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