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• VCIDU063

  Notice how stress works in polysyllabic words and the use of intonation in subject-focus sentences

  Elaborations

  • using raised penultimate syllable in multisyllabic words such as mendengarkan, melakukan, pekerjaan, perumahan, dibandingkan, kemauan, kesamaan
  • recognising where to place stress in complex sentences, for example, Walaupun saya tidak suka berenang, lebih suka daripada bermain tenis yang membosankan

  VCIDU063 | Languages | Indonesian | F–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCIDC053

  Take action to make plans, solve problems and address needs such as through corresponding and transacting in real or simulated situations

  Elaborations

  • organising class events, such as holding a lunch, party or performance (for example, Mau makan apa?, Kita pergi ke mana?, Hari apa yang paling baik?), and negotiating and making decisions, for example, Bagaimana kalau kita…?, mungkin kalau kita bisa…
  • corresponding with peers, including via technology, asking and responding to questions to seek information or clarification, for example, Jam berapa mengerjakan PR?, Bagaimana rumah kamu? Suka band yang mana?
  • expressing preferences for plans (for example, ide bagus, saya setuju), comparing and contrasting alternatives (for example, Kalau kita ke restoran Jawa lebih murah, Saya pikir lebih baik kalau kita pergi pada hari Rabu karena…, Sebaiknya kita…) and agreeing or disagreeing, for example, saya kurang suka…
  • responding to invitations to events by accepting (for example, Ya, mau ikut), declining (for example, sayang/maaf…), and giving excuses, for example, Saya harus ke rumah nenek
  • participating in collaborative projects, such as arranging an excursion or creating a short documentary, for example, Daerah setempat kami
  • participating in transactions and negotiations, such as to purchase food, clothing, souvenirs or transport (for example, Berapa harganya? Boleh tawar?), maintaining the interaction (for example, aduh, terlalu mahal, di toko lain lebih murah) and discussing issues such as relative cost and wages

  VCIDC053 | Languages | Indonesian | F–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCIDU101

  Understand that Indonesian is a national language that has been and continues to be changed through interaction with other languages and cultures

  Elaborations

  • identifying loan words in Indonesian and English, such as ‘cockatoo’ (kakaktua), ‘bamboo’ (bambu), ‘orangutan’, ‘satay’ (sate), ‘rattan’ (rotan), komputer, apartemen, televisi, pilot and modern, and understanding that borrowings are part of the nature of language
  • analysing texts as a class, recording loan words and investigating their origins, and comparing these with borrowings in English and other known languages
  • understanding the importance of Indonesian as a national language, for example, by discussing its origins and observing when and why it is used in contemporary society, such as by comparing versions of the national anthem

  VCIDU101 | Languages | Indonesian | 7–10 Sequence | Levels 7 and 8 | Understanding | Language variation and change

• VCIDU067

  Understand that Indonesian, like other languages, continues to change over time due to influences such as globalisation and technology

  Elaborations

  • analysing the influence of other languages on Indonesian, such as in advertising and technology, food, administration, religion and everyday life, for example, modern, handphone, satelit (English); mie (Chinese); sepatu (Portuguese); kantor (Dutch); guru (Sanskrit); mahal (Arabic), raja (Hindi)
  • recording a range of borrowed words and examining their structure and rules of use, for example, meng-upload, ber-AC
  • investigating the origins of borrowed words to discover when, how and by whom new words and expressions were introduced into Indonesian and which languages have borrowed from languages of Indonesia, for example, Makassan terms in Yolngu (balanda, rupiah)

  VCIDU067 | Languages | Indonesian | F–10 Sequence | Levels 7 and 8 | Understanding | Language variation and change

• VCIDC057

  Respond to aspects of imaginative texts by expressing opinions and feelings about them and comparing these with imaginative texts in own language and culture

  Elaborations

  • expressing personal opinions about ideas in texts such as traditional and contemporary stories and excerpts from films or video clips, for example, Menurut pendapat saya, Saya pikir (bahwa), Saya rasa, Saya suka/tidak suka…
  • stating personal preferences about characters, attitudes and events in texts (for example, Saya paling suka/lebih suka/kurang suka…), including commenting on reactions, for example, Dia ganteng tetapi kurang sopan, Saya kurang suka gurunya karena jahat, Bapak Mira sangat lucu karena sering bercanda
  • comparing key messages and beliefs from Indonesian and Australian texts such as creation and Dreaming stories, fables, myths and legends
  • exploring ideas and values represented in popular culture forms across cultures, such as game shows, soap operas, songs/music clips and computer games, and commenting on similarities and differences, for example, Isu-isu remaja sama di Indonesia; Lingkungan sangat penting di Indonesia dan Australia

  VCIDC057 | Languages | Indonesian | F–10 Sequence | Levels 7 and 8 | Communicating | Creating

• VCIDC094

  Create bilingual texts such as signs, posters, games and descriptions for the classroom and the school community

