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:
For Indonesian, there is one curriculum pathway, designed to cater for second language learners.
The content descriptions of the Languages curriculum F–10 are organised through two interrelated strands. The two strands are Communicating and Understanding. Each strand contains several sub-strands.
|Using language for communicative purposes in interpreting, creating and exchanging meaning.||Analysing and understanding language and culture as resources for interpreting and shaping meaning in intercultural exchange.|
Interacting orally and in writing to exchange ideas, opinions, experiences, thoughts and feelings, and participating in planning, negotiating, deciding and taking action.
|Systems of language|
Understanding language as a system that includes sound, writing, grammatical and textual conventions.
Obtaining, processing, interpreting and conveying information through a range of oral, written and multimodal texts, developing and applying knowledge.
|Language variation and change|
Understanding how languages vary in use (register, style, standard and non-standard varieties) and change over time and place.
Engaging with imaginative experience by participating in, responding to and creating a range of texts, such as stories, songs, drama and music.
|The role of language and culture|
Analysing and understanding the role of language and culture in the exchange of meaning.
Moving between languages and cultures orally and in writing, recognising different interpretations and explaining these to others.
Participating in intercultural exchange, questioning reactions and assumptions, and considering how interaction shapes communication and identity.
In Indonesian, students progress along a curriculum continuum. The learning sequence undertaken by students will determine the number and progression of achievement standards: