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• VCIDU116

  Develop understanding of textual conventions and how they shape meaning and influence responses

  Elaborations

  • analysing how texts are constructed, including cohesive devices such as conjunctions and coherence devices such as time markers
  • examining language structures and features used in a range of texts for communicative effect, for example, to persuade, amuse, ridicule, sympathise, challenge, include or exclude, offend or forgive
  • using literary devices to enhance ideas and expression in imaginative texts, for example, metaphor (adalah) and simile (sama dengan, seperti, bagai)
  • analysing and comparing textual features across cultures, for example, the convention of apologising at the opening and closing of formal Indonesian speeches, and showing humility in an Indonesian job application
  • understanding the prevalence of acronyms (for example, ultah, penjaskes, narkoba), and their use for convenience

  VCIDU116 | Languages | Indonesian | 7–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCIDC105

  Contribute to structured discussions and tasks by asking and responding to questions, clarifying understanding and expressing agreement or disagreement

  Elaborations

  • contributing to collaborative interactions such as creating a newsletter, setting up a display or hosting an event, negotiating roles and responsibilities
  • interacting in class routines by apologising, clarifying, requesting and advising, for example, maaf, saya belum mengerjakan PR, tanggal berapa tes?, Apa maksud Ibu?, Harap pelan-pelan, lebih baik kalau…, hati-hati ya
  • participating in class discussions (for example, mengapa kamu pikir begitu?, saya rasa, menurut pendapat saya, kalau saya tidak salah) and making connections with contributions from others, for example, saya setuju dengan….karena…, Pengalaman saya juga begitu…

  VCIDC105 | Languages | Indonesian | 7–10 Sequence | Levels 9 and 10 | Communicating | Socialising

• VCIDC079

  Engage in intercultural experiences, reflecting on how aspects of identity such as ethnicity and religion influence language use and understanding of the experience

  Elaborations

  • sharing personal information with Indonesian peers, in conversations and correspondence, choosing which aspects of own identity to convey and noticing how language use reflects aspects of identity such as family background and religion
  • analysing how own cultural norms impact on interpretations of Indonesian texts, for example, noticing reactions to an article about cultural practices such as upacara mengikir gigi, an advice column about having a boyfriend or girlfriend, or a fashion blog about ways to wear a hijab
  • reflecting on the role of language in expressing own identity, considering when, with whom and why different languages are used and reflecting on whether own identity changes in different languages, for example, use of gesture and register
  • describing impressions and reactions while reflecting on intercultural learning, for example, saya rasa, lebih daripada… dibandingkan..., sekarang saya paham/mengerti, mata saya terbuka (…membuka mata saya)
  • monitoring and recording own reactions when communicating in Indonesian, for example, keeping a journal of key moments and considering how own perspective may have changed over time

  VCIDC079 | Languages | Indonesian | F–10 Sequence | Levels 9 and 10 | Communicating | Reflecting

• VCIDU084

  Understand the power of language to influence people’s actions, values and beliefs, and appreciate the value of linguistic diversity

  Elaborations

  • analysing texts to understand how language can limit, promote or change actions, for example, use of mohon, harap, tolong, jangan, dilarang
  • recognising the purpose of particular texts to impact emotionally on others such as by influencing opinions and reactions, for example, in persuasive texts such as advertisements or reviews of a film, concert or fashion
  • analysing the language of social and political messages to explore attitudes, values and beliefs, for example, mohon jangan merokok, dua anak lebih baik, jangan pakai narkoba, persatuan dan kesatuan bangsa Indonesia, anak bangsa, sebangsa dan setanah air
  • noticing how jargon or specific terms may be used to express membership and identity, for example, within the religious groups Insya Allah, Puji Tuhan, Syukur, Alhamdulilah
  • examining how words, expressions and actions reflect relationships and social hierarchies (for example, use of the terms of address Bapak/Ibu, Anda and kamu), and showing respect by introducing oneself to the most senior or eldest person first
  • appreciating the social and cultural functions performed by language, and recognising the importance of diverse languages to convey alternative perspectives and ideas

  VCIDU084 | Languages | Indonesian | F–10 Sequence | Levels 9 and 10 | Understanding | Language variation and change

• VCIDU119

  Understand the role of language and culture in shaping and conveying cultural identity, including the multiple languages and cultures both in Indonesia and in Australia

