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• VCICCD003

  Identify and discuss cultural diversity in the school and/or community

  Elaborations

  • recognising that others have different cultures and beliefs whilst also reflecting on student’s own cultural background, for example, by plotting the location of each student’s background on a world map
  • identifying and listing how many languages are spoken within the families of students within the classroom, and using the internet to learn some common terms, such as how to say ‘hello’, ‘goodbye’, ‘please’ and ‘thank you’ in each language identified
  • exploring cultural diversity by identifying visible elements, such as food and behaviour, and invisible elements, such as how people live and what they value, for example, households with three generations living together
  • using prompt questions to discuss cultural diversity within the classroom/school community, for example, were all students born in Australia? Were all Australians born here? If not, how did they become Australian?
  • discussing events acknowledged, celebrated and/or observed in the school and community, by whom and for what reasons, for example, Eid and Ramadan, Harmony Day or Easter

  VCICCD003 | Capabilities | Intercultural Capability | Foundation to Level 2 | Cultural Diversity

• VCICCD004

  Imagine and explain what their responses might be if they were placed in a different cultural situation or setting

  Elaborations

  • exploring student responses in a role play situation, for example, imagine what it is like to have to get help or seek assistance in a setting where they do not speak the language
  • examining different meanings associated with gestures and body language in a range of cultural settings, exploring examples such as whether direct eye contact is seen as a sign of respect or why touching someone on the head is offensive in Thailand

  VCICCD004 | Capabilities | Intercultural Capability | Foundation to Level 2 | Cultural Diversity

• VCIDC003

  Participate with teacher and peers in class routines and activities, including following instructions and taking turns

  Elaborations

  • responding to classroom instructions, for example, duduklah, berdirilah, diamlah, lihatlah, maju, klik di sini
  • giving peers reminders, for example, cuci tangan dulu, pakai topi, makan dulu, jangan lari di kelas, berbaris
  • participating in routine exchanges such as saying the date, responding to the class roll, expressing thanks, greeting and taking leave, for example, Sampai jumpa Ibu/Bapak
  • playing with others, asking for help or permission (for example, boleh saya…?, Giliran siapa?), and using numbers to form groups, for example, Buatlah kelompok empat orang
  • participating in games and activities requiring turn-taking, for example, gado-gado, lompat tali, siapa dia, kelereng and board games such as congklak

  VCIDC003 | Languages | Indonesian | F–10 Sequence | Foundation to Level 2 | Communicating | Socialising

• VCIDC007

  Use familiar words, phrases and patterns to create captions and participate in shared performances and games

  Elaborations

  • creating own version of a story by sequencing a series of pictures with captions or by creating a storyboard with labels using modelled language, for example, Pada hari Senin, si ulat makan…
  • creating a new part of a text such as changing a character or adding an extra verse in a song, for example, by matching pictures and captions
  • making a shared big book based on an event, experience or shared text, for example, Ini hari kelas kita; Pergi ke kebun binatang

  VCIDC007 | Languages | Indonesian | F–10 Sequence | Foundation to Level 2 | Communicating | Creating

• VCIDC010

  Notice what may look or feel similar or different to own language and culture when interacting in Indonesian

  Elaborations

  • recognising ways in which Indonesian differs from English, for example, greetings depend on the strength/position of the sun; siblings are identified in relation to position in the family (for example, Kak (older sibling)); and ways of showing politeness may differ, for example, using first name for a teacher (Ibu Lynda)
  • noticing similarities and differences in language that relates to culture, such as the names of foods and animals particular to the climate and geography; and in cultural practices, such as extended families living together and attitudes towards pets, for example, that Muslims generally don’t keep dogs as pets
  • noticing and recalling information by responding to teacher prompts in Indonesian or English (for example, Kamu melihat apa? or ‘What do you notice about…?’) when viewing television programs, video clips of children’s stories, or pictures of families, homes and schools
  • developing language to discuss aspects of language and culture, for example, terms such as ‘country’, ‘groups of people’, sama/beda, or asking in English: ‘Why is…like that?’
  • describing how it feels to use Indonesian, for example, when singing a song or hearing Indonesian spoken by others

