k10outline - Indonesian

Indonesian

Rationale

The Western Australian Curriculum: Languages enables all students to communicate proficiently in a language other than English by providing students with essential communication skills in that language, an intercultural capability, and an understanding of the role of language and culture in human communication.

In the Western Australian Curriculum, the Languages learning area comprises six subjects: Chinese: Second Language, French: Second Language, German: Second Language, Indonesian: Second Language, Italian: Second Language and Japanese: Second Language.

Language learning broadens students’ horizons to include the personal, social, and employment opportunities that an increasingly interconnected and interdependent world presents. The interdependence of countries means that people in all spheres of life have to be able to negotiate experiences and meanings across languages and cultures. It has also brought the realisation that, despite its status as a world language, a capability only in English is not sufficient, and a bilingual or plurilingual capability is the norm in most parts of the world.

The Western Australian Curriculum: Languages operates from the fundamental principle that for all students, learning to communicate in two or more languages is a rich, challenging experience of engaging with and participating in the linguistic and cultural diversity of our interconnected world. The curriculum builds upon students’ intercultural understanding and sense of identity as they are encouraged to explore and recognise their own linguistic, social, and cultural practices and identities as well as those associated with speakers of the language being learnt.

Aims

The Western Australian Curriculum: Languages aims to develop the knowledge, understanding and skills to ensure that students:

communicate in the target language
extend their literacy repertoires
understand language, culture, learning and their relationship, and thereby develop an intercultural capability in communication
develop understanding of and respect for diversity and difference, and an openness to different experiences and perspectives
develop an understanding of how culture shapes worldviews and extend their understanding of themselves, their own heritage, values, culture and identity
strengthen their intellectual, analytical and reflective capabilities, and enhance their creative and critical thinking skills
understand themselves as communicators.

Organisation

Content Structure

The Languages learning area comprises six subjects: Chinese: Second Language, French: Second Language, German: Second Language, Indonesian: Second Language, Italian: Second Language and Japanese: Second Language.

The Languages curriculum is written on the basis that schools provide a Languages program, in at least one language, from Pre-primary to Year 10. However, where schools do not have a Languages program in place, the Authority requires schools to teach a minimum of one language, commencing with Year 3 in 2018 (Year 4 in 2019, Year 5 in 2020, Year 6 in 2021, Year 7 in 2022, Year 8 in 2023).

In Years 9 and 10 the study of Languages is optional.

Each of the six Languages subjects is organised into two interrelated strands: Communicating and Understanding. Together, these strands reflect three important aspects of language learning: performance of communication, analysing various aspects of language and culture involved in communication and understanding oneself as a communicator.

Within each strand, a set of sub-strands has been identified, which reflects dimensions of language use and the related content to be taught and learned. The strands and sub-strands do not operate in isolation but are integrated in relation to language use for different purposes in different contexts. The relative contribution of each strand will differ for different languages and for different stages of learning.

Communicating

The Communicating strand focuses on students learning to use the target language to interpret, create and exchange meaning and to use the language to communicate in different contexts. It involves learning to use the target language for a variety of purposes.

Socialising

The content focuses on interacting orally and in writing to exchange, ideas, opinions, experiences, thoughts and feelings; and participating in planning, negotiating, deciding and taking action.

Informing

The content develops skills to obtain, process, interpret and convey information through a range of oral, written and multimodal texts; developing and applying knowledge.

Creating

The content focuses on students engaging with imaginative experience by participating in, responding to and creating a range of texts such as stories, songs, drama and music.

Translating

The content focuses on developing the skills to move between languages and cultures orally and in writing, recognising different interpretations and explaining these to others.

Reflecting

The content focuses on providing opportunities for students to participate in intercultural exchange, questioning reactions and assumptions; and considering how interaction shapes communication and identity.

The Communicating strand involves various combinations of listening, speaking, reading, and writing skills:

interacting and interpreting meaning (spoken and written reception)
interacting and creating meaning (spoken and written production)

and incorporates diverse text types and task types.

Understanding

The Understanding strand focuses on students analysing and understanding language and culture as resources for interpreting and shaping meaning in intercultural exchange.

Systems of language

The content focuses on students developing the understanding of language as a system, including sound, writing, grammatical and textual conventions.

Language variation and change

The content focuses on students developing the understanding of how languages vary in use (register, style, standard and non-standard varieties) and change over time and place.

The role of language and culture

The content focuses on students analysing and understanding the role of language and culture in the exchange of meaning.

Year level descriptions

Year level descriptions provide an overview of the key concepts addressed, along with core content being studied at that year level. They also emphasise the interrelated nature of the two strands and the expectation that planning will involve integration of content from across the strands.

Content descriptions

Content descriptions set out the knowledge, understanding and skills that teachers are expected to teach and students are expected to learn. They do not prescribe approaches to teaching. The core content has been written to ensure that learning is appropriately ordered and that unnecessary repetition is avoided. However, a concept or skill introduced at one year level may be revisited, strengthened and extended at later year levels as needed.

Additional content descriptions are available for teachers to incorporate in their teaching programs. Schools will determine the inclusion of additional content, taking into account learning area time allocation and school priorities.

The additional content will not be reflected in the Achievement Standard.

Achievement standards

From Pre-primary to Year 10, achievement standards indicate the quality of learning that students should typically demonstrate by a particular point in their schooling. An achievement standard describes the quality of learning (e.g. the depth of conceptual understanding and the sophistication of skills) that would indicate the student is well-placed to commence the learning required at the next level of achievement.

Glossary

A glossary is provided to support a common understanding of the key terms and concepts included in the core content.

Student Diversity

The School Curriculum and Standards Authority is committed to the development of a high-quality curriculum that promotes excellence and equity in education for all Western Australian students.

All students are entitled to rigorous, relevant and engaging learning programs drawn from the Western Australian Curriculum: Languages. Teachers take account of the range of their students' current levels of learning, strengths, goals and interests and make adjustments where necessary. The three-dimensional design of the Western Australian Curriculum, comprising learning areas, general capabilities and cross-curriculum priorities, provides teachers with flexibility to cater for the diverse needs of students across Western Australia and to personalise their learning.

Students with disability

The Disability Discrimination Act 1992 and the Disability Standards for Education 2005 require education and training service providers to support the rights of students with disability to access the curriculum on the same basis as students without disability.

Many students with disability are able to achieve educational standards commensurate with their peers, as long as the necessary adjustments are made to the way in which they are taught and to the means through which they demonstrate their learning.

In some cases, curriculum adjustments are necessary to provide equitable opportunities for students to access age-equivalent content in the Western Australian Curriculum: Languages. Teachers can draw from content at different levels along the Pre-primary – Year 10 sequence. Teachers can also use the general capabilities learning continua in Literacy, Numeracy and Personal and social capability to adjust the focus of learning according to individual student need.

Teachers may also need to consider adjustments to assessment of students with disability to ensure student achievement and demonstration of learning is appropriately measured.

English as an additional language or dialect

Students for whom English is an additional language or dialect (EAL/D) enter Western Australian schools at different ages and at different stages of English language learning and have various educational backgrounds in their first languages. While many EAL/D students bring already highly developed literacy (and numeracy) skills in their own language to their learning of Standard Australian English, there are a significant number of students who are not literate in their first language, and have had little or no formal schooling.