  Elaborations

  • examining the link between language and cultural values in Indonesia, for example, concepts of community (komunitas, keluarga besar [company name], rakyat, masyarakat) and working together/reciprocating (saling membantu, saling mengerti, gotong royong, bertenggang rasa)
  • understanding how language reflects specific cultural ideas, such as social organisation (for example, kelurahan, bapak camat, bupati, kabupaten, propinsi), as well as values, such as deference and humility, for example, numpang tanya Pak, minta maaf, kalau saya tidak salah
  • recognising that cultural values, customs and practices are constantly changing and are evident in language use, for example, the use of kinship terms to refer to people who are not blood relations (Saudara, Paman, Tante, Mas, Mbak)
  • appreciating that language use can reflect and express cultural identity; that multiple languages exist in both Indonesia and Australia, including Indigenous languages; and that many people are multilingual and value this capability as an integral part of their identity

  VCIDU119 | Languages | Indonesian | 7–10 Sequence | Levels 9 and 10 | Understanding | Role of language and culture

• VCIDU080

  Understand pronunciation and intonation conventions, and apply to new words with affixation and a range of complex sentences

  Elaborations

  • recognising the role of stress and rhythm in creating emphasis, for example, recurring patterns, chorus, rhymes and onomatopoeia
  • noticing how tone can convey emotion, such as in colloquial language, for example, kasihan deh, bagi dong, aku dikasih nggak
  • using elision in informal communication, for example, mau [atau] nggak?, mahal s[e]kali, [bara]ngkali
  • recognising that Indonesian may allow more than one spelling of loan words, for example, bis/bus, system/sistim, propinsi/provinsi, moderen/modern
  • knowing when to pause in complex sentences with embedded clauses

  VCIDU080 | Languages | Indonesian | F–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCIDU085

  Understand that Indonesian language and culture, like all languages and cultures, are interrelated; they shape and are shaped by each other, in a given moment and over time

  Elaborations

  • recognising that texts are instances of language and culture working together to convey cultural perspectives, values and concepts
  • analysing how the Indonesian language may reflect cultural perspectives such as collectivism, harmony, fate and humility; norms such as showing deference and saving face; and values such as patience, humility and selflessness, for example, setahu saya, kalau saya tidak salah, numpang tanya, permisi dulu
  • investigating the origins of particular expressions or words, developing awareness of the origins of meanings and how these may or may not change over time
  • recognising the historical, political and cultural functions and value of language, such as the origins of Bahasa Indonesia, and its historical and contemporary uses
  • developing awareness that the linguistic diversity of Indonesia reflects cultural diversity, and comparing this to linguistic and cultural diversity in Australia, including Aboriginal languages and Torres Strait Islander languages, Asian languages and world languages

  VCIDU085 | Languages | Indonesian | F–10 Sequence | Levels 9 and 10 | Understanding | Role of language and culture

• VCIDC072

  Investigate, synthesise and evaluate information from a range of perspectives in relation to topical issues and concepts from a range of learning areas

  Elaborations

  • comparing and evaluating a range of perspectives on topics such as sport, health, music and religion, and considering why people may hold different perspectives
  • obtaining information in order to debate issues of interest such as the environment, expectations of teenagers, and the generation gap, and cultural practices such as marriage or rites of passage, using persuasive or evaluative language, for example, Saya percaya…, Ini pasti berguna bagi…, mau tidak mau…
  • investigating aspects of Indonesian culture to choose a particular course of action, for example, determining a suitable placement for an Indonesian exchange student, a suitable menu for a group of Indonesian visitors, or an appropriate time of year to visit Indonesia
  • distinguishing between fact and opinion in texts such as articles and reports, and using critical literacy skills to recognise bias, for example, identifying the author, audience and purpose of the text
  • researching a concept or issue, including those drawn from other learning areas such as art, history, science, geography or health
  • identifying and evaluating ways in which values shape content and language in texts such as announcements, surveys, interviews, documentaries, recipes, advertisements, web pages or magazines
  • listening to, viewing and reading texts such as interviews, documentaries and speeches to obtain and synthesise information and use it in new forms, for example, creating a profile of a famous person from an interview

  VCIDC072 | Languages | Indonesian | F–10 Sequence | Levels 9 and 10 | Communicating | Informing

• Indonesian - 7–10 Sequence: Levels 9 and 10 description

  Students engage with a range of Indonesian texts. They are provided with opportunities for both prepared and spontaneous language use. Students interact with others. They write for public purposes and interact with Indonesian peers. They create bilingual texts for peers and the wider school community.

