Students use formulaic phrases in Indonesian with the teacher and peers. They focus on aspects of their personal world and are introduced to content related to Indonesia. Students develop oral language...
Students use formulaic phrases in Indonesian with the teacher and peers. They focus on aspects of their personal world and are introduced to content related to Indonesia. Students develop oral language through scaffolded tasks and texts. They extend their oral fluency by focusing on sentence-level intonation and stress.
Students read texts and learn to apply their knowledge of key words and textual features to predict the meaning of unfamiliar language. Students use modelled language to create texts. They extend their language use by expressing ideas through expanding and connecting sentences.
Students expand their knowledge of vocabulary and sentence construction. They develop a range of ber- verbs, simple conjunctions and prepositions, noticing that sentences follow a similar word order to English, apart from possessive pronouns and adjectives. They develop a metalanguage for describing aspects of Indonesian language. They develop increasing awareness of the connection between language and cultural practices (for example, tawar-menawar, selamatan) and compare such connections to their own language and culture.
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 and conversations to share factual and imaginative ideas and experiences, using formulaic phrases and modelled language. Students produce ng/ny/ngg sounds, and apply knowledge of pronunciation and spelling to predict the sound, spelling and meaning of new words. They ask and respond to questions using Apa?, Siapa? Berapa? and Di mana?, and interact spontaneously with peers in discussions on familiar topics. Students use subject-focus construction with a range of ber- verbs (bermain, berjalan,...
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 and conversations to share factual and imaginative ideas and experiences, using formulaic phrases and modelled language. Students produce ng/ny/ngg sounds, and apply knowledge of pronunciation and spelling to predict the sound, spelling and meaning of new words. They ask and respond to questions using Apa?, Siapa? Berapa? and Di mana?, and interact spontaneously with peers in discussions on familiar topics. Students use subject-focus construction with a range of ber- verbs (bermain, berjalan, bercakap-cakap, berenang) and formulaic me- verbs (membaca, mendengarkan, menonton). They express numbers using ratus and ribu, and describe character and appearance using noun + adjective word order, for example, Rumah Budi besar; Dia tinggi dan lucu. Students use possessive pronouns with some accuracy (for example, Nama teman saya…) and describe events in time using pada with whole numbers and days of the week. They use prepositions such as di atas/dalam/belakang, and the conjunctions karena and tetapi. They translate texts, relying on key words and formulaic expressions, describing how meanings may vary across languages and cultures. Students comment on how experiences and cultural perspectives, including their own, influence people’s assumptions and language use in intercultural interactions.
Students understand that Indonesian is a language system that has rules, and that (subject-focus) sentence construction is similar to English. They recognise features of texts such as adjectives in descriptions, superlatives in advertisements and imperatives in signs. Students observe that language use varies according to age, relationships and situation, particularly in relation to terms of address and the nature of what is discussed. They recognise loan words from English and their Indonesian spelling (televisi) and pronunciation (kriket). They comment on similarities and differences between aspects of language and culture, such as celebrations (Idul Fitri, Hari Ulang Tahun), leisure (takraw, bulu tangkis) and environment (desa, hutan). Students understand that in both Indonesian and English some terms and expressions reflect culture-specific practices (for example, Selamat siang, mandi, guling) and cannot be directly translated.
The VCAA has recently published the Victorian Curriculum F–10 Version 2.0. To view the revised curriculum, familiarisation resources and support material, go to the Victorian Curriculum F–10 Version 2.0 website.