The Western Australian Curriculum: Languages is founded on contemporary understandings of language acquisition, where development and learning all the languages students experience in their socialisation and education form part of students’ distinctive linguistic and cultural repertoires. These are variously developed by both the experience of schooling and broader social community experience. These repertoires are an integral part of students’ identities and what they bring to the learning of additional languages as part of the languages learning area within the school curriculum.

While the Western Australian Curriculum: Languages primarily addresses the learning of languages, this learning cannot be separated from the development of students’ more general communicative repertoires. It is through such a relational and holistic approach to languages education that students develop their capabilities in knowing and using multiple languages. Students extend their communicative and conceptual development, learning and identity formation.

In various kinds of bilingual programs, students are afforded an opportunity to learn through the medium of English and another language (students’ first or additional language). These programs are of particular value in ensuring students continue to develop at least two languages that are of value to them. They are of value to both their conceptual development and learning and to their identity formation.

Aboriginal and Torres Strait Islander communities recognise the importance of literacy to their children. They support literacy education programs that are founded on establishing literacy in their children’s first language. These are the Aboriginal and Torres Strait Islander languages their communities use. Literacy in English is regarded as concomitant on first establishing students’ literacy in their first language. Although most bilingual programs in Aboriginal and Torres Strait Islander languages are designed to help students’ transition into learning in English, their fundamental value is in the development of bilingual literacy. Strengthening the bilingual literacy of Aboriginal and Torres Strait Islander students can significantly contribute to improving their overall academic achievement and success.

While the aims of the Western Australian Curriculum: Languages are the same for all students, EAL/D students must achieve these aims while simultaneously learning a new language and learning content and skills through that new language. These students may require additional time and support, along with teaching that explicitly addresses their language needs. Students who have had no formal schooling will need additional time and support in order to acquire skills for effective learning in formal settings.

Gifted and talented students

Teachers can use the Western Australian Curriculum: Languages flexibly to meet the individual learning needs of gifted and talented students.

Teachers can enrich students' learning by providing them with opportunities to work with learning area content in more depth or breadth (e.g. using the additional content descriptions); emphasising specific aspects of the general capabilities learning continua (e.g. the higher order cognitive skills of the critical and creative thinking capability); and/or focusing on cross-curriculum priorities. Teachers can also accelerate student learning by drawing on content from later year levels in the Western Australian Curriculum: Languages and/or from local, state and territory teaching and learning materials.

Ways of Teaching

The ‘ways of teaching’ aim to support teachers with planning for curriculum delivery across the years of school, with the teaching in each year extending learning in previous years.

The ‘ways of teaching’ complement the principles of teaching and learning in the Western Australian Curriculum and Assessment Outline (http://k10outline.scsa.wa.edu.au/). The principles focus on the provision of a school and class environment that is intellectually, socially and physically supportive of learning. The principles assist whole-school planning and individual classroom practice.

The Languages learning area is made up of six distinct subjects: Chinese: Second Language, French: Second Language, German: Second Language, Indonesian: Second Language, Italian: Second Language and Japanese: Second Language. The content is presented through two interrelated strands Communicating and Understanding. The Communicating strand focuses on students learning to use the target language to interpret, create and exchange meaning and to use the language to communicate in different contexts while the Understanding strand focuses on students analysing and understanding language and culture as resources for interpreting and shaping meaning in intercultural exchange.

Through learning a language students learn to effectively communicate in the second language they are learning, develop an intercultural capability and understanding of the role of language and culture in communication and reflect on their language use and language learning.

Languages

In Languages students learn to communicate across the five sub strands of Socialising, Informing, Creating, Translating and Reflecting. Students analyse and develop their understanding of language and culture through the three sub strands of Systems of language, Language variation and change and the Role of language and culture. The sub strands are designed to be taught in an integrated way with the aim that they enrich the capability of the students to become successful intercultural communicators. The strands and sub strands do not operate in isolation but are integrated in relation to language use for different purposes in different contexts. The relative contribution of each strand will differ for different languages and for different stages of learning.

To support students' learning, teachers should develop teaching and learning programs in Languages to ensure that:

the prior knowledge of students is identified to establish a starting point for learning
in the early years, planning includes child-initiated, self-directed and play based activities
the sub strands within the Communicating and Understanding strands are incorporated and integrated to ensure rich learning experiences
opportunities are provided for students to communicate in the target language and to reflect on their communication and language learning experiences
the target language is used as a means of instruction to build the students’ skills in comprehending spoken language.

To engage students in Languages, teachers typically create learning experiences which:

draw on students’ personal interests, real-life experiences, or use stimulus materials to create meaningful linkages to the places where the target language is spoken
use a wide range of authentic texts that are in the target language such as websites, tickets, films, advertisements and children’s picture books
involve students in the performance, analysis and creation of a range of creative and imaginative texts such as poems, plays, songs and stories
involve students in learning outside the classroom through exposure to authentic experiences and the facilitation of connection points with the local and wider community
provide opportunities for students to communicate with first language speakers of the language they are learning through written, digital or spoken communication
use new and emerging technologies to engage students in their language learning and to facilitate communication between first language speakers of the target language
include current and/or recent events, issues or ‘hot topics’ that are relevant to young people in the country/countries where the target language is spoken.

Figure 1 is a visual representation of ways of teaching Languages.

For information on how to collect evidence to inform planning for ongoing learning experiences in Languages, refer to ‘Ways of Assessing’.

Figure 1:" Ways of teaching in Languages"

Ways of Teaching Video

Transcript

Ways of Assessing

The 'ways of assessing' complement 'ways of teaching' and aim to support teachers in developing effective assessment practices in the Languages.

The 'ways of assessing' also complement the principles of assessment contained in the Western Australian Curriculum and Assessment Outline. The assessment principles, reflective questions and assessment snapshots support teachers in reflecting on their own assessment practice in relation to each of the assessment principles. Here teachers will find:

background information for each principle
reflective questions
guidance for addressing the principle within their own assessment practice.

Refer to the Western Australian Curriculum and Assessment Outline (http://k10outline.scsa.wa.edu.au) for further guidance on assessment principles, practices and phases of schooling.

The key to selecting the most appropriate assessment is in the answers to several reflective questions. For example:

How do you use assessment as the starting point of your lesson planning?
Do your assessments have a clear purpose?
Do you design assessment tasks in a way that meets the dual purposes of formative and summative assessment?
How do you use your observations of students (during the course of classroom activities, in assignments and in tests) to determine how learning can be improved?
How do you identify students' misconceptions or gaps in their learning?
How do you identify the next skill or understanding a student, or group of students, needs to learn?
What information do you collect to evaluate your own teaching?
How do you work with colleagues to evaluate student achievement data and how does this work inform your teaching?
What range of evidence do you draw on when you report student performance and evaluate your teaching?

In the Languages, the two strands Communicating and Understanding are interrelated and inform and support each other. When developing assessment tasks, teachers provide students with opportunities to communicate in the language that they are learning and to demonstrate their understanding of the language needed for effective and interculturally appropriate communication. Assessment tasks typically address the syllabus content in interconnected ways within relevant, meaningful contexts to students. As students demonstrate their learning in different ways, teachers use ongoing assessment processes that include a diverse array of assessment strategies.

Refer to the Judging Standards tool in the Western Australian Curriculum and Assessment Outline (http://k10outline.scsa.wa.edu.au/home/judging-standards) when reporting against the Achievement Standards; giving assessment feedback; or explaining the differences between one student's achievement and another's.

