Year 9 SyllabusTest
Year 9 Syllabus
Year Level Description
Year 9 Noongar builds on the skills, knowledge and understanding required to communicate in the Noongar language developed in Year 8 and focuses on extending students’ oral and written communication skills and their understanding of Noongar language and culture.
In Year 9, students communicate in Noongar, initiating and participating in sustained interactions with their peers, the teaching team, visiting Noongar Elders and community members, to share and compare information about personal interests and traditional and contemporary lifestyles, and recount special events. They engage in collaborative activities, such as planning and managing activities, events or experiences and exchanging resources and information. Students analyse ideas and information from a range of sources related to Country/Place, identifying context, purpose and intended audience. They convey information and ideas and offer their own views on texts, using respectful language, in appropriate formats and styles of presentation. Students discuss how key messages and beliefs are communicated through Noongar stories and artistic expression. They create and present real or imaginative texts that involve moods and effects designed to engage different audiences.
Students show understanding of the systems of the Noongar language, increasing their command of the language using elements such as intonation, pace and gestures to maintain interaction momentum. They increase their control of context-related vocabulary in spoken and written texts and extend their knowledge of grammatical elements, such as understanding the function of verb tenses to situate events in time when encountered in familiar expressions and scaffolded language contexts. At this stage they also identify and understand the use of the ergative suffix and recognise transitive and intransitive verbs in context. Students further develop a metalanguage to discuss and explain grammatical forms and functions.
Students increasingly monitor language choices when using Noongar, considering their own and others’ responses and reactions in intercultural communication, questioning assumptions and values, and taking responsibility for modifying language and behaviours in relation to different cultural perspectives. They reflect on and explain how communities’ ways of thinking, behaving and viewing the world influence how language is used.
In Year 9, learning is characterised by consolidation and progression. Students work with increasing independence to analyse, reflect on and monitor their language learning and intercultural experiences; however, they still require guidance through modelling, scaffolding and monitoring.
Communicating
Socialising
Initiate and maintain interactions with peers, the teaching team, visiting Noongar Elders and community members to exchange information about personal interests and traditional and contemporary lifestyles, and recount special events using rehearsed language, have-a-go and survival strategies – such as listening for surrounding key words, repetition, visual and auditory cues (including non-verbal gestures) – when Noongar is expressed in unexpected ways: Kaya Birdiya, kaya kooda. Miyarook ngalak yekanaka ngobar-ak wedjang yookil wer nala.; Naadjil noonook wedjang koril wer nala? Naadjl noonook djiba-djobal-boort?; Miyarook worala baal nyidiny-djil wer maambakoort-ak baal koomba ngiyaanga-kadak. Ngany koordakanaka barang boola yookil wer nala nganyang boodja-dek-ngat.; Noonook yookil wer boola nala barang?; Kaya.
Engage in collaborative activities that involve planning and participating in learning experiences, and activities that combine language and cultural elements – for example, an excursion or incursion, song or dance performance, art or craft exhibition – using Noongar spontaneously and sharing responses and reactions
Respond to and use Noongar in routine classroom exchanges to make suggestions, seek clarification, praise or compliment; for example, Alidja woori/woora waangkan bibool Tanya!; Warn/Maar-koorl malidji noonan-ak waangkan.; Bill, dima waangkan.; Yeyi alidja kwoba!; Noonook nakolak-kadak!
Informing
Analyse ideas and information from a range of sources, such as historical documents, Elders and community members; for example, to explain the origin, meaning and significance of local place names and features
Convey information and ideas and offer own views on Noongar Country/Place events, experiences or topics of shared interest using different modes of presentation that consider context, purpose and audience; for example, designing a book, pamphlet, guide or brochure to share with the Noongar community that explains the origin, meaning and significance of local place names and features
Creating
Discuss and explain how land, water, sea, sky, people, animals, plants, and social and ecological relationships are expressed through traditional and contemporary texts, including paintings, weavings, artefacts and sand drawings, and identify how they connect to Noongar Country and people
Create and present real or imaginative texts designed to engage different audiences, including own visual artworks and performances, using symbols and techniques appropriate to Noongar Country/Place
Translating
Translate and interpret texts from Noongar to English and vice versa, identifying and explaining cultural-specific contexts, practices and expressions in Noongar which do not easily translate into English, such as the number system, terms for colour, and language associated with time and daily and seasonal cycles
Co-create bilingual texts to inform the wider community or a specified audience about aspects of Noongar language and culture; for example, a musical, role play, or theatre performance in Noongar with English commentary and supporting explanations
Identity
Compare and reflect on how identity is expressed across languages and cultures; for example, considering the idea of ‘belonging’ as expressed in different languages, including Aboriginal and Torres Strait Islander, Asian, African and European languages
Reflecting
Engage with local Noongar communities in language-related projects and contribute to local language records and resources through structured and research-based projects
Understand that as young people their role is to be contemporary documenters of the language by listening to and transcribing Noongar texts, preserving resources developed at school, or developing a variety of resources for younger or future students of Noongar language
Understanding
Systems of language
Increase awareness and use of Noongar features in both oral and written texts, including:
- using oral interactions in unfamiliar contexts to build fluency and accurate pronunciation of more complex syllable combinations
- extending the use of stress, intonation and rhythm
- extending written skills by applying knowledge to unfamiliar texts
Generate language for a range of purposes in spoken and written texts by increasing command and use of context-related vocabulary and elements of the Noongar grammatical system, including:
- noticing and using nouns in such contexts as
- seasonal changes
- traditional and contemporary lifestyles
- Dreaming stories from specific Country/Place
- using specific vocabulary to extend topics, such as types of birds, kangaroos, goannas, snakes, insects
- extending the use of common singular, plural, demonstrative and possessive pronouns
- identifying and using singular and plural subject and object pronouns
- developing an understanding of the use of the question or interrogative pronoun ‘how’, yaanmen; for example, Yaanmen baal warnaka nidja koomba kaal?