  Level description | Languages | Indonesian | 7–10 Sequence

• VCIDC106

  Engage with texts to locate information and infer meaning, state opinions on information obtained and present it in new forms

  Elaborations

  • locating specific ideas and information about youth and environmental issues or ideas related to geography, history, health or science in texts such as advertisements, video clips, job vacancies, reports, magazine articles, reviews and graffiti, and presenting ideas and information to others
  • listening to texts such as advertisements, announcements, interviews and conversations to gather details and use these in own texts, for example, inviting a friend to an event based on a radio advertisement or creating a profile based on an interview with a celebrity
  • researching aspects of Indonesian society, history and culture (for example, religious beliefs and practices such as naik haji, Idul Fitri or ogah-ogah parade; sports such as bulu tangkis, pencak silat or lompat batu; or prominent historical figures such as Kartini or Sukarno) by gathering information from texts and exchanges with Indonesian peers and adults
  • critically analysing texts such as commercials, websites and brochures that show different representations of Indonesian culture, and reflecting on key messages, for example, mari kita, kita semua, kesatuan, masyarakat, gotong-royong, beraneka macam, Nusantara, keluarga besar, kerja sama

  VCIDC106 | Languages | Indonesian | 7–10 Sequence | Levels 9 and 10 | Communicating | Informing

• Indonesian - F–10 Sequence: Levels 9 and 10 achievement standards

  By the end of Level 10, students use Indonesian to communicate with teachers, peers and others in a range of settings and for a range of purposes. They pronounce the sounds ngg and ng accurately, as well as sy (masyarakat) and kh (akhir), and use stress to create fluency in sentences. Students...

  Level description | Languages | Indonesian | F–10 Sequence | Levels 9 and 10

• Indonesian - 7–10 Sequence: Levels 9 and 10 achievement standards

  By the end of Level 10, students interact with peers and adults using written and spoken Indonesian to communicate about personal interests and relationships, practices and experiences, and about broader issues such as health and the environment, including as these relate to Indonesia. They respond...

  Level description | Languages | Indonesian | 7–10 Sequence | Levels 9 and 10

• VCIDU083

  Analyse the ways in which Indonesian varies according to spoken and written forms, cultural context and subcultures

  Elaborations

  • comparing spoken and written texts (for example, spoken and print advertisements, face-to-face conversations and emails) to understand how mode relates to linguistic structures and features, and how this affects meaning
  • analysing examples of colloquial language, such as that used by sub-groups (for example, Bahasa gaul, Bahasa SMS), and comparing these to formal forms
  • understanding how body language varies across cultures, for example, lowering body position when speaking to someone in authority to show respect; not raising voice or laughing loudly; smiling and nodding while listening to people, even when hearing bad news
  • understanding that many Indonesians are familiar with a range of languages (for example, Bahasa baku, Bahasa daerah, Bahasa gaul and English) and can shift between these depending on the context, and considering how this compares to those who are monolingual

  VCIDU083 | Languages | Indonesian | F–10 Sequence | Levels 9 and 10 | Understanding | Language variation and change

• VCIDU114

  Recognise pronunciation of compound words and polysyllabic words, and use of rhythm and stress in complex sentences

  Elaborations

  • recognising sounds such as the glottal stop k and unexploded t at end of words, and sound combinations such as kh and sy, in words such as khatulistiwa, masyarakat
  • understanding rising intonation in polysyllabic words (for example, membersihkan) and compound words, for example, kerajinan tangan
  • recognising and reproducing the rhythm of extended sentences, such as the correct pausing for clauses in a complex sentence, for example,…yang sudah diterimanya,…

  VCIDU114 | Languages | Indonesian | 7–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCIDU082

  Recognise the purpose and features of a range of texts such as persuasive, argumentative and expository texts

  Elaborations

  • recognising features of spoken texts such as conversations and speeches, for example, the use of back channels (begitu, ya), discourse markers (nah, sekian), hesitations (anu) and non-standard expressions (Mau nggak?)
  • analysing linguistic structures and features associated with particular texts, for example, showing humility and deference in a job application, wishing longevity in birthday cards, using data to support an argument, using emotive language to persuade, and creating tension in drama
  • understanding conventions in some Indonesian texts such as apologising at the beginning or end of a speech (Maafkan saya atas semua kesalahan saya) , or including religious expressions such as thanking God for good health or fortune (Alhamdulilah)

  VCIDU082 | Languages | Indonesian | F–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCIDC112

  Engage with Indonesian peers and texts, recognising how own cultural assumptions, practices and beliefs influence language and content, and choosing whether and how to make adjustments

