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

(ACLFWU185)

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

(ACLFWU186)

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

(ACLFWU187)

Explore and understand to what extent the Noongar language plays a role in the management of land and its stories

(ACLFWU188)

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

(ACLFWU189)

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

(ACLFWU190)

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

(ACLFWU191)

Understand and apply culturally appropriate protocols when engaging with and learning from Noongar Elders or community people

(ACLFWU192)

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)

(ACLFWU193)

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

(ACLFWU194)

Discuss techniques used to build Noongar language, such as analysing historical sources and interviewing or recording Noongar speakers

(ACLFWU195)