  VCIDC010 | Languages | Indonesian | F–10 Sequence | Foundation to Level 2 | Communicating | Reflecting

• VCIDC009

  Create captions, labels and statements for the immediate learning environment in both Indonesian and English

  Elaborations

  • writing captions, with support, for a photographic display to show parents/others about a class event or experience such as sports day or keeping a class pet, for example, Ini kelas kami di kolam renang; Ini marmot kelas kami, namanya Henry
  • as a class, writing instructions for Indonesian children on how to perform a game, noticing what can and cannot be translated easily, for example, duck duck goose
  • making own bilingual/picture dictionaries, captions, signs, labels and descriptions to convey culture-specific ideas such as sawah, sepak takraw, lapangan futbal
  • showing others how different gestures are used and discussing what they mean, for example, beckoning with all fingers and with palm down

  VCIDC009 | Languages | Indonesian | F–10 Sequence | Foundation to Level 2 | Communicating | Translating

• VCIDC004

  Locate specific words and familiar phrases in texts such as charts, lists and songs, and use information to complete guided oral and written tasks

  Elaborations

  • demonstrating early literacy skills by labelling, matching, clicking and dragging, drawing, miming and using actions
  • locating and using information to describe, name, draw and trace
  • classifying and categorising information gained from others, such as about family members and favourite foods, toys and games, for example, Suzi suka apel, tiga murid main computer, saya ada dua blok
  • using contextual and visual cues while reading with the teacher, for example, using illustrations and printed/audio narrations when reading big books or digital books
  • expressing factual information about qualities such as colour, number, size and shape (for example, tiga pensil, meja putih, buku besar) through interactive play with objects, such as water play, colour mixing and play dough
  • expressing sensory responses, for example, melihat, merasa, mendengar, mencium meraba…

  VCIDC004 | Languages | Indonesian | F–10 Sequence | Foundation to Level 2 | Communicating | Informing

• VCIDC008

  Translate familiar words and phrases, using visual cues and word lists, noticing how words may have similar or different meanings

  Elaborations

  • participating in shared reading of texts such as big books, and asking and answering questions about unfamiliar words and the number of words in translated texts, for example, Ada berapa kata? Apa kata ini?…sama atau tidak?
  • using visual dictionaries, word lists and pictures to translate meanings and compare similar or different meanings
  • noticing aspects of Indonesian and English that are the same, such as the alphabet and some sounds
  • discussing culture-specific words and practices (for example, mandi, guling) and terms of address, for example, Ibu/Bapak for teachers and parents

  VCIDC008 | Languages | Indonesian | F–10 Sequence | Foundation to Level 2 | Communicating | Translating

• VCIDC011

  Describe aspects of self such as family, school/class, gender and language/s, noticing how these are part of one’s identity

  Elaborations

  • identifying self as part of a family, class or peer group (for example, ini saya, saya dari Australia, saya laki-laki) and representing these relationships through drawing pictures or by adding captions to photos
  • describing friends and favourite places, such as who they play with at lunch, and favourite objects, for example, saya suka kucing; ini boneka saya
  • acknowledging special characteristics and talents of self and others, for example, saya pandai; dia bermain tenis
  • describing what languages they know and are learning, for example, Bisa berbahasa Indonesia

  VCIDC011 | Languages | Indonesian | F–10 Sequence | Foundation to Level 2 | Communicating | Reflecting

• VCIDC002

  Participate in guided group activities such as games, songs and simple tasks, using movement, gesture and pictures to support meaning

  Elaborations

  • creating pictures or craft and giving descriptions in order to express ideas, for example, ini…saya, anjing saya besar
  • participating in songs and chants by singing and performing actions, for example, Topi Saya Bundar, Lingkaran Kecil and Di Sini Senang
  • following instructions by moving around or locating objects in the class, for example, Ambillah satu blok, Carilah teman
  • expressing preferences, such as by choosing objects, for example, saya mau…, saya suka…

