Students engage with a range of Indonesian texts. They participate in tasks and experiences. Students acquire skills in analysing and translating increasingly complex texts. They use modelled language...
Students engage with a range of Indonesian texts. They participate in tasks and experiences. Students acquire skills in analysing and translating increasingly complex texts. They use modelled language to write for personal and public purposes.
Students extend their grammatical knowledge and metalanguage while beginning to explore important features of Indonesian such as register and object-focus construction. They consider connections between language and culture such as jamu, mudik, kewajiban and expressions such as Bhinneka Tunggal Ika, and make comparisons with their own language and culture. They consider language variation, including through exposure to colloquial language.
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 use and respond to open-ended questions (Berapa lama? Dulu, apakah…, Kapan Anda…? Yang mana? Sudah pernah?) and use strategies for initiating, sustaining and concluding oral and written exchanges. They locate, synthesise and evaluate specific details and gist from a range of texts. Students create a range of personal, informative and imaginative texts, working independently, drafting and editing, and seeking timely feedback. They include time markers such as Pada suatu hari, Keesokan harinya, Kemudian
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 use and respond to open-ended questions (Berapa lama? Dulu, apakah…, Kapan Anda…? Yang mana? Sudah pernah?) and use strategies for initiating, sustaining and concluding oral and written exchanges. They locate, synthesise and evaluate specific details and gist from a range of texts. Students create a range of personal, informative and imaginative texts, working independently, drafting and editing, and seeking timely feedback. They include time markers such as Pada suatu hari, Keesokan harinya, Kemudian…, and conjunctions such as namun, supaya, karena itu, to extend meanings such as in stories, comics, and written and oral reports. Students use yang to expand descriptions and ideas, and incorporate some object-focus construction to vary expression. They express opinions such as using Dari pihak saya, make comparisons such as using dibandingkan dengan, and incorporate emotions and humour. Students describe possibilities using terms such as kalau-kalau and andaikata, and express aspirations such as using Pada masa depan, mudah-mudahan, saya berharap. They translate texts and create bilingual texts, relying on textual features, patterns and grammatical knowledge, and comment on how meaning can vary across languages and cultures, such as the use of idioms and culture-specific terms. Students express reactions to intercultural experiences, and discuss their assumptions, interpretations, and any adjustments in their language use for an Indonesian perspective.
Students understand that spoken and written Indonesian vary, noticing informal usage such as nggak and aja, exclamations such as kok and dong, and the dropping of prefixes, for example, Dia (mem)beli mobil baru. They recognise contractions (for example, ortu, angkot), acronyms such as SMU and hp, and abbreviations such as texting language (i). Students use metalanguage to discuss possessive and noun–adjective word order, and use knowledge of the base word and affixation system to predict meaning and decode new words using dictionaries. They understand how language is used to create particular effects and influence others, such as through the use of rhetorical devices. Students understand that Indonesian is a national language that, for the majority of Indonesians, may be one of a number of known languages. They explain aspects of Indonesian language and culture, including concepts of diversity and nasib, and the importance of language, religion and ethnicity as identity markers. Learners make connections between language use and cultural practices, values and assumptions, both in Indonesian and in their own language use.
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...
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.
Students receive explicit instruction to understand new grammar such as embedded clauses and object-focus construction. They learn to recognise patterns and rules, analyse texts, and make connections between language and culture. They consider the power of language to achieve particular effects and influence people, including themselves. They develop a metalanguage for comparing and contrasting aspects of language and culture, and reflecting on their own language and culture.
Students learn to recognise differences in spoken and written Indonesian, as well as differences between formal and informal language. They develop understanding of the affixation system of Indonesian and learn to appreciate the importance of passive voice, religion, and a collectivist approach that is evident in language use.
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 to and create personal, descriptive, informative and imaginative texts for a range of purposes. When participating in presentations, correspondence and dialogues, students use both rehearsed and spontaneous language, and exchange facts, ideas and opinions, using questions such as Bagaimana, Mengapa and Untuk apa? In speaking, they apply conventions of pronunciation, stress and rhythm to a range of sentence structures. Students use a variety of me- verbs, pronouns, and noun forms such as ke-an, p...
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 to and create personal, descriptive, informative and imaginative texts for a range of purposes. When participating in presentations, correspondence and dialogues, students use both rehearsed and spontaneous language, and exchange facts, ideas and opinions, using questions such as Bagaimana, Mengapa and Untuk apa? In speaking, they apply conventions of pronunciation, stress and rhythm to a range of sentence structures. Students use a variety of me- verbs, pronouns, and noun forms such as ke-an, pe- and pe-an. They apply knowledge of textual features such as salutations, sequences, and persuasive and emotive language to comprehend and create texts such as public signs, advertisements, announcements and websites. Students use embedded clauses with yang to expand ideas, and create cohesion and interest by using conjunctions such as misalnya, seperti, termasuk and yaitu. They refer to the past (yang lalu, dulu), present (sedang, sedangkan, sambil, sementara) and future (akan, mau, kalau, besok, masa depan). Students engage with others using formulaic expressions and verbal fillers to sustain and extend interactions, for example, maaf, mohon diulang, saya kurang memahami, oh, begitu! dan kamu?, dengan siapa? Maksud saya, anu. They translate texts and create bilingual texts, comparing different interpretations and deciding how to deal with instances of non-equivalence, such as proverbs, idioms, proper nouns, and culture-specific terms and expressions. They comment on their own reactions in intercultural encounters and reflect on how these may relate to their own assumptions and identity, and consider how they may also be perceived by others.
Students are aware that Indonesian is a national, standardised language used for education, media and government, and that it is one of many languages in Indonesia. They understand that language use varies according to context, purpose, audience and mode, and that languages change over time. They recognise colloquial forms (banget, cowok) and make connections between these and their formal counterparts, for example, gimana?/Bagaimana?; kalo/kalau; nggak/tidak. They use metalanguage to discuss features of language, texts and grammar such as object-focus construction. They understand rules of affixation and apply these in own work including when using bilingual dictionaries. Students recognise that Indonesian borrows from other languages, including local and foreign languages. They comment on the connection between language and culture evident in language such as terms for artefacts (kris, andong), practices (minum jamu, batik/ikat), ideas (halus/kasar) and values (sopan/tidak sopan, rendah hati).
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.
