extend their knowledge of context-related vocabulary and additional elements of grammar in spoken and written texts, including the use of compound verbs, adverbs, adjectives, and subject and object pronouns, and the use of appropriate suffixes and conjunctions when encountered in familiar expressions and scaffolded language contexts. Students continue to build a metalanguage in Noongar to describe patterns, grammatical rules and variations in language structures.
Students widen their social networks, experiences and communication repertoires in Noongar. They are encouraged to participate in intercultural interactions with Elders and other speakers within the community to discuss appropriate cultural practices, demonstrating awareness of the importance of shared understanding and reflecting on adjustments made as a result of reactions and responses.
In Year 8, students are supported to develop increasing autonomy as language learners and users, to self-monitor and peer-monitor, and to adjust language in response to their experiences in different contexts. Students use Noongar language in more extended and elaborated ways for classroom interactions and routines, task participation and structured discussion.