  VCIDC002 | Languages | Indonesian | F–10 Sequence | Foundation to Level 2 | Communicating | Socialising

• VCIDC006

  Participate in shared reading and play-acting, and respond through singing, chanting, action and movement

  Elaborations

  • participating in shared reading, sharing opinions and responding to questions about possibilities, for example, saya suka…; dia nakal; dia berlari
  • describing what is entertaining or appealing in imaginative texts, such as the characters, story or illustrations in books, songs, cartoons or comics, for example, Herman lucu; Saya suka si kancil
  • responding to imaginative texts such as stories, rhymes and songs through play-acting, illustrating or movement
  • participating in shared performance such as of poetry and songs
  • interacting with a character or puppet in an imaginary situation or setting, for example, Siapa nama kamu? Kamu nakal!

  VCIDC006 | Languages | Indonesian | F–10 Sequence | Foundation to Level 2 | Communicating | Creating

• VCIDC005

  Give factual information about self, family and significant objects using labels, captions and descriptions

  Elaborations

  • recounting with the class details about shared events such as sports day, excursions, a class visit or holidays, for example, Pada hari Jumat, kami ke museum
  • participating in ‘show and tell’, presenting topics of daily life and personal interest, for example, Saya ke pantai, Ini kelinci, dia putih
  • describing aspects of shared knowledge about Indonesia, such as by pointing to places on a map or at pictures of foods, flora and fauna, for example, Ini pulau Bali, Itu rambutan, Orang utan di pohon
  • using key words and phrases to describe aspects of a video clip, photo story, or excerpt from a television program such as Jalan Sesama (the Indonesian version of Sesame Street), for example, Huruf hari ini, huruf H

  VCIDC005 | Languages | Indonesian | F–10 Sequence | Foundation to Level 2 | Communicating | Informing

• VCIDC001

  Participate in structured play and class activities, exchanging with peers and teacher greetings and information about self, family and interests

  Elaborations

  • learning how to greet others at different times of the day using appropriate forms of address and body language, for example, Selamat pagi Ibu/Bapak
  • using different senses to express feelings, opinions and reactions, for example, saya senang/tidak senang, saya suka/tidak suka, saya melihat, saya mendengar
  • introducing and giving descriptions of self, family members, pets and favourite objects, for example, Nama saya…, Anjing saya… Bapak saya tinggi

  VCIDC001 | Languages | Indonesian | F–10 Sequence | Foundation to Level 2 | Communicating | Socialising

• VCIDU014

  Understand that language is organised as ‘text’, and recognise features of texts such as songs, chants, labels and captions

  Elaborations

  • recognising that sentences have parts, such as subject, verb and object
  • observing features of familiar texts such as greetings in a conversation, the chorus in a song, or rhyme in a song/poem
  • understanding that texts have a purpose, for example, recounts are ways of describing past events (Pada suatu hari…) and greeting cards can convey feelings (Saya cinta padamu)

  VCIDU014 | Languages | Indonesian | F–10 Sequence | Foundation to Level 2 | Understanding | Systems of language

• VCIDU017

  Notice that the languages people use and the way they use them relate to who they are and where and how they live

  Elaborations

  • recognising that Indonesian is the language spoken in Indonesia, a country that is one of Australia’s neighbours in a region known as ‘Asia’
  • noticing similarities and differences between Indonesian and Australian lifestyles and language use, for example, tidur siang, bantal guling, bringing hands to forehead when greeting the teacher
  • exploring different cultural practices and related language use through games, for example, suten/suwitan, Semut, gajah, orang, and Hom Pim Pah
  • recognising words that reflect aspects of culture, for example, the names and sounds of distinctive flora and fauna such as orangutan, komodo and cicak, and artefacts such as the flag (sang merah-putih) and national emblem (garuda)
  • noticing that particular Australian-English terms and expressions have no equivalent in Indonesian, for example, ‘koala’, ‘meat pie’, ‘farm’

