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Analyse ideas and information from a range of sources, such as historical documents, Elders and community members; for example, to explain the origin, meaning and significance of local place names and features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