The following table provides examples of assessment strategies which can enable teachers to understand where students are in their learning. Assessments should also be based on the integration of a range of types and sources of evidence.

Examples of assessment strategies	Examples of sources of evidence
Observation	Ongoing and first-hand observations of student learning, their responses, comprehension, pronunciation, use and understanding of a range of vocabulary and grammar documented by the teacher through the use of anecdotal notes, checklists, photographs, videos or audio recordings. Observation may take the following form: participation in group and whole class activities such as jigsaw, gallery walks, flyswat, shared book reading or play-based learning following instructions in the target language for a craft activity, sport, game or cooking developing and performing in a role play question and answer sessions over the shoulder marking of student work.
Group activities	Cooperative activities that provide opportunities for individual and peer-learning. During group work, teachers should stop at key points to check individual student understanding.
Short responses	Short responses to tasks may take the following form: drawing diagrams, maps, sketches or graphs translating text from one language to another cloze activities, multiple choice questions or jumbled sentences participating in games such as: sentence relay, hangman, anagrams, drawing a word/ phrase, acting out a word/phrase, asking questions to guess a character short oral responses naming objects or images colouring or circling an image to demonstrate comprehension of spoken text reading for information in a written text listening for information in a spoken text writing a blog post, shopping list, diary entry, poem, postcard, song lyrics, menu, recipe, invitation, message, speech bubbles or comic strip giving short oral descriptions of a stimulus picture.
Extended responses	Extended responses to tasks are longer answers that may take the following form: response to a statement or question such as an email, blog post, letter, diary entry, article, short story, account or personal profile response to an experience such as a film review, restaurant review, or report on an excursion response to information and or data such as newspaper articles, artefacts, blog or table of statistics.
Practical and authentic tasks	The demonstration of learning through practical authentic or simulated activities may take the following form: following instructions to perform a traditional or modern dance cooking food and selling it at a food stall setting up and running a class café contributing to a class blog purchasing or exchanging items from a stall creating an itinerary or schedule for a class trip or excursion conversing with speakers of the target language through the Internet.
Performances or oral presentations	The demonstration of learning in practical performances or presentations, interviews, role play, speeches, simulations, debates and performances may take the following form: conducting an interviewing and being interviewed performing a song or acting in a play performing a story telling, puppet show, poetry recital, radio program, weather report participating in a debate delivering a speech participating in a simulation activity such as asking and following directions, purchasing items from a stall participating in shared, sustained conversation.
Visual representations	The demonstration of learning through making connections, showing relationships and concept mapping of student knowledge through visual representations may take the following form: displaying information on Venn diagrams, maps, posters, graphs, tables, concept maps, timelines, brochures and charts creating digital presentations with slides, animation or video creating a comic strip or story board translating information from written text into a timeline or concept map.
Portfolios	Collections of student work that provide long-term documentation of student progress and achievement may take the following form: video and audio recordings of student work written samples of work such as a student diary, journal of a class mascot, record of class rules/routines, labelled drawings of favourite characters from stories.

General Capabilities

The general capabilities encompass the knowledge, skills, behaviours and dispositions that will assist students to live and work in the 21st century. Teachers may find opportunities to incorporate the capabilities into the teaching and learning program for the Languages. The general capabilities are not assessed unless they are identified within the content.

Literacy

Students become literate as they develop the knowledge, skills and dispositions to interpret and use language confidently for learning and communicating in and out of school and for participating effectively in society. Literacy involves students in listening to, reading, viewing, speaking, writing and creating oral, print, visual and digital texts, and using and modifying language for different purposes in a range of contexts.

In the Languages, learners of all languages are afforded opportunities for overall literacy development; strengthening literacy-related capabilities that are transferable across the language being learnt, their first language and English. For language learners, literacy involves skills and knowledge that need guidance, time and support to develop. These skills include:

developing an ability to decode and encode from sound to written systems
mastering of grammatical, orthographic and textual conventions
developing semantic, pragmatic and critical literacy skills.

Numeracy

Students become numerate as they develop the knowledge and skills to use mathematics confidently across all learning areas at school and in their lives more broadly. Numeracy involves students recognising and understanding the role of mathematics in the world and having the dispositions and capacities to use mathematical knowledge and skills purposefully.

In the Languages, learners of all languages are afforded opportunities to develop, use and understand patterns, order and relationships, to reinforce concepts, such as number, time and space, in their own and in others’ cultural and linguistic systems.

Information and communication technology (ICT) capability

Students develop ICT capability as they learn to use ICT effectively and appropriately to access, create and communicate information and ideas; solve problems; and work collaboratively in all learning areas at school and in their lives beyond school. ICT capability involves students in learning to make the most of the technologies available to them; adapting to new ways of doing things as technologies evolve and limiting the risks to themselves and others in a digital environment.

Each Languages subject is enhanced through the use of information and communication technology; accessing live language environments and texts via digital media contributes to the development of information technology capabilities as well as linguistic and cultural knowledge.

Critical and creative thinking

Students develop capability in critical and creative thinking as they learn to generate and evaluate knowledge, clarify concepts and ideas, seek possibilities, consider alternatives and solve problems. Critical and creative thinking are integral to activities that require students to reflect broadly and deeply using skills, behaviours and dispositions such as reason, logic, resourcefulness, imagination and innovation in all learning areas at school and in their lives beyond school.

In the Languages, as students learn to interact with people from diverse backgrounds and as they explore and reflect critically, they learn to notice, connect, compare, and analyse aspects of the language and culture. As a result, they develop critical thinking skills as well as analytical and problem-solving skills.

Personal and social capability

Students develop personal and social capability as they learn to understand themselves and others, manage their relationships, lives, work and learning more effectively. The personal and social capability involves students in a range of practices including recognising and regulating emotions; developing empathy for, and understanding of others; establishing positive relationships; making responsible decisions; working effectively in teams; and handling challenging situations constructively.

This involves understanding and empathising, which are important elements of social and intercultural competence. Being open-minded and recognising that people view and experience the world in different ways and learning to interact in a collaborative and respectful manner are key elements of personal and social competence.

In the Languages, learning to interact in a collaborative and respectful manner, being open-minded and recognising that people view and experience the world in different ways are key elements of personal and social competence. Interacting effectively in an additional language and with people of diverse language backgrounds involves negotiating and interpreting meaning in a range of social and cultural situations; essential aspects of learning another language.

Ethical understanding

Across the Western Australian Curriculum, students develop ethical understanding as they identify and investigate ethical concepts, values, character traits and principles and understand how reasoning can assist ethical judgement. Ethical understanding involves students in building a strong personal and socially oriented ethical outlook that helps them to manage context, conflict and uncertainty, and to develop an awareness of the influence that their values and behaviour have on others.

In the Languages, students learn to acknowledge and value difference in their interactions with others and to develop respect for diverse ways of perceiving and acting in the world. Opportunities are provided to monitor and to adjust their own ethical points of view.

Intercultural understanding

Students develop intercultural understanding as they learn to value their own cultures, languages and beliefs, and those of others. They come to understand how personal, group and national identities are shaped, and the variable and changing nature of culture. The capability involves students in learning about and engaging with diverse cultures in ways that recognise commonalities and differences, create connections with others and cultivate mutual respect.