  Elaborations

  • creating bilingual resources for language learning, such as glossaries or a personal English–Indonesian dictionary with examples and explanations of language use
  • creating bilingual texts for specific audiences (for example, a big book or game for young learners of Indonesian, invitations to a class event or posters for a performance), noticing how meanings need to be tailored for audience and cultural perspectives
  • preparing bilingual captions for texts such as a display, newsletter or web page for parents and Indonesian peers, exploring how to convey ideas in the different languages
  • noticing culture-specific expressions and idioms, for example, cuci mata (window-shopping/sightseeing) or ‘sick as a dog’, and considering how these might be expressed for audiences with a different cultural perspective

  VCIDC094 | Languages | Indonesian | 7–10 Sequence | Levels 7 and 8 | Communicating | Translating

• VCIDU066

  Recognise that Indonesian has formal and informal forms and that their style and use depend on the context, purpose and audience

  Elaborations

  • recognising variations between formal and informal language, such as dropping the prefixes ber- and me-, for example, belanja, selancar, nonton, beli
  • examining differences in language use according to mode, for example, the variations of ‘no’: nggak (spoken), tak (written poetry/song lyrics), tdk (abbreviation used in text messages)
  • recognising that the use of different terms of address reflects varying levels of politeness and familiarity, such as referring to others in the third person by using Ibu, Bapak or first name
  • comparing language structures in Indonesian and English and how these are used to create intimacy or distance, for example, the use of colloquial language or object-focus construction
  • using intonation to shift meaning, such as to show surprise, to downplay or to exaggerate, for example, Aduh, mahal sekali! (in bargaining), Aduh, perut saya sakit (to gain sympathy), Aduh, jelek (to downplay)

  VCIDU066 | Languages | Indonesian | F–10 Sequence | Levels 7 and 8 | Understanding | Language variation and change

• VCIDC093

  Translate and interpret texts such as descriptions, emails, signs and notices, from Indonesian to English and vice versa, using contextual cues and textual features, and noticing non-equivalence of meaning

  Elaborations

  • collaborating with peers and teacher to translate and interpret personal texts, such as correspondence and conversations, noticing similarities and differences in language use and considering why these might exist
  • translating public signs or notices from Indonesian to English and vice versa, comparing meanings and considering how effective the translations are and why
  • experimenting with translating, both literally and for meaning, by using strategies such as explaining rather than word-for-word translation, for example, describing Australian Rules football or kaki lima
  • learning to use bilingual dictionaries and electronic translation tools, identifying issues such as multiple meanings of words and the need to consider context and understand that meaning goes beyond the literal, for example, jam karet

  VCIDC093 | Languages | Indonesian | 7–10 Sequence | Levels 7 and 8 | Communicating | Translating

• VCIDU064

  Develop knowledge of me- verb rules and how to link and extend ideas such as by using adverbs and cohesive devices

  Elaborations

  • identifying people (for example, teman, teman gaul, kenalan) and their occupations, for example, pembantu, penyanyi, tukang kayu, dokter gigi
  • naming a range of animals, for example, binatang peliharaan, kelinci
  • describing qualities of people using adjectives of character and appearance, for example, setia, keren, sabar, optimis
  • describing qualities of things using adjectives, for example, bertingkat dua, lama
  • indicating quantity using juta
  • identifying things using concrete nouns, for example, sawah, gunung api, hutan
  • creating nouns, for example, makan-an, minum-an, masak-an, baca-an
  • describing actions using me- verbs, for example, Saya selalu menikmati cerita horor
  • creating distance between actor, action and objects using object-focus construction, for example, Mobil barunya dicuri tadi malam
  • indicating negation, for example, jangan, tidak sama sekali
  • referring to past and future using time indicators, for example, tadi pagi, nanti malam, sebelum, sesudah, kemudian, lalu
  • seeking information using a range of questions, for example, bagaimana, dari mana, apakah, kapan, mengapa, sudah pernah?
  • describing frequency using adverbs, for example, jarang, setiap, pernah, selalu
  • creating cohesion using conjunctions, for example, supaya, walaupun
  • adding further information using embedded clauses with yang
  • accepting or declining invitations, for example, mau ikut, maaf, sayang
  • well-wishing, for example, mudah-mudahan, semoga
  • comparing and contrasting, for example, paling, ter-, dibandingkan dengan…
  • expressing opinions, for example, dari pihak saya…
  • expressing emotions, for example, -wah, sayang, asyik, hebat, siip, seru
  • describing state of actions, for example, sudah, belum, pernah

  VCIDU064 | Languages | Indonesian | F–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCIDU068

  Understand that language is not neutral and that its use reflects cultural ideas, assumptions and perspectives

