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• 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

• 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

• VCIDC020

  Respond to questions, instructions and requests, and participate in routine exchanges

  Elaborations

  • initiating and responding to instructions and classroom routines and games, for example, Angkat tangan; Giliran saya
  • making and responding to requests (for example, Boleh pinjam…?, Permisi…), and asking for rephrasing, repetition and clarification, for example, Maaf Bu, apa artinya…? Mohon ulangi
  • contributing to preparing and displaying a set of class rules, for example, Jangan berlari di ruang kelas
  • using Indonesian for daily activities, such as creating and following Indonesian signs and instructions in the classroom and around the school

  VCIDC020 | Languages | Indonesian | F–10 Sequence | Levels 3 and 4 | Communicating | Socialising

• Indonesian - F–10 Sequence: Foundation to Level 2 achievement standards

  By the end of Level 2, students interact with teachers and peers through play- and action-related language. They use greetings (Selamat pagi/siang) and respond to instructions through actions (Berdirilah, Masuklah). Students pronounce the vowel sounds, and ch for c. They recognise questions (Apa? Si...

  Level description | Languages | Indonesian | F–10 Sequence | Foundation to Level 2

• 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

• VCIDC037

  Participate in classroom interactions and structured tasks by asking and responding to questions, seeking permission and expressing preferences

  Elaborations

  • asking and responding to questions, and asking for repetition or clarification, for example, Sekali lagi, Bu, Maaf, Bu, saya tidak mengerti, Di mana kata itu?
  • responding to instructions and commands, for example, Masuklah, Bukalah laptop kamu, Jangan lari, Tulislah di bukumu, Bacalah lebih keras, Berdirilah di depan kelas, Dengarkanlah, Ulangilah
  • asking permission, for example, Boleh saya ke WC?, Boleh pinjam kamus/penggaris/pena merah?
  • giving advice and reminders to peers, for example, Pakailah sepatumu, Kamu harus menulis di bukumu, Jangan bercakap-cakap

  VCIDC037 | Languages | Indonesian | F–10 Sequence | Levels 5 and 6 | Communicating | Socialising

• 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

• VCIDC088

  Interact in class routines and exchanges by asking and responding to questions, following instructions, and seeking help and permission

  Elaborations

  • following instructions to play a game, complete work or get organised, for example, dengarkanlah, bukalah laptop, berbarislah, sudah selesai?
  • asking and responding to questions to clarify meaning or instructions or request permission, for example, Maaf, saya tidak mengerti; Apa artinya?; Maaf, sekali lagi, Bu
  • interacting in classroom routines such as greeting and taking leave, for example, Selamat pagi, Pak; permisi Bu; selamat jalan; sampai besok
  • using language for comparison, opinion, reaction and reflection, for example, saya pikir…karena…, saya kira, saya heran, lebih…daripada, pertama-tama saya rasa…sekarang saya rasa…, saya setuju/tidak setuju, saya lebih suka…

  VCIDC088 | Languages | Indonesian | 7–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCIDU029

  Recognise and reproduce pronunciation conventions, including loan words from English and intonation for questions, statements and commands.

  Elaborations

  • making connections between Indonesian and English sounds, for example, c is the ch sound in ‘cheese’; g is the hard g in ‘gun’ but never soft as in ‘germ’; k is a soft sound if it appears at the end of a word as in tidak, kakak
  • knowing that using the imperative form -lah with appropriate intonation softens its force and shows consideration, for example, Berbarislah, Angkatlah tangan
  • recognising different intonation for statements and questions, for example, Kamu suka apel (with falling intonation) and Kamu suka apel? (with rising intonation)
  • identifying onomatopoeic words such as those related to transport, for example, tut-tut (car horn), brum-brum (bus), jes-jes (puffing train), kring-kring (bike bell)

  VCIDU029 | Languages | Indonesian | F–10 Sequence | Levels 3 and 4 | Understanding | Systems of language

• VCIDU097

  Develop understanding of pronunciation related to single and combined sounds and the use of intonation in statements and questions, noticing Indonesian spelling and pronunciation conventions

  Elaborations

  • recognising that Indonesian is written using the Roman alphabet but with distinctive sounds and sound combinations, for example, a, e, i, o, u, c, r, ng, ngg, ny, au, aa, ai
  • noticing raised penultimate syllable in words, for example, membosankan, berbelanja and silakan
  • recognising intonation for questions (with or without question words), statements, commands and interjections, for example, wah, aduh

  VCIDU097 | Languages | Indonesian | 7–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• 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

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

  Students participate orally in classroom routines and tasks. They respond to teacher-generated questions about texts. Students undertake word building and language exercises. They participate in shared reading and create texts using modelled language.