In the Languages, development of intercultural understanding is a central aim, as it is integral to communicating in the context of diversity, the development of global citizenship and lifelong learning. Students bring to their learning various preconceptions, assumptions and orientations shaped by their existing language(s) culture(s) to their learning that can be challenged by the new language experience. Learning to move between the existing and new languages and cultures is integral to language learning and is the key to the development of students’ intercultural capability. By learning a new language students are able to notice, compare and reflect on things previously taken for granted; to explore their own linguistic, social and cultural practices as well as those associated with the new language. They begin to see the complexity, variability and sometimes the contradictions involved in using language.

Learning a new language does not require forsaking the first language. It is an enriching and cumulative process, which broadens the students’ communicative repertoire, providing additional resources for interpreting and making meaning. Students come to realise that interactions between different people through the use of different languages also involves interactions between the different kinds of knowledge, understanding and values that are articulated through language(s) and culture(s). They realise that successful intercultural communication is not only determined by what they do or say, but also by what members of the other language and culture understand from what they say or do.

Cross-Curriculum Priorities

The cross-curriculum priorities address the contemporary issues which students face in a globalised world. Teachers may find opportunities to incorporate the priorities into the teaching and learning program for the Languages. The cross-curriculum priorities are not assessed unless they are identified within the specified unit content.

Aboriginal and Torres Strait Islander histories and cultures

Across the Western Australian Curriculum: Languages, the Aboriginal and Torres Strait Islander histories and cultures priority provides opportunities for students to deepen their knowledge of Australia by engaging with the world's oldest continuous living cultures. Students will understand that contemporary Aboriginal and Torres Strait Islander communities are strong, resilient, rich and diverse. The knowledge and understanding gained through this priority will enhance the ability of young people to participate positively in the ongoing development of Australia.

In the curriculum students are provided with opportunities to develop an understanding of concepts related to the linguistic landscape of Australia and to the concepts of language and culture in general and make intercultural comparisons across languages, including Aboriginal and Torres Strait Islander languages.

Asia and Australia's engagement with Asia

Across the Western Australian Curriculum: Languages, students are able to learn the languages of the Asian region, learning to communicate and interact in interculturally appropriate ways, exploring concepts, experiences and perspectives from within and across Asian cultures.

In all the languages, the priority of Asia and Australia's engagement with Asia provides opportunities for students to develop an appreciation for the place of Australia within the Asian region. They learn how Australia is situated within the Asian region, how our national linguistic and cultural identity is continuously evolving both locally, regionally and within an international context. The curriculum also provides students with opportunities to engage with a range of texts and concepts related to:

Asia and Australia’s engagement with Asia
the languages and cultures of Asia
people of Asian heritage who reside in Australia.

Sustainability

Across the Western Australian Curriculum: Languages, the sustainability priority allows students to develop knowledge, skills and understanding about sustainability within particular cultural contexts. This is crucial in the context of national and international concerns about, for example, climate change, food shortages, and alternative ways of caring for land and agriculture, social and political change, conservation and how language and culture evolve. Through developing a capability to interact with others, negotiating meaning and mutual understanding respectfully and reflecting on communication, students learn to live and work in ways that are both productive and sustainable.

Glossary

Indonesian: Second Language — Pre-primary to Year 10

Pre-primary year syllabus

Year Level Description

Students enter the early years of school with established communication skills in one or more languages and varying degrees of early literacy capability. Typically, students come to Indonesian: Second Language with little to no prior experience of the Indonesian language and culture.

In Pre-primary students communicate in Indonesian, interacting and exchanging greetings and simple information about themselves with their teacher and peers, through action-related talk and structured play. They participate in shared activities using simple, repetitive key words, movement and songs or to respond to teacher talk and instruction in Indonesian. Students recognise pictures, key words and phrases and written Indonesian in rhymes, songs and titles and convey factual information about themselves, using gestures and familiar words. They engage by listening to and viewing short imaginative texts, through action and other forms of expression and participate in shared performance of short imaginative texts, playing with sound patterns and non-verbal forms of expression.

Students become familiar with the systems of Indonesian language, experimenting with reproducing the vowel sounds and the letters of spoken Indonesian as modelled by the teacher. They notice and use context-related vocabulary and recognise some first elements of grammar to generate language for purposeful interaction.

In Pre-primary students recognise that while English is the official language spoken in Australia, Indonesian is one of many languages, including Aboriginal languages and Torres Strait Islander languages, which is spoken in Australia. They also notice similarities and differences between Indonesian and English and begin to develop curiosity around the ideas of language and culture. Creative play in the classroom provides opportunities for exploring these differences.

Students learn Indonesian in the early years through rich language input. Regular opportunities to revisit, recycle and review, and continuous feedback, response and encouragement assist students in the language learning process.

Communicating

Socialising

Interact with the teacher and peers through action-related talk and structured play, to exchange greetings such as Selamat pagi Ibu/Bapak; Sampai jumpa!; Apa kabar? Baik-baik saja

Introduce and share information about themselves, for example, Nama saya…; Umur saya…; Saya tinggal di…; Apa kabar? Saya senang/
sedih/cape/marah/sakit; Berapa umurmu? Umur saya lima
(ACLINC001)

Participate in shared action with the teacher and peers using simple, repetitive key words, images, movement and songs, for example, Topi Saya Bundar, Lingkaran Kecil and Di Sini Senang; Balonku ada lima, Selamat pagi Bu
(ACLINC002)

Respond to teacher talk and instruction, for example, duduklah; berdirilah; diamlah; lihatlah; maju; klik di sini
(ACLINC003)

Informing

Recognise pictures, symbols, key words and phrases of spoken and written Indonesian in rhymes, songs, labels and titles related to their personal worlds
(ACLINC004)

Convey factual information about their personal worlds using songs, rhymes, gestures, pictures, labels, captions and familiar words
(ACLINC005)

Creating

Engage by listening to and viewing a range of short imaginative texts and respond through action, dance, singing, drawing, movement and other forms of expression
(ACLINC006)

Participate in the shared performance of songs or rhymes, playing with sound patterns, rhyming words and non-verbal forms of expression
(ACLINC007)

Translating

Share with peers, family and others, familiar Indonesian words, phrases, sounds and gestures, noticing how they may have similar or different meanings in English or other known languages
(ACLINC008)

Reflecting

Begin to notice how Indonesian feels/sounds different when speaking, singing a song or hearing it spoken by others compared with using and hearing their own language(s)
(ACLINC010)

Understanding

Systems of language

Recognise and experiment with reproducing the sound of the vowels and the letters of spoken Indonesian by singing, reciting and repeating words and phrases in context
(ACLINU012)

Notice and use context-related vocabulary to generate new language

Recognise some first elements of grammar, including:

greeting and farewelling others, for example, Selamat pagi/siang/sore/ malam; Sampai jumpa!
describing actions using simple verbs, for example, makan, duduk, minum, tidur
understanding different question words and the anticipated answer, for example, Siapa?; Apa?; Berapa?
referring to numbers of things using cardinal numbers, for example, nol-sepuluh, belas

(ACLINU013)

Recognise that language is organised as ‘text’ that can be spoken, written, digital, visual or multimodal
(ACLINU014)

Language variation and change

Understand that in Indonesian, as in English and other languages, there are different ways of greeting and interacting with people
(ACLINU015)

Role of language and culture

Recognise that Indonesian is one of many languages spoken in Australia, including Aboriginal languages and Torres Strait Islander languages, Asian languages and world languages
(ACLINU016)

Achievement standard

At standard, students interact in Indonesian with their teacher and each other through action-related talk, structured play, classroom instructions and routines to exchange simple greetings, such as Selamat pagi, and to provide simple information about themselves, such as Nama saya Ben. They participate in shared performance of familiar stories and songs, and make meaning using verbal and non-verbal forms of expression. Students identify most key words and some phrases of spoken Indonesian relating to their personal worlds and convey most simple, factual information, with guidance, using verbal and non-verbal forms of expression. They participate in shared performance of imaginative texts, such as familiar songs and rhymes and respond, with guidance, using verbal and non-verbal forms of expression. Students share with others familiar Indonesian words, phrases and gestures related to their personal worlds. They explore how familiar Indonesian words may have similar or different meanings in English and begin to talk about how Indonesian feels/sounds different when speaking or hearing it spoken.

