Students are introduced to the written and spoken forms of Indonesian, noticing that it uses the same alphabet as English but with some differences in pronunciation. They become familiar with a base word system with prefixes. Students are introduced to word order and simple sentence construction. They begin to develop a sound knowledge of vocabulary, particularly terms related to people, places...
Students are introduced to the written and spoken forms of Indonesian, noticing that it uses the same alphabet as English but with some differences in pronunciation. They become familiar with a base word system with prefixes. Students are introduced to word order and simple sentence construction. They begin to develop a sound knowledge of vocabulary, particularly terms related to people, places and things in their immediate world.
Students use Indonesian in a range of classroom interactions and experiences. They read and listen to texts, and apply modelled language in creating their own texts. Students draw on their first language literacy and their understanding of a range of text type features to predict meanings and create texts in Indonesian. They develop grammatical knowledge and language awareness through paying close attention to texts, comparing languages, and applying their knowledge in language exercises and tasks.
Students learn about Indonesia. They explore Australia and Indonesia’s relationship as neighbours, and compare aspects of environment, lifestyle and practices in both cultures. Students use a range of processes, such as observing, comparing and reflecting on language use. They develop a metalanguage for discussing language and culture and monitor and reflect on their language and culture learning.
By the end of Level 8, students share factual information and opinions about their personal worlds, including personal details, family, pets, friends, pastimes, school and neighbourhood. They interact with others orally and in writing, asking and responding to questions using Siapa, Apakah, Berapa, Bagaimana, Apa, Di/Ke/Dari mana…?, and expressing preferences using saya suka, kurang/tidak suka, mau/tidak mau. They mostly use correct pronunciation of individual and combined sounds, and use formulaic expressions (for example, saya tidak tahu, maaf, saya tidak mengerti, sekali lagi) to sustain interactions. Students describe qualities of appearance, colour, character and condition (such as tinggi, merah muda, lucu, panas), and identify quantities using numbers and fractions. They respond to and create texts to describe real and imagined events and characters. Students use the features of a range of personal, informative and imaginative texts and modelled language to assist with structure, flow and coherence in their own speech and writing. They link ideas using conjunctions such as dan, tetapi, karena and untuk. They form sentences with subject-verb-object construction (Saya belajar...
By the end of Level 8, students share factual information and opinions about their personal worlds, including personal details, family, pets, friends, pastimes, school and neighbourhood. They interact with others orally and in writing, asking and responding to questions using Siapa, Apakah, Berapa, Bagaimana, Apa, Di/Ke/Dari mana…?, and expressing preferences using saya suka, kurang/tidak suka, mau/tidak mau. They mostly use correct pronunciation of individual and combined sounds, and use formulaic expressions (for example, saya tidak tahu, maaf, saya tidak mengerti, sekali lagi) to sustain interactions. Students describe qualities of appearance, colour, character and condition (such as tinggi, merah muda, lucu, panas), and identify quantities using numbers and fractions. They respond to and create texts to describe real and imagined events and characters. Students use the features of a range of personal, informative and imaginative texts and modelled language to assist with structure, flow and coherence in their own speech and writing. They link ideas using conjunctions such as dan, tetapi, karena and untuk. They form sentences with subject-verb-object construction (Saya belajar Bahasa Indonesia), typically using simple base words (makan, minum, naik, bangun), ber- verbs (bermain, belajar, berenang, berdansa, berlari) and formulaic me- verbs (menonton, mendengarkan). They refer to others using pronouns (saya, kamu, dia, mereka, Bu/Pak), and use these in possessive form, including using -nya (sepatunya trendi, filmnya menarik). They refer to events in time and place using prepositions (pada, di and ke) as well as time markers such as sebelum/sesudah,…yang lalu,…depan. Students predict meaning based on knowledge of their first language, text features and key words, including loan words from English. They translate texts, identifying culture-specific language such as vocabulary related to cultural artefacts (gayung, becak, warung), environment (sawah, desa, cicak), and practices such as Idul Fitri. Students comment on their experiences of and feelings about using Indonesian, observing how it fits with their sense of self.
Students understand that Indonesian is a language used by millions of Indonesians in daily life and that it is constantly changing. They recognise that spoken and written forms of Indonesian can vary, for example, the elision of pronouns and some verbs in speech. They recognise the flexibility of sentence structure while adhering to rules of word order. They are aware that Indonesian uses a base word (main, makan, tidur, jalan) and affixation (ber-, me- and -an) system. They use metalanguage to describe and compare features and rules of sentence construction. Students recognise textual features in a range of text types, such as correspondence, narrative and dialogue. They notice how language changes according to people and their relationships, such as using informal language with friends (kamu, nggak, hebat) and formal language with teachers and adults (Anda, tidak, baik sekali). Students make connections between aspects of their own language and culture, such as particular expressions or practices, and compare these with Indonesian language and culture.