  Students become increasingly aware that Indonesian...

  Level description | Languages | Indonesian | F–10 Sequence

• Languages | Indonesian: Resources

  A range of resources to assist with implementing the Victorian Curriculum F – 10 are available. Please visit the following websites to access these resources (links open in a new window):

  • Victorian Curriculum F – 10 Resources and Support (VCAA)

  Includes general advice and information...

  Overview material | Indonesian

• 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

• VCIDC062

  Consider how own biography, including family origins, traditions and beliefs, impacts on identity and shapes own intercultural experiences

  Elaborations

  • noticing that aspects of personal identity such as family, religion and marital status are important in interacting with Indonesians and in how one may be perceived, for example, Saya orang Australia, Saya berasal dari Sri Lanka, Nenek saya dari Inggris, Saya orang Kristen
  • identifying formative events and experiences in own and others’ upbringing and how these shape identity, for example, rites of passage such as potong gigi, and events such as graduation or achieving a goal (Saya bangga waktu saya lulus ujian saxofon)
  • reflecting on how learning Indonesian may have impacted on own identity and understanding of the world, such as increased awareness of representations of Indonesia in the Australian media

  VCIDC062 | Languages | Indonesian | F–10 Sequence | Levels 7 and 8 | Communicating | Reflecting

• 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

• VCIDU099

  Recognise grammatical structures and features in a range of personal, informative and imaginative texts, and notice how these contribute to meaning

  Elaborations

  • analysing the key features of texts such as advertisements, stories, songs and conversations, and comparing these with texts in own language and culture
  • identifying how texts are constructed, such as textual features (for example, salutations in correspondence), grammatical structures (for example, time markers in narratives) and visual cues, for example, images in brochures
  • comparing Indonesian and English grammar, identifying similarities, for example, subject-verb-object sentence construction and differences, for example, word order of nouns and adjectives, absence of the verb ‘to be’ with adjectives and verbs
  • applying knowledge of grammatical rules and context when using dictionaries to support comprehension and creation of texts (for example, locating base words by dropping the ber- prefix), or to recognise a word type, for example, ‘saw’ = ‘see’ (melihat) and not ‘saw’ (noun; gergaji)

  VCIDU099 | Languages | Indonesian | 7–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• Indonesian - F–10 Sequence: Foundation to Level 2 description

  Students learn the sounds and written form of Indonesian. They notice similarities and differences between Indonesian and English, such as similar vocabulary and word order and differences in the position of adjectives and possessive pronouns. Students ask questions in English about Indonesia...

  Level description | Languages | Indonesian | F–10 Sequence

• 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

• VCIDC044

  Engage in intercultural experiences, describing aspects that are unfamiliar or uncomfortable and discussing own reactions and adjustments

  Elaborations

  • comparing the impact of gestures across cultures (for example, beckoning by pointing with index finger or with palm down, touching top of head, or laughing loudly) and noticing own comfort with these
  • describing ways of showing politeness, for example, giving an answer that may be incorrect as a way of saving face, or using body language such as smiling often
  • recognising and exploring aspects of own language use that reflect own cultural perspective and experiences, for example, references to climate and environment, animals, activities and routines such as chores; celebrations and events such as school camp, Easter and Anzac Day; and expressions such as ‘g’day’, ‘howzat’ and ‘morning tea’
  • noticing the impact of own assumptions about Indonesian people and culture when engaging with texts (such as being surprised if dogs are kept as pets, or assuming that all Indonesians live a subsistence lifestyle), and considering what assumptions Indonesians might hold about Australian people and culture

  VCIDC044 | Languages | Indonesian | F–10 Sequence | Levels 5 and 6 | Communicating | Reflecting