Students experiment with reproducing the sound of the vowels, letters and rhythms of spoken Indonesian with a satisfactory level of accuracy. They write simple texts, such as lists and labels, using vocabulary and some first elements of grammar with a satisfactory level of accuracy. Students greet and farewell others and describe actions using simple verbs, such as makan, duduk, minum and tidur. They refer to numbers of things using cardinal numbers, such as nol-sepuluh, respond to different question words, such as Siapa? and Apa? and provide the anticipated answer. They comment on how language is organised as ‘text.’ Students recognise that Indonesian is one of many languages spoken in Australia and around the world, and that there are different ways of greeting, addressing and interacting with people, and usually act accordingly. Students begin to develop curiosity around the ideas of language and culture.

Year 1 Syllabus

Year Level Description

Year 1 Indonesian: Second Language builds on the skills, knowledge and understanding required by students to communicate in the Indonesian language developed in Pre-primary and focuses on extending their oral communication skills. Typically, the students’ only exposure to and experience of the Indonesian language and culture is from their school learning environment.

Students communicate in Indonesian, interacting with the teacher and peers to share information about themselves, their age and where they live, and to talk about their favourite things. They participate in guided group activities, using simple repetitive language to support understanding and to convey meaning or to respond to teacher talk and instruction in Indonesian. Students locate key words and information in simple texts and convey factual information about their personal worlds using pictures, familiar words and simple statements. They participate in listening to and viewing a range of short imaginative texts and in shared performance of short imaginative texts.

Students become familiar with the systems of the Indonesian language, recognising and reproducing the sound of the vowels and the letters of spoken Indonesian and recognising that Indonesian is written using the Roman alphabet. They notice and use context-related vocabulary and recognise some first elements of grammar to generate language for a range of purposes.

In Year 1 students recognise that Australia is a multilingual society with speakers of many different languages, including Indonesian and that Indonesian and English borrow words and expressions from each other. They know that language is used differently in different situations and between different people. They identify differences and similarities between their own and others’ languages and cultures.

Communicating

Socialising

Interact with the teacher and peers, using simple modelled language and gestures, to share information about themselves such as their age and where they live and to talk about their favourite things, for example, Berapa umur kamu? Umur
saya …; Saya tinggal di Perth; Saya suka kucing hitam; Saya tidak suka anjing; Saya suka/pakai pensil biru
(ACLINC001)

Participate in guided group activities, using simple repetitive language in songs, rhymes, games, gestures and pictures to support understanding and to convey meaning
(ACLINC002)

Respond to teacher talk and instruction, for example, saying the date and responding to the calling of the class roll
(ACLINC003)

Informing

Locate key words and information in simple spoken and written texts such as charts, lists, labels and captions, rhymes and songs related to their personal worlds
(ACLINC004)

Convey factual information about personal worlds using pictures, labels, captions, familiar words and simple statements
(ACLINC005)

Creating

Participate in listening to and viewing a range of short imaginative texts and respond through action, dance, singing, drawing and collaborative retelling
(ACLINC006)

Participate in the shared performance of songs, rhymes, stories and the presentation of action stories using verbal and non-verbal forms of expression and modelled language
(ACLINC007)

Translating

Share with others simple Indonesian expressions, sounds, gestures, name familiar objects and use Indonesian and/or English to conduct simple conversations
(ACLINC008)

Reflecting

Notice ways of talking in Indonesian that appear different to their own ways and how voice, behaviour and body language may change when speaking Indonesian
(ACLINC010)

Understanding

Systems of language

Recognise and reproduce the sound of the vowels and the letters of spoken Indonesian and recognise that Indonesian is written using the Roman alphabet
(ACLINU012)

Notice and use context-related vocabulary and some first elements of grammar to generate language for a range of purposes, including:

identifying people using pronouns, for example, Ibu and Pak and using concrete nouns for objects, for example, buku, tas, pintu, anjing, kucing
using imperatives to tell others to do something, for example, Duduklah; Lipat tangan; Tepuk tangan
referring to numbers of things using cardinal numbers, for example, nol-sepuluh, puluh, belas
negating verbs using tidak
understanding different question words and the anticipated answer, for example, Siapa?; Apa?; Berapa?; Di mana?
describing the colour and size, of an animal or thing using noun–adjective phrases, for example, bola merah, anjing besar, kucing kecil, saya pendek

(ACLINU013)

Understand that language is organised as ‘text’ and that different types of texts have different features
(ACLINU014)

Language variation and change

Recognise that Indonesian speakers use language differently in different situations such as when socialising with peers and friends, or at home with the family
(ACLINU015)

Role of language and culture

Recognise that Australia is a multilingual society with speakers of many different languages, including Indonesian and that Indonesian and English borrow words and expressions from each other
(ACLINU016)

Achievement standard

At standard, students interact in Indonesian with their teacher and each other through guided group activities, classroom instructions and routines to provide information about themselves, their age and where they live, and to talk about their favourite things. They use simple modelled language, gestures and other forms of expression, with occasional guidance, to ask questions and make statements, such as Siapa? Saya suka kucing. Students locate most key words and information in simple spoken and written texts and convey factual information about their personal worlds using verbal and non-verbal forms of expression. They respond to a range of short imaginative texts and participate in the shared performance and presentation of short texts using familiar verbal and non-verbal forms of expression and well-rehearsed modelled language. Students share simple Indonesian expressions, sounds and gestures, and name some familiar objects. They talk about some of the ways of talking in Indonesian that appear different from their own ways, and become aware of how voice, behaviour and body language may change when speaking Indonesian.

Students reproduce the sound of the vowels and the letters of spoken Indonesian with a satisfactory level of accuracy. They recognise that Indonesian is written using the Roman alphabet. They use words and expressions to convey factual information at word and simple sentence level, and use some first elements of grammar to write simple texts, such as lists, labels and captions, with a satisfactory level of accuracy. Students identify people using pronouns, and use concrete nouns for objects, such as buku and tas. Theyuse imperatives to tell others to do something, such as Duduklah! and Lipat tangan! and refer to numbers of things using cardinal numbers. Students negate verbs using tidak and respond to different question words, such as Berapa? with the anticipated answer. They describe the colour and size of an animal or thing using noun-adjective phrases, such as bola merah and anjing besar. Students make some comments about how language is organised as ‘text’ and that different types of texts have different features. They recognise that Indonesian speakers use language differently in different situations. Students recognise that Indonesian is one of the many languages spoken in Australia and identify some words and expressions that Indonesian and English borrow from each other.

Year 2 Syllabus

Year Level Description

Year 2 Indonesian: Second Language builds on the skills, knowledge and understanding required to communicate in the Indonesian language developed in Year 1 and focuses on extending the oral communication skills of students.

Students communicate in Indonesian, interacting with the teacher and peers in routine exchanges such asasking each other how they are, offering wishes and to talk about events in the day and over the year. They use repetitive and formulaic language to participate in guided group activities, simple tasks and transactions. Students identify key points of information in simple spoken, written or digital texts to complete guided tasks. They engage with a range of imaginative texts through shared reading, collaborative retelling and performance and create stories and perform imaginative scenarios.

Students become familiar with the systems of the Indonesian language, reproducing the sound of the vowels and the letters c (ch) and trilled r. They recognise and begin to write high-frequency words and expressions in familiar contexts. Students notice and use context-related vocabulary and understand some first elements of grammar to generate language for a range of purposeful interactions such as using noun-adjective phrases to describe the characteristics of a person, place or thing.

In Year 2 students recognise that all languages, including Indonesian, continuously change over time through contact with each other and through changes in society. They explore how Indonesian speakers use language differently in different situations and according to cultural norms.

Students learn Indonesian in the early years through rich language input. At this stage, play and imaginative activities, music, movement and familiar routines, opportunities to revisit, recycle and review, and continuous feedback, provide the essential scaffolding to assist students in the language learning process.

Communicating

Socialising

Interact with the teacher and peers, using simple descriptive or expressive modelled language and gestures, to participate in routine exchanges such as asking each other how they are, offering wishes and to talk about events in the day, and over the year, for example, Saya tinggi dan lucu; Saya mau makan apel; Selamat pagi, Bu! Apa kabar? Baik; Sampai jumpa!; Ulang tahun saya tanggal 25 Juni; Selamat Hari Natal dan Tahun Baru!; Ibu saya cantik
(ACLINC001)

Participate in guided group activities, simple tasks and transactions and games, taking turns, exchanging and negotiating, using simple language
(ACLINC002)

Respond to teacher talk and instruction and ask for clarification or assistance using simple questions, statements and gestures
(ACLINC003)

Informing

Identify specific points of information from familiar types of simple spoken, written or digital texts to complete guided tasks related to their personal worlds
(ACLINC004)

Convey factual information about their personal worlds using familiar words and phrases, simple statements and modelled language
(ACLINC005)

Creating

Participate in listening to, viewing and reading a range of imaginative texts and respond through action, performance, shared reading and collaborative retelling
(ACLINC006)

Create stories and perform imaginative scenarios, through role-play, mime, drawing, oral discussion or scaffolded writing activities, using familiar words and modelled language
(ACLINC007)

Translating

Translate for others what they can express in Indonesian, interpreting simple expressions and songs and explaining how meanings are similar or different in English or other known languages
(ACLINC008)

Reflecting

Recognise similarities and differences between aspects of Indonesian and Australian cultural practices and related language use
(ACLINC010)

Understanding

Systems of language

Reproduce the sound of the vowels and the letters
c (ch) and trilled r and reproduce spelling of simple, high-frequency words

Notice that statements, commands and questions have different intonations

Recognise and reproduce loan words from English and begin to write high-frequency words and expressions in familiar contexts

(ACLINU012)

Notice and use context-related vocabulary and understand some first elements of grammar to generate language for a range of purposes, including:

describing possession using word order in familiar phrases, for example, Nama saya…; Ibu saya…
describing actions using simple verbs, for example, makan, duduk, minum, suka, tidur, bermain
interacting using auxiliary verbs, for example, ada, mau, boleh, bisa
using different question words and the anticipated answer, for example, Siapa?; Apa?; Berapa?; Di mana?
using imperatives to tell others to do something, for example, Duduk, Lipat tangan, Tepuk tangan
referring to numbers of things using cardinal numbers, for example, nol-sepuluh, puluh, belas
recognising joining words or phrases using conjunctions, for example, dan, tetapi
referring to things using demonstratives ini and itu, for example, Ini buku
describing the characteristics of things using noun-adjective phrases, for example, buku merah, anjing besar, kucing saya kecil, bapak saya tinggi, saya pendek,Ibu saya lucu
negating verbs and adjectives using tidak

(ACLINU030)

Understand that language is organised as ‘text’ that takes different forms and uses different structures and features to achieve its purpose
(ACLINU014)

Language variation and change

Understand that Indonesian speakers use language differently in different situations and according to cultural norms such as when at home with the family or in the classroom
(ACLINU015)

Role of language and culture

Understand that all languages, including Indonesian, change continuously through contact with each other and through changes in society
(ACLINU016)

Achievement standard

At standard, students interact in Indonesian with their teacher and each other through routine exchanges, guided group activities, instructions and transactions to share information about how they are, offer wishes and talk about events in the day and over the year. They use simple descriptive or expressive modelled language, such as Selamat pagi, Bu! and Apa kabar? Students identify some specific points of information in simple texts to mostly complete guided tasks and they make use of familiar words and phrases, simple statements and modelled language to convey factual information about their personal worlds. They listen to, view and read a range of imaginative texts and respond using simple verbal and non-verbal forms of expression and some modelled language. They create stories with some guidance and perform imaginative scenarios, using familiar words and modelled language. Students translate for others some of what they can express in Indonesian, and state how meanings are similar or different in English. They identify some of the similarities and differences between Indonesian and Australian cultural practices and use of language.

Students reproduce the sounds and rhythms of spoken Indonesian and the pronunciation of the vowels and the letters c (ch) and trilled r, with a satisfactory level of accuracy. They use familiar vocabulary to convey factual information at word and simple sentence level, and some first elements of grammar to write simple texts, such as lists, captions and descriptions with a satisfactory level of accuracy. Students apply word order in familiar phrases, such as nama saya to describe possession. Students use simple verbs, such as suka and bermain to describe actions and auxiliary verbs, such as ada and mau. Students use question words, such as Di mana? and respond with the anticipated answer. Students use imperatives to tell others to do something, such as Tepuk tangan! and refer to numbers of things using cardinal numbers, such as nol-sepuluh, puluh and belas. Students use conjunctions, such as dan and tetapi and use demonstratives ini and itu to refer to things. Students use noun-adjective phrases, such as buku merah and Bapak saya to describe the characteristics of things and they negate verbs and adjectives using tidak. They identify some different forms of texts that use the different structures and features to achieve their purpose. Students identify some ways Indonesian speakers use language differently in different situations, and between different people and some ways that the Indonesian language has changed over time through contact with other languages and changes in society.

Year 3 Syllabus

Year Level Description

Year 3 Indonesian: Second Language builds on the skills, knowledge and understanding required to communicate in the Indonesian language developed in Year 2 and focuses on extending the oral and written communication skills of students. They benefit from varied, activity-based learning that builds on their interests and capabilities and makes connections with other areas of learning.

Students communicate in Indonesian, interacting and socialising with their teacher and peers to exchange information about friends and family members. They participate in class experiences and everyday transactions that involve following instructions, asking questions and making statements. Students locate specific points of information in a range of short spoken, written or multimodal texts and convey factual information about their personal worlds in simple statements, short descriptions and modelled texts. They participate in and respond to a range of imaginative texts, identifying and comparing favourite elements and making simple statements about characters or themes. Students create and perform short imaginative texts that use familiar expressions and modelled language as well as simple visual supports.