  VCIDU017 | Languages | Indonesian | F–10 Sequence | Foundation to Level 2 | Understanding | Role of language and culture

• VCIDU015

  Recognise that ways of greeting and addressing others may change according to cultural norms

  Elaborations

  • knowing that different terms of address are used for teachers and friends, for example, Ibu/Bapak/kamu
  • understanding that language varies in formality depending on the people involved, for example, Hai versus Selamat pagi
  • recognising that greetings vary according to the time of day, for example, Selamat pagi/siang/sore/malam

  VCIDU015 | Languages | Indonesian | F–10 Sequence | Foundation to Level 2 | Understanding | Language variation and change

• VCIDU012

  Reproduce the sound and spelling of the vowels and the letters c (ch) and trilled r, and recognise that Indonesian is written using the Roman alphabet

  Elaborations

  • imitating Indonesian pronunciation, for example, vowels, trilled r, c (ch) and the unaspirated sounds p, t and k
  • noticing that statements, commands and questions have different intonations
  • experimenting with sounds and emphasis such as onomatopoeic words related to animal or human sounds, for example, meong or ngeong (meowing), cit-cit (tweeting), gong-gong (barking) and hacciihh (sneezing)

  VCIDU012 | Languages | Indonesian | F–10 Sequence | Foundation to Level 2 | Understanding | Systems of language

• VCIDU016

  Develop awareness that Indonesian and English borrow from each other

  Elaborations

  • knowing that Indonesian and English use the same alphabet
  • recognising that Indonesian has some loan words from English, such as komputer and televisi, and that English has some from Indonesian, such as ‘orangutan’, ‘satay’ and ‘sarong’, with some changes in spelling
  • keeping a class record of words in Indonesian that are borrowed from other languages, including loan words from Aboriginal languages, Torres Strait Islander languages

  VCIDU016 | Languages | Indonesian | F–10 Sequence | Foundation to Level 2 | Understanding | Language variation and change

• VCIDU013

  Recognise questions, commands and simple subject-focus sentences, and develop vocabulary for people, places and things in their personal world

  Elaborations

  • identifying people using pronouns (ibu, ayah, bapak, adik, kakak), referring to pets (anjing, kucing), and using concrete nouns for objects (buku, tas, pintu)
  • describing possession using word order in familiar phrases, for example, nama saya…, ibu saya…
  • greetings and farewelling others, for example, Selamat pagi/siang/sore/ malam, sampai jumpa
  • specifying location using prepositions, for example, di atas, di bawah, di dalam, di belakang
  • describing actions using simple verbs, for example, makan, duduk, minum, suka, tidur
  • interacting using auxiliary verbs, for example, ada, mau, tahu, boleh, bisa
  • understanding different question words and the anticipated answer, for example, siapa? (people), apa? (objects, actions), di mana? (location), berapa? (quantity)
  • using imperatives to tell others to do something, for example, Duduklah, Lipat tangan, Tepuk tangan
  • referring to numbers of things using cardinal numbers (nol-sepuluh puluh, belas)
  • describing the colour, size, shape and character of a person, place or thing using noun–adjective phrases, for example, buku merah, anjing besar, kucing kecil, bapak tinggi, saya pendek, adik lucu
  • joining words or phrases using conjunctions, for example, dan, tetapi
  • referring to things using demonstratives ini and itu, for example, Ini buku merah
  • negating verbs and adjectives using tidak
  • expressing modality, for example, mau, ingin, boleh, bisa

  VCIDU013 | Languages | Indonesian | F–10 Sequence | Foundation to Level 2 | Understanding | Systems of language

• VCITC010

  Create a personal or shared record of ‘interesting’ words in Italian

  Elaborations

  • collecting Italian and English words that are the same (for example, banana or similar, for example, pigiama
  • collecting Italian words used in English, for example, ciao, opera, pasta, spaghetti
  • creating a picture dictionary

  VCITC010 | Languages | Italian | F–10 Sequence | Foundation to Level 2 | Communicating | Translating