  Elaborations

  • interacting with Indonesians, noticing social norms and practices such as personal space, gender roles, having a boyfriend or girlfriend, same-sex hand-holding, religious artefacts (jilbab and kerudung for women, taqiyah (skullcap) and peci/kopiah for men), and acceptable topics of conversation (for example, Kamu sudah mandi?), and considering own reactions to these
  • sharing experiences with Indonesian peers through shared digital spaces, text messages and conversations, modifying own language when meaning is not understood, such as explaining an idea or expression that may be culturally specific, for example, canang sari (Balinese daily offerings) or ‘outback’
  • recognising that social values such as politeness can be expressed differently in different cultures, and understanding features of Indonesian etiquette such as avoiding direct refusal; aiming to please by answering a question even if they don’t know the answer; expressing gratitude through actions, not necessarily language (for example, limited use of terima kasih); and waiting to be invited to eat or drink, for example, silakan makan/minum
  • monitoring, recording and reflecting on intercultural experiences, examining aspects that were unexpected, comfortable or uncomfortable, successful or unsuccessful, and considering possible reasons for this

  VCIDC112 | Languages | Indonesian | 7–10 Sequence | Levels 9 and 10 | Communicating | Reflecting

• VCIDU118

  Recognise how Indonesian impacts and is impacted by social, political and cultural changes, such as new information and communication technologies

  Elaborations

  • recognising how and why a language may borrow vocabulary and expressions from other languages, particularly when adopting new products and practices, for example, English terms for technology adapted to Indonesian grammar (nge-lunch, meng-upload, ngopi, memfotokopi), and the use of texting language for convenience and humour
  • analysing word borrowings in Indonesian, such as from Arabic (Assalam alaikum), English (teknis, format), Dutch (rekening, wortel, kantor), Sanskrit (bahasa, belanja), Tamil (roti, mangga) and Javanese (alon-alon asal kelakon), and exploring borrowings in Aboriginal and Torres Strait Islander languages from languages in Indonesia, such as the use of Makassan terms in Yolngu (balanda, rupiah)
  • understanding that cultures are constantly changing and consist of multiple subcultures with distinctive language practices such as family sayings and teenage slang, for example, nongkrong, gebetan, cowok/cewek
  • investigating how the language of texts in public spaces, such as signs and graffiti, can reflect opinions, values and beliefs, including controversial or political ideas, for example, reformasi

  VCIDU118 | Languages | Indonesian | 7–10 Sequence | Levels 9 and 10 | Understanding | Language variation and change

• VCIDU115

  Develop knowledge of vocabulary and structure to extend meanings, such as complex verbs, affixation, a range of cohesive devices and object-focus construction

  Elaborations

  • identifying people by pronouns or titles, for example, Kepala Sekolah, si (diminutive) and nicknames
  • describing the qualities of people using adjectives of character, for example, murah hati, bertanggung-jawab
  • indicating possibility, for example, mungkin, mudah-mudahan, semoga
  • specifying what is being referred to, for example, yang ini, yang itu
  • understanding embedded clauses using yang, for example, Saya belum berkenalan dengan murid yang baru datang dari Australia
  • indicating equivalence using adalah
  • indicating action using transitive verbs, me- verb system (-kan or -i suffix) and their object-focus di- forms
  • showing lack of purpose, for example, jalan-jalan, duduk-duduk, melihat-lihat
  • relating people and position using prepositions, for example, kepada
  • comparing things using comparatives and superlatives, for example, ter-, makin lama…, makin + adjective
  • seeking information using interrogatives and question forms, for example, mengapa, bagaimana, yang mana, untuk apa/siapa, dengan apa/siapa
  • requesting that others do something for own benefit (minta, harap, mohon, tolong); for others’ benefit (silakan)
  • excusing and apologising, for example, permisi dulu, minta maaf, maafkan saya
  • giving advice with suffix -lah, for example, beristirahatlah, tunggulah, nasehat saya, sebaiknya, seharusnya, jangan
  • showing empathy and well-wishing, for example, kasihan, harap cepat sembuh, semoga sukses
  • giving opinion, for example, saya berpendapat bahwa, saya percaya
  • contrasting two ideas using conjunctions, for example, namun, namun demikian, walaupun begitu, meskipun
  • referring to abstract ideas using affixation and nominalisation, for example, belajar/pelajar/pelajaran, kerja/mengerjakan/pekerjaan, sakit/penyakit/kesakitan
  • referring to events and time using frequency markers (for example, sering kali, sekali-sekali, belum pernah, hampir tidak pernah) and time indicators, for example, tadi malam, nanti, nanti sore, sekarang, pada masa depan, yang akan datang, waktu liburan yang lalu
  • referring back to something specific using tersebut

  VCIDU115 | Languages | Indonesian | 7–10 Sequence | Levels 9 and 10 | Understanding | Systems of language