- identifying and understanding the ergative noun suffix, -il, -l; for example, Dwert-il baal djooraly-ak waabiny. Yoka-l baalap bilya-k-ngat barniny.
- extending the use of adjectives
- building on the use of adverbs of time and place
- extending the use of verbs in the imperative and the present, past and future tense
- building on the use of modal verbs, such as would, should; for example, Baal doora koorl menditj-maaman-ak.
- building on the use of compound verbs using the affix/suffix -abiny
- building a bank of unfamilar Noongar words using the affixes/suffixes -midi and -mokiny
- noticing the use of the nominal suffix/affix for family/group of, such as djerap-mart, minga-mart (bird family, insect family); for example, Koolbardi-l, waardong-il baalap djerap-mart ali boorn-ak nyininy.
- identifying and understanding intransitive verbs, such as koorliny and naariny, which only require a subject in a sentence, and transitive verbs, such as borniny and dookerniny, which require a subject and an object; for example, Djook-il baal daatj dookerniny.
- building on the use of the conjunctions wer and ka
Recognise that the same rules of punctuation apply as in English, such as using capital letters and full stops for sentences
Continue to 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
Discuss the relationship between different text types in terms of Noongar language features, audience, context and purpose, such as ways that songs, dance and paintings function to capture language and meaning
Explore and explain how art forms, songs and dances identify Noongar people and places
Language variation and change
Analyse and compare intergenerational Noongar language use; for example, that of young people today and the Noongar language used by older generations
Explain and reflect on changes in use of their own first language over time, noticing how and when new ways are adopted or existing ways adapted, such as contact with other languages, globalisation, new technologies and knowledge
Language awareness
Research the impact of historical events, such as Stolen Generations, mission schools and advocacy, on Aboriginal languages and Torres Strait Islander languages in general and on Noongar in particular
Apply cultural norms, skills and protocols associated with using and researching Noongar and all Aboriginal and Torres Strait Islander languages
Role of language and culture
Reflect on and explain how communities’ ways of thinking, behaving and viewing the world influence how language is used
Role of language building
Recognise the importance of intergenerational collaboration in reviving and maintaining languages
Reflect on their role as contemporary documenters of language; for example, listening to and transcribing spoken texts or preserving language resources developed at school
Achievement standard
At standard, students use familiar language when initiating, in part, and participating in sustained spoken and written interactions to share and compare information about daily routines and responsibilities, and engage in shared tasks, activities and transactions. They analyse ideas and most information from sources related to Country/Place, identifying context, purpose and intended audience, and use some appropriate formats and styles of presentation to convey information and ideas, and offer their views. Students discuss how key messages and beliefs are communicated through Noongar stories and artistic expression. They create and present imaginative texts designed to engage different audiences that involve moods and effects, using symbols and techniques appropriate to Noongar Country/Place. Students translate and interpret texts identifying and explaining cultural specific contexts, practices and expressions in Noongar which do not easily translate into English. Students increasingly monitor language choices when using Noongar, considering their own and others’ responses and reactions in intercultural communication. They reflect on and explain how communities’ ways of thinking, behaving and viewing the world influence how language is used.
Students apply, with a satisfactory level of accuracy, the Noongar sound and writing systems when using familiar vocabulary about daily routines and responsibilities, and using elements of grammar in spoken and written texts. Students further develop a metalanguage to discuss and explain grammatical forms and functions, with a satisfactory level of accuracy. They discuss the relationship between different text types in terms of Noongar language features, audience, context and purpose. Students reflect on changes in use of their own first language over time, and on their role as contemporary documenters of language.
Year Level Description
Year 9 Noongar builds on the skills, knowledge and understanding required to communicate in the Noongar language developed in Year 8 and focuses on extending students’ oral and written communication skills and their understanding of Noongar language and culture.
In Year 9, students communicate in Noongar, initiating and participating in sustained interactions with their peers, the teaching team, visiting Noongar Elders and community members, to share and compare information about personal interests and traditional and contemporary lifestyles, and recount special events. They engage in collaborative activities, such as planning and managing activities, events or experiences and exchanging resources and information. Students analyse ideas and information from a range of sources related to Country/Place, identifying context, purpose and intended audience. They convey information and ideas and offer their own views on texts, using respectful language, in appropriate formats and styles of presentation. Students discuss how key messages and beliefs are communicated through Noongar stories and artistic expression. They create and present real or imaginative texts that involve moods and effects designed to engage different audiences.
Students show understanding of the systems of the Noongar language, increasing their command of the language using elements such as intonation, pace and gestures to maintain interaction momentum. They increase their control of context-related vocabulary in spoken and written texts and extend their knowledge of grammatical elements, such as understanding the function of verb tenses to situate events in time when encountered in familiar expressions and scaffolded language contexts. At this stage they also identify and understand the use of the ergative suffix and recognise transitive and intransitive verbs in context. Students further develop a metalanguage to discuss and explain grammatical forms and functions.
Students increasingly monitor language choices when using Noongar, considering their own and others’ responses and reactions in intercultural communication, questioning assumptions and values, and taking responsibility for modifying language and behaviours in relation to different cultural perspectives. They reflect on and explain how communities’ ways of thinking, behaving and viewing the world influence how language is used.
In Year 9, learning is characterised by consolidation and progression. Students work with increasing independence to analyse, reflect on and monitor their language learning and intercultural experiences; however, they still require guidance through modelling, scaffolding and monitoring.