Noongar Boodja Waangkan: Noongar First Words

$16.63

FISH - Foundation for Indigenous Sustainable Health

Wandjoo Noongar boodja – welcome to Noongar Country!

Noongar Boodja Waangkan: Noongar First Words is an illustrated book of first Noongar words. Noongar is the language of the Noongar nation and is spoken by 14 different groups across the south-west corner of Western Australia. Written in Noongar and English, this fully illustrated collection of first Noongar words includes family, plants, animals, emotions, colours, numbers and more, with an audio link guide for pronunciation.

ISBN: 9781760991975
Dimensions: 25x19cm
Pages: 32
Publication year: 2022
Publisher: Fremantle Press
About the Author

Jayden Boundry is Wadjak Balardong Noongar and Badimaya Yamatji. He is a Noongar language teacher and cultural consultant, didgeridoo player, traditional dancer and storyteller with Ngalak Nidja.

About the Illustrator

Tyrown Waigana is a Wardandi Noongar (south-west cape country) and Ait Koedhal (Torres Strait Islander) multi-disciplinary artist and graphic designer.

Teachers Resources

A wonderful resource for the Government of Western Australia School Curriculum and Standards Authority Kindergarten Curriculum Guidelines (in DRAFT and will be finalised upon the publication of the revised Early Years Learning Framework early 2023).

Learning Outcome 1.1 Feeling safe, secure, accepted and supported

(b) Building a sense of belonging

Focus: Building a sense of belonging

Children are feeling safe, secure, accepted and supported when they are, for example:

  • describing places they live in and belong to, such as their family, community and Kindergarten community
  • listening, seeing and using stories, music and symbols of their own culture

Learning Outcome 1.3 Building knowledgeable, confident self-identities and a personal sense of worth

(b) Displaying a positive image of self, their family, culture and communities

Focus: Children are building knowledgeable, confident self-identities and a personal sense of worth when they are, for example:
  • aware and respectful of their own cultural background and worldview as well as those of others
  • using vocabulary focused on objects, ideas and people that are important to them
  • talking about and naming who is in their family and recognising not all family structures are the same
  • feeling confident to use their home language at school
  • sharing aspects of themselves, their family and culture with others where appropriate
  • building an understanding that there are other social and cultural heritages different from their own
Learning Outcome 2.2 Exploring diversity and responding with respect

(a) Exploring the diversity of cultures, heritages, backgrounds and traditions to broaden their understanding of the world

(b) Responding respectfully to diversity

Focus: Exploring the diversity of cultures, heritages, backgrounds and traditions to broaden their understanding of the world

Children are exploring diversity and responding with respect when they are, for example:

  • building an understanding that people can speak different languages and dialects, e.g. sing welcome song in Noongar
  • describing own family’s festivals, rituals and traditions

Focus: Responding respectfully to diversity

Children are exploring diversity and responding with respect when they are, for example:

  • exploring Aboriginal and Torres Strait Islander Peoples’ cultures and the connection with local places and people, past, present and future including artworks, stories, games and languages, e.g. a daily or weekly yarning circle
  • investigating other culture’s language, music, dance, games, artworks and artefacts represented in the community
  • listening to others’ ideas and respecting different ways of knowing, being and doing, e.g. 8 ways learning

Learning Outcome 5.2 Engaging in and extending literacy practices in personally meaningful ways

(a) Developing understanding of purpose and meanings of a range of texts

Focus: Engaging in reading, writing and viewing behaviours

Children are engaging in and extending literacy practices in personally meaningful ways when they are, for example:

  • enjoying stories and literature valued by the cultures represented in the community and broader Australia, including texts authored by Traditional Owners.

https://k10outline.scsa.wa.edu.au/home/p-10-curriculum/kindergarten-curriculum-guidelines

Noongar pronunciation guide: https://fremantlepress.com.au/series/noongar-pronunciation-guide/