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• Languages | Indonesian: Rationale and Aims

  Rationale

  Students acquire communication skills in Indonesian. They develop understanding about the role of language and culture in communication. Their reflections on language use and language learning are applied in other learning contexts.

  Learning languages broadens students’...

  Overview material | Indonesian

• VCIDC038

  Locate, classify and compare factual information from texts about aspects of daily life and significant events across cultures

  Elaborations

  • identifying information in texts such as advertisements, conversations, brochures and announcements, and sharing this information with others in another format, for example, presenting a chart of favourite television programs or computer games
  • reading texts and extracting key points about an issue or topic (such as housing, living in the city or a rural area, types of activities for young people and their daily routines), and discussing information with peers, Anak itu tinggal di kampung…
  • reading, viewing and listening to texts to research information about concepts related to other learning areas such as the Arts, Humanities and Science
  • identifying and comparing perspectives about information in spoken and written texts , for example, Apakah informasi ini benar?, Informasi ini dari mana?, Siapa yang menulis teks ini?, Berapa orang setuju?

  VCIDC038 | Languages | Indonesian | F–10 Sequence | Levels 5 and 6 | Communicating | Informing

• 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

• VCIDC021

  Obtain and share information from peers and texts related to family, home, routines and interests

  Elaborations

  • gathering information about activities of others, such as surveying peers about time spent on activities, for example, Berapa jam menonton televisi/membaca buku/bermain komputer/bermain olahraga/makan/belajar/tidur?
  • compiling information and reporting it to others, for example, making a shared class graph showing popular leisure activities during the year
  • comparing information about activities and practices across cultures, for example, reading, viewing or listening to texts related to aspects of school life such as timetables, canteen menus, extracurricular activities and sports
  • working in groups to obtain and use factual information from texts related to other learning areas, for example, completing a simple science experiment, naming countries and significant land features, or recording distances using geography skills

  VCIDC021 | Languages | Indonesian | F–10 Sequence | Levels 3 and 4 | 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

• Languages | Indonesian: Structure

  Sequences of learning

  The Indonesian curriculum recognises that there are different entry points into language learning across Foundation–10, which reflects current language teaching practice.

  There are two possible learning sequences:

  • F–10 sequence for students who begin to learn the...

  Overview material | Indonesian

• 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

• Languages | Indonesian: Learning in Indonesian

  Indonesian language learning

  Indonesian is a standardised language that is the official language of government, education, business and the media. It has been and continues to be shaped (for example, in terms of lexicon, grammatical structures and idiomatic usage) by other languages, most significantly...

  Overview material | Indonesian

• 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 7 and 8 description

  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...

  Level description | Languages | Indonesian | 7–10 Sequence

• Indonesian - F–10 Sequence: Levels 5 and 6 achievement standards

  By the end of Level 6, students use Indonesian to convey information about themselves, their family and friends, and daily routines and activities. They locate specific details and use familiar words and phrases to predict meanings in texts. They respond to and create texts such as descriptions...

  Level description | Languages | Indonesian | F–10 Sequence | Levels 5 and 6

• Indonesian - F–10 Sequence: Levels 3 and 4 achievement standards

  By the end of Level 4, students interact in classroom routines and structured interactions with teachers and peers. They reproduce the sounds of au (mau) and g (gemuk) and the final sound k (tidak). Students follow instructions, make requests and respond with actions (Duduklah, Bukalah bukumu). They...

  Level description | Languages | Indonesian | F–10 Sequence | Levels 3 and 4

• 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

• Indonesian - F–10 Sequence: Levels 7 and 8 achievement standards

  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...

  Level description | Languages | Indonesian | F–10 Sequence | Levels 7 and 8

• VCIDC025

  Translate using textual cues such as pictures, layout and key words to predict meaning, and comment on the non-equivalence of words due to cultural differences

  Elaborations

  • translating Indonesian texts such as public signs to understand gist and noticing how meaning changes when translating into English such as sense of politeness
  • identifying and explaining expressions which do not easily translate into English, for example, Selamat siang, Sudah mandi?
  • comparing translations of Indonesian creative works (such as an advertisement, anthem or extract of a wayang script), noticing how words such as Tanah Air, sedikit-sedikit have more than a literal meaning

  VCIDC025 | Languages | Indonesian | F–10 Sequence | Levels 3 and 4 | Communicating | Translating

• 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

• VCIDU033

  Recognise that Indonesian is the official language of Indonesia and is one of many languages in the Asia-Pacific region

  Elaborations

  • understanding that Indonesian is a standardised language and is used in official contexts such as for government, the media and education and that it also borrows from other languages, often with modified spelling (for example, televisi, komputer, kursi, topi, telepon, kecap)
  • identifying examples of how Indonesian has influenced Australian English (for example, ‘sarong’, ‘gong’, ‘satay’, ‘batik’, ‘orangutan’)
  • showing awareness of Indonesian as a ‘real’ language in use in the world, one of multiple languages in the Asia-Pacific region and in the Australian community

  VCIDU033 | Languages | Indonesian | F–10 Sequence | Levels 3 and 4 | 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

• Indonesian - 7–10 Sequence: Levels 7 and 8 achievement standards

  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...

  Level description | Languages | Indonesian | 7–10 Sequence | Levels 7 and 8