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• VCIDC011

  Describe aspects of self such as family, school/class, gender and language/s, noticing how these are part of one’s identity

  Elaborations

  • identifying self as part of a family, class or peer group (for example, ini saya, saya dari Australia, saya laki-laki) and representing these relationships through drawing pictures or by adding captions to photos
  • describing friends and favourite places, such as who they play with at lunch, and favourite objects, for example, saya suka kucing; ini boneka saya
  • acknowledging special characteristics and talents of self and others, for example, saya pandai; dia bermain tenis
  • describing what languages they know and are learning, for example, Bisa berbahasa Indonesia

  VCIDC011 | Languages | Indonesian | F–10 Sequence | Foundation to Level 2 | Communicating | Reflecting

• 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

• 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

• VCIDC060

  Create bilingual texts in collaboration with others for the wider community

  Elaborations

  • creating bilingual texts, using subtitles and captions, to inform school community about aspects of Indonesian culture, (such as visiting an Indonesian home, shopping at a market, attending a ceremony, giving a gift)
  • producing public information texts in both Indonesian and English, such as promoting a concert, or an interview with a celebrity for a teen radio station
  • creating digital texts such as songs or dialogues with options for displaying in either Indonesian or English

  VCIDC060 | Languages | Indonesian | F–10 Sequence | Levels 7 and 8 | Communicating | Translating

• 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 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

• 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

• 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

• VCIDC005

  Give factual information about self, family and significant objects using labels, captions and descriptions

  Elaborations

  • recounting with the class details about shared events such as sports day, excursions, a class visit or holidays, for example, Pada hari Jumat, kami ke museum
  • participating in ‘show and tell’, presenting topics of daily life and personal interest, for example, Saya ke pantai, Ini kelinci, dia putih
  • describing aspects of shared knowledge about Indonesia, such as by pointing to places on a map or at pictures of foods, flora and fauna, for example, Ini pulau Bali, Itu rambutan, Orang utan di pohon
  • using key words and phrases to describe aspects of a video clip, photo story, or excerpt from a television program such as Jalan Sesama (the Indonesian version of Sesame Street), for example, Huruf hari ini, huruf H

  VCIDC005 | Languages | Indonesian | F–10 Sequence | Foundation to Level 2 | Communicating | Informing

• 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

• VCIDU080

  Understand pronunciation and intonation conventions, and apply to new words with affixation and a range of complex sentences

  Elaborations

  • recognising the role of stress and rhythm in creating emphasis, for example, recurring patterns, chorus, rhymes and onomatopoeia
  • noticing how tone can convey emotion, such as in colloquial language, for example, kasihan deh, bagi dong, aku dikasih nggak
  • using elision in informal communication, for example, mau [atau] nggak?, mahal s[e]kali, [bara]ngkali
  • recognising that Indonesian may allow more than one spelling of loan words, for example, bis/bus, system/sistim, propinsi/provinsi, moderen/modern
  • knowing when to pause in complex sentences with embedded clauses

  VCIDU080 | Languages | Indonesian | F–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCIDC027

  Communicate in Indonesian using routine phrases and expressions, recognising that such language reflects cultural practices and norms

  Elaborations

  • recognising differences between Indonesian and English ways of showing politeness, for example, making requests and expressing gratitude (Tolong…, Terima kasih, Boleh saya…?), and recognising what may be viewed as impolite, such as pointing with the forefinger, folding arms, touching someone’s head, or blowing nose with handkerchief and keeping it in your pocket
  • trying out respectful gestures such as bending when passing between people, nodding while greeting others, and using a soft handshake when meeting others
  • participating in interactions associated with particular Indonesian practices, for example, etiquette associated with eating such as waiting to be invited to eat (Silahkan makan) and not eating with left hand
  • noticing how own language influences expectations about Indonesian language, for example, perceiving word order as ‘back to front’ compared to English, wanting to use one word for ‘you’, feeling the need to say ‘thank you’ often
  • discussing how Australian terms and expressions might be understood from an Indonesian perspective, for example, ‘bushwalking’, ‘kick a footy’ or ‘lamington’

  VCIDC027 | Languages | Indonesian | F–10 Sequence | Levels 3 and 4 | Communicating | Reflecting

• VCIDU017

  Notice that the languages people use and the way they use them relate to who they are and where and how they live

  Elaborations

  • recognising that Indonesian is the language spoken in Indonesia, a country that is one of Australia’s neighbours in a region known as ‘Asia’
  • noticing similarities and differences between Indonesian and Australian lifestyles and language use, for example, tidur siang, bantal guling, bringing hands to forehead when greeting the teacher
  • exploring different cultural practices and related language use through games, for example, suten/suwitan, Semut, gajah, orang, and Hom Pim Pah
  • recognising words that reflect aspects of culture, for example, the names and sounds of distinctive flora and fauna such as orangutan, komodo and cicak, and artefacts such as the flag (sang merah-putih) and national emblem (garuda)
  • noticing that particular Australian-English terms and expressions have no equivalent in Indonesian, for example, ‘koala’, ‘meat pie’, ‘farm’

  VCIDU017 | Languages | Indonesian | F–10 Sequence | Foundation to Level 2 | Understanding | Role of language and culture