Students become familiar with the systems of the Indonesian language, making connections between Indonesian and English sounds. They recognise and write high-frequency words and expressions in familiar contexts. Students notice and use context-related vocabulary and apply elements of grammar in simple spoken and written texts such as making plurals by duplicating and describing actions using simple base verbs tinggal, bermain and berenang to generate language for a range of purposeful interactions. They begin to develop a metalanguage in Indonesian for talking about language, using terms similar to those used in English.

Students are encouraged to describe their Indonesian learning experiences and explore their own sense of identity and ways that they use language differently when they are interacting with different people.

In Year 3 students require extensive support with their language learning. Tasks are carefully scaffolded, models and examples are provided along with support for self-monitoring and reflection. Students are encouraged to use Indonesian as much as possible for classroom routines, social interactions and for learning tasks.

Communicating

Socialising

Interact and socialise with the teacher and peers, using simple descriptive or expressive modelled language and gestures to exchange information about friends and family members, for example,Teman saya baik hati dan lucu; Dia berumur sembilan tahun; Kakak laki-laki saya senang berselancar; Nama anjing saya Charlie; Charlie suka bola; Umur Charlie 7

(ACLINC018)

Participate in class experiences, activities and everyday transactions that involve following instructions, asking questions and making statements, asking for help and permission
(ACLINC019)

Informing

Locate specific points of information in a range of short written, spoken, multimodal and digital texts related to their personal worlds
(ACLINC021)

Convey factual information about their personal worlds in simple statements, short descriptions and modelled texts
(ACLINC022)

Creating

Participate in and respond to a range of imaginative texts, acting out events, identifying and comparing favourite elements and making simple statements about characters or themes
(ACLINC023)

Create and perform short imaginative texts that use familiar expressions and modelled language, as well as simple visual supports
(ACLINC024)

Translating

Translate high-frequency words and expressions in simple texts such as captions, story titles or recurring lines in a story, noticing which ones are difficult to interpret
(ACLINC025)

Reflecting

Notice what looks or feels similar or different to their own language and culture when interacting in Indonesian
(ACLINC027)

Understanding

Systems of language

Recognise and reproduce pronunciation conventions, making connections between Indonesian and English sounds, for example, c (ch); g is the hard g in ‘gum’ but never soft as in ‘germ’; k is a soft sound if it appears at the end of a word as in tidak, kakak

Recognise and write high-frequency words and expressions in familiar contexts
(ACLINU029)

Notice and use context-related vocabulary and apply elements of grammar in simple spoken and written texts to generate language for a range of purposes, including:

describing people and animals using pronouns, gender and adjectives, for example, dia, Teman saya baik hati; Kucing saya lucu dan kecil
describing quantity using cardinal numbers, for example, puluh, ratus and ordinal numbers using ke- prefix
making plurals by duplicating, for example,
buku-buku
describing actions using simple base verbs, for example, tinggal, bermain, berjalan, berenang, berselancar
recognising imperatives, for example, Angkat tangan!; Buka buku!; Ayo cepat!
giving praise, gratitude and encouragement, for example, Coba; Bagus sekali!, Terima kasih banyak
recognising that the same rules of punctuation apply as in English, for example, using capital letters and full stops for sentences

Begin to develop a metalanguage in Indonesian for talking about language, using terms similar to those used in English
(ACLINU030)

Recognise the particular language features and textual conventions in simple, familiar, spoken, written and multimodal Indonesian texts
(ACLINU031)

Language variation and change

Understand that and demonstrate how language use varies according to the participants’ age, gender and relationship and the context of use
(ACLINU032)

Role of language and culture

Notice differences between Indonesian, Australian and other cultures’ practices and how these are reflected in language
(ACLINU034)

Achievement standard

At standard, students interact and socialise in Indonesian with their teacher and each other through class experiences, activities and everyday transactions, to exchange information about friends and family members. They use simple descriptive or expressive modelled language and gestures to provide information, ask questions and make statements, such as Teman saya baik hati dan lucu and Kakak laki-laki saya senang berselancar. They locate specific points of information in a range of short texts and convey factual information about their personal worlds using familiar words in simple statements, short descriptions and modelled texts. Students participate in and respond to a range of imaginative texts, acting out events, identifying and comparing favourite elements, and making simple statements about characters or themes. They create and perform short imaginative texts that use familiar expressions and modelled language as well as simple visual supports. Students use some modelled strategies to translate familiar words and most expressions in simple texts. They identify similarities or differences to their own language and culture when interacting in Indonesian.

Students reproduce the pronunciation conventions of Indonesian with a satisfactory level of accuracy. They use familiar vocabulary, expressions and short texts or simple narratives, and apply elements of grammar with a satisfactory level of accuracy. Students use pronouns, gender and adjectives to describe people and animals. They use cardinal numbers, such as puluh and ratus and ordinal numbers using ke- prefix to describe amounts, and create plurals by doubling nouns, such as buku-buku. Students use simple base and ber- verbs to describe actions, such as bangun, mandi, bermain and berenang. Students respond to imperatives, such as Angkat tangan! and give praise, gratitude and encouragement, such as coba, bagus sekali and terima kasih. Students apply some of the same rules of punctuation as they are applied in English, such as using capital letters and full stops for sentences. They begin to describe their Indonesian learning experiences and use terms, such as verb, adjective and noun to talk about language and learning. They apply some of the language features and textual conventions in simple, familiar texts. Students show how the Indonesian language may need to be adjusted to suit different situations and relationships. They identify the differences between Indonesian, Australian and other cultures’ practices and how these are reflected in language.

Year 4 Syllabus

Year Level Description

Year 4 Indonesian: Second Language builds on the skills, knowledge and understanding required to communicate in the Indonesian language developed in Year 3 and focuses on extending the oral and written communication skills of students.

Students communicate in Indonesian, interacting and socialising with the teacher and peers to exchange information about aspects of their personal world, including their daily routines at home and school, and their interests. They participate in collaborative class activities and transactions that involve solving problems and sharing decisions. Students locate and process factual information in written, spoken and multimodal texts and gather and convey factual information and short descriptions from familiar texts related to their personal and social worlds. They engage with a range of imaginative texts, discuss messages and make statements about characters or themes. Students create and perform short imaginative texts that allow for exploration and enjoyment of language and cultural expression.

Students become familiar with the systems of the Indonesian language, recognising different intonation for questions, statements and commands. They write high-frequency words and expressions in familiar contexts. Students notice and use context-related vocabulary and apply elements of grammar in simple spoken and written texts to generate language for a range of purposeful interactions such as using time expressions to discuss their daily routines. Students begin to develop a metalanguage in Indonesian for talking about language, using terms similar to those used in English.

Students are encouraged to define their Indonesian learning experiences and make connections between culture and language use by identifying vocabulary and expressions that reflect different cultural values, traditions or practices.

In Year 4 students continue to require extensive support with their language learning. Purposeful communicative activities and experiences are planned, models and examples are provided, along with support for self-monitoring and reflection. Language experience and input include authentic texts that may require some modification to include familiar vocabulary and simple sentence structures. Students continue to be encouraged to use Indonesian as much as possible for social interactions and in learning tasks.