Students interact using Indonesian in classroom routines and communicative tasks. They respond to short texts in Indonesian, locating specific details and gist. Students extend the range and quality of their writing through increased vocabulary and grammar knowledge, and by drafting and editing their own work and that of their peers. They recognise text-type features and use models to create...
Students interact using Indonesian in classroom routines and communicative tasks. They respond to short texts in Indonesian, locating specific details and gist. Students extend the range and quality of their writing through increased vocabulary and grammar knowledge, and by drafting and editing their own work and that of their peers. They recognise text-type features and use models to create a range of texts.
Students extend their grammatical knowledge, such as how language structures and features are used in texts. They become increasingly aware of connections between language and culture, noticing, for example, degrees of formality in language use according to social relationships. Students explore Indonesian cultural concepts, such as gotong-royong, jam karet and selamatan, and compare them to concepts in their own language and culture. They learn to reflect on their own language and culture and how identity impacts on intercultural experiences.
By the end of Level 8, students use Indonesian to interact and exchange ideas, experiences and interests with teachers, peers and others. They pronounce polysyllabic words such as mendengarkan, pekerjaan and menyiapkan, stressing the penultimate syllable with some accuracy. When interacting, they ask questions (Apakah?, Di mana?, Kapan?, Berapa?), respond to questions (such as Setuju tidak? Benar/Salah, Kapan? Bagaimana? Mengapa?) and clarify their answers, for example, using karena…, supaya… Students give opinions (Pada pendapat saya…, saya kira…, setuju/tidak setuju), make comparisons (lebih… daripada…), and state preferences using saya lebih suka…, yang paling baik… They locate and evaluate factual information in texts, and create informative and imaginative texts (such as forms of correspondence, stories or reports) using models. They vary their sentence construction (for example, rambut saya hitam/Ibu berambut cokelat/Bapak mempunyai rambut pirang) to create interest for the audience. Students use cohesive devices such as time markers (Besok, sebelum), adverbs of frequency (biasanya, jarang, belum pernah) and conjunctions (lalu, untuk). They use a range of personal pronouns (d...
By the end of Level 8, students use Indonesian to interact and exchange ideas, experiences and interests with teachers, peers and others. They pronounce polysyllabic words such as mendengarkan, pekerjaan and menyiapkan, stressing the penultimate syllable with some accuracy. When interacting, they ask questions (Apakah?, Di mana?, Kapan?, Berapa?), respond to questions (such as Setuju tidak? Benar/Salah, Kapan? Bagaimana? Mengapa?) and clarify their answers, for example, using karena…, supaya… Students give opinions (Pada pendapat saya…, saya kira…, setuju/tidak setuju), make comparisons (lebih… daripada…), and state preferences using saya lebih suka…, yang paling baik… They locate and evaluate factual information in texts, and create informative and imaginative texts (such as forms of correspondence, stories or reports) using models. They vary their sentence construction (for example, rambut saya hitam/Ibu berambut cokelat/Bapak mempunyai rambut pirang) to create interest for the audience. Students use cohesive devices such as time markers (Besok, sebelum), adverbs of frequency (biasanya, jarang, belum pernah) and conjunctions (lalu, untuk). They use a range of personal pronouns (dia, mereka, kami, kita), ber- verbs (bersekolah, berselancar) and simple me- verbs (memasak, memakai, menjadi, mengunjungi). Students use prepositions of people, time and place (dalam keluarga, pada liburan, di hutan), and describe qualities using colours (biru tua, merah muda) and adjectives (sombong, murah hati). They translate across languages, noticing where equivalence is not possible, for example, gotong royong, jam karet or ‘daylight saving’. They comment on their reactions to intercultural experiences, describing aspects that do or do not fit with their own identity and considering why.
Students understand that Indonesian has a base word system that works with prefixes and suffixes to create verbs and nouns, such as -an, ber- and me- words. They differentiate between similar-sounding words and how they are written (such as suka/sukar, muda/mudah), and apply correct spelling conventions such as ngg (tinggal) and final h (terima kasih). They recognise how possessive word order differs from English and have a metalanguage to identify common features such as nouns, verbs, adjectives, and subject-verb-object construction. Students identify and reproduce features of familiar text types such as emails, stories and dialogues. They notice how languages and cultures influence each other, particularly noticing borrowings from other languages. Students understand that cultural values and ideas are embedded in language use, including their own, and consider where these may have come from and how they may be seen from another cultural perspective.