  Elaborations

  • analysing culture-specific values reflected in Indonesian language such as respect for diversity, social justice and social responsibility (for example, Bhinneka Tunggal Ika, gotong-royong, budi pekerti, selamatan), and comparing these values to those evident in own language and culture
  • analysing the meaning and nuances of culture-specific descriptions such as ramai, sepi, gemuk, rendah hati
  • recognising that there are culture-specific meanings associated with body language, for example, hands on hips suggests arrogance and aggression; the use of words like kita shows inclusiveness while kalau saya tidak salah shows humility
  • examining cultural representation in the Indonesian language system, such as the gender-neutral terms (for example, dia, pacar), the omission of personal pronouns, particularly saya (for example, Bisa datang ke rumah?), and the use of cardinal directions, for example, utara, selatan, timur, barat
  • recognising that language and cultural practices are interconnected, and that expressions with religious origins or connotations are commonplace, for example, selamat, Salam, Astaga, OMG, Asslam Walaikum, Insyah Allah
  • investigating and using language associated with significant cultural practices and events such as celebrations, for example, Selamat Hari Kemerdekaaan (Indonesian Independence Day), Maaf lahir batin (Ramadan), Panjang umurnya (birthdays), Selamat Hari Raya Nyepi (Balinese New Year)

  VCIDU068 | Languages | Indonesian | F–10 Sequence | Levels 7 and 8 | Understanding | Role of language and culture

• VCIDU102

  Notice connections between language and culture in intercultural language use, recognising how words and expressions may be culture-specific

  Elaborations

  • noticing that some words are culture-specific, such as language associated with particular artefacts and the physical environment, for example, desa, sawah, durian, becak
  • recognising that some expressions are related to cultural practices such as eating, for example, sudah mandi, makan dulu, selamat makan, silakan makan
  • comparing how languages reflect values such as those related to personal attributes, physical appearance and behaviour, for example, halus, kasar, sopan, setia, baik hati, si berani, si kecil, sawo matang, gemuk
  • investigating the language associated with significant cultural practices such as celebrations, for example, Selamat Hari Raya, maaf lahir batin, panjang umurnya
  • recognising interconnections between own language and culture such as vocabulary and expressions related to people, lifestyle and environment, for example, ‘barbecue’, ‘thongs’, ‘bathers/togs/swimmers’, ‘no worries’

  VCIDU102 | Languages | Indonesian | 7–10 Sequence | Levels 7 and 8 | Understanding | Role of language and culture

• VCIDC061

  Participate in intercultural interactions with peers, comparing aspects of culture, monitoring how own culture impacts on language use and how this may enhance or inhibit understanding

  Elaborations

  • experimenting with Indonesian gestures and body language, and considering which will or will not be incorporated into own interactions, for example, not putting hands on hips, use of ‘soft’ handshakes, pointing with the thumb, beckoning downwards, not always queuing
  • noticing the use of Indonesian expressions such as fillers (anu) and exclamations (Aduh!, Astaga!) and deciding whether or not to adopt them in own language use
  • making language choices with awareness of how these might be interpreted by Indonesian speakers, for example, using Pak not kamu when communicating with an older male to show respect, or seldom using terima kasih
  • recognising how others’ perceptions will influence the language used in an interaction, for example, being a ‘foreigner’ means language is often slowed and Bahasa baku is used, and people may invite them to their home or ask to correspond with them
  • reflecting on how own cultural etiquette and behaviour may be interpreted when interacting with Indonesians, for example, noticing own body language and modifying gestures such as pointing, shouting, laughing with mouth open
  • developing language for monitoring, describing and reflecting on using Indonesian in intercultural experiences such as in journals, portfolios, blogs and correspondence, for example, Saya merasa bingung karena belum tahu kata itu…; Saya kaget karena dia tidak setuju…; Dia tertawa waktu saya…

  VCIDC061 | Languages | Indonesian | F–10 Sequence | Levels 7 and 8 | Communicating | Reflecting

• VCIDC095

  Interact with Indonesian peers and texts, noticing what and how language is being used, and considering own reactions and how these relate to own language and culture

  Elaborations

  • participating in intercultural experiences, including viewing (online) videos or television programs, noticing what is confusing, surprising or ‘strange’, for example, use of left hand for ‘unclean’ tasks, ‘soft’ handshake, how to say ‘please’
  • corresponding with peers in Indonesia, such as through email, shared digital spaces or video, comparing topics of interest, language choices and expressions
  • observing interactions between Indonesian speakers, noticing similarities and differences in politeness and etiquette, for example, use of permisi dulu; mandi dulu; mari; minta maaf
  • recording features of language use, such as by keeping a journal about how language reflects cultural concepts and values, for example, bersama, kita (to show community); jam karet (showing fluidity of time); elision of pronouns (not foregrounding self; Mau ikut?, Mau ke mana?); and use of gender-neutral terms (dia, pacar)
  • developing a language for describing personal reactions to and feelings about intercultural experiences, for example, suka/kurang suka/tidak suka, heran, bingung, benci, ikut/tidak ikut, sopan/tidak sopan

  VCIDC095 | Languages | Indonesian | 7–10 Sequence | Levels 7 and 8 | Communicating | Reflecting