Communicating

Socialising

Interact and socialise with the teacher and peers, using simple descriptive or expressive modelled language, to exchange information about aspects of their personal world, including their daily routines at home and school and their interests, for example, Saya pergi ke sekolah pada jam sembilan; Besok saya naik kuda; Pada hari Minggu saya bermain bola net; Saya suka olahraga tetapi adik saya tidak suka; Saya tidak suka makan ikan; Saya pandai; Saya tidak tinggi; Nama guru saya…; Dia ramah dan lucu; Di sekolah ada perpustakaan dan lapangan besar; Di belakang rumah saya ada kolam renang
(ACLINC018)

Contribute collaboratively to class experiences, activities and transactions that involve asking for help, clarification and permission, solving a problem and sharing decisions such as creating a display or conducting a role play or scenario, science experiments, cooking or craft activities
(ACLINC019)

Informing

Locate and process factual information in a range of written, spoken, digital and multimodal texts related to personal and social worlds
(ACLINC021)

Gather and convey factual information, simple statements and short descriptions from familiar texts related to personal and social worlds
(ACLINC022)

Creating

Participate in and respond to a range of imaginative texts, discussing messages and using modelled language to make statements about characters or themes
(ACLINC023)

Create and present short imaginative texts that allow for exploration and enjoyment of language, cultural expression and performance, using familiar expressions, simple statements and modelled language
(ACLINC024)

Translating

Translate words, phrases and expressions in simple texts to compare meanings and share understandings about aspects of Indonesian language and culture that are different from English

Use visual, print or online dictionaries, word lists and pictures to translate simple familiar texts such as labels or captions
(ACLINC025)

Reflecting

Notice and describe how language reflects cultural practices and norms
(ACLINC027)

Understanding

Systems of language

Recognise different intonation for questions, statements and commands

Know that using the imperative form –lah with appropriate intonation softens its force and shows consideration

Write high-frequency words and expressions in familiar contexts
(ACLINU029)

Notice and use context-related vocabulary and apply elements of grammar in simple spoken and written texts to generate language for a range of purposes, including:

describing objects using concrete nouns such as rooms in the house and school, for example, Kamar tidur saya kecil; Di ruang kelas saya ada meja-meja dan kursi-kursi
describing objects using simple adjectives, for example, kantor kecil; Ruang kelas saya besar; lapangan hijau
specifying location using prepositions, for example, Ada buku di atas meja saya; di bawah, di dalam, di belakang
seeking information using questions, for example, Kapan?; Dari mana?; Mau ke mana?
linking ideas using conjunctions, for example, tetapi, atau
locating events in time, for example, hari ini, kemarin, besok, sudah, belum, telling the time on the hour, for example, Kemarin saya pergi ke sekolah pada jam tujuh and using days of the week, for example, Pada hari Senin saya bermain bola basket
understanding the rules for subject-verb-object sentence construction, for example, Saya bermain…; Saya makan… and possessive word order, for example, Adik laki-laki saya…; Tas Jake…
recognising that the same rules of punctuation apply as in English, for example, using capital letters and full stops for sentences

Begin to develop a metalanguage in Indonesian for talking about language, using terms similar to those used in English
(ACLINU030)

Notice differences in familiar texts such as personal, informative and imaginative texts and explain how particular features of such texts help to achieve their purpose
(ACLINU031)

Language variation and change

Understand that different ways of using Indonesian language reflect different regions, different relationships and different ways of making meaning
(ACLINU032)

Role of language and culture

Understand that Indonesian is a standardised language and is used in official contexts such as government, media and education and that it also borrows from and influences other languages
(ACLINU033)

Make connections between language and culture use by identifying vocabulary and expressions that reflect different cultural values, traditions or practices
(ACLINU034)

Achievement standard

At standard, students interact and socialise in Indonesian with the teacher and each other through class experiences, activities and transactions, to exchange information about aspects of their personal worlds, daily routines at home and school and their interests. They use simple descriptive or expressive modelled language, with guidance, to provide information, ask questions and make statements, such as Saya pergi ke sekolah pada jam delapan. Students locate, process and convey some factual information and simple statements from familiar texts related to their personal and social worlds. They respond to a range of imaginative texts, discussing messages, mostly in English, and using modelled language, to make statements and express opinions about characters or themes. They create and perform short imaginative texts, using familiar expressions, simple statements and modelled language. Students share meanings and attempt to interpret aspects of Indonesian language and culture by translating familiar words, phrases and simple expressions in simple texts. They use dictionaries, with guidance, word lists and pictures to translate simple familiar texts. Students make some comments about how language reflects cultural practices and norms.

Students recognise and mostly respond to and use different intonation for questions, statements and commands. They use vocabulary and apply elements of grammar in simple spoken and written texts with a satisfactory level of accuracy. Students describe objects using concrete nouns and simple adjectives and specify location using prepositions. Students seek information using questions and link ideas using conjunctions. They locate events in time, telling the time on the hour and using the days of the week. Students apply the rules for subject-verb-object sentence construction and possessive word order. They apply some of the same rules of punctuation as they are applied as in English, such as using capital letters, full stops and question marks for sentences. Students begin to describe how the Indonesian language works, using terms similar to those used in English. They make some simple comparisons between features of familiar texts and explain, with guidance, how particular features of such texts help to achieve their purpose. They describe how different ways of using Indonesian language reflect different regions, different relationships and different ways of making meaning. They state that Indonesian is a standardised language and discuss that it borrows from and influences other languages. Students make some connections between language and culture use by identifying vocabulary and expressions that reflect different cultural values, traditions or practices.

Year 5 Syllabus

Year Level Description

Year 5 Indonesian: Second Language builds on the skills, knowledge and understanding required of students to communicate in the Indonesian language developed in Year 4 and focuses on extending their oral and written communication skills and their understanding of Indonesian language and culture.

Students communicate in Indonesian, initiating interactions with the teacher and peers to share information about their home, neighbourhood and local community. They participate in guided tasks, planning outings or activities and completing transactions. They gather, compare and convey information from a range of spoken, written and multimodal texts related to their personal and social worlds. Students share responses to characters, events and ideas in imaginative texts and make connections with their own experience and feelings. They create or reinterpret, present or perform imaginative texts, based on or adapted from events, characters or settings.

Students become familiar with the systems of the Indonesian language, noticing pronunciation of phonemes such as ng/ngg/ny in the middle of words. They use context-related vocabulary and develop and apply knowledge of grammatical elements in simple spoken and written texts to generate language for a range of purposes such as describing the location of items in the home and of places in the local community using prepositions and adjectives. Students build a metalanguage in Indonesian to describe patterns, grammatical rules and variations in language structures.

Students are noticing how their own and others’ ways of communicating and using language is shaped by the communities that they belong to and how this affects intercultural communication. They recognise that while Bahasa Indonesia is the official language of Indonesia, for the majority of Indonesians, it is one of a number of languages that they use for communication.

In Year 5 students are widening their social networks, experiences and communication repertoires in both their first language and Indonesian. They are supported to use Indonesian as much as possible for classroom routines and interactions, structured learning tasks, and language experimentation and practice. English is predominantly used for discussion, clarification, explanation, analysis and reflection.

Communicating

Socialising

Initiate interactions with the teacher and peers, using descriptive and expressive language to exchange information about their home, neighbourhood and local community, for example, Dia tinggal di Perth dengan keluarganya; Rumah saya di atas bukit; Saya tinggal dekat Geraldton; Ada taman dekat rumah kami; Sesudah makan siang kita pergi ke pasar; Di sekolah ada perpustakaan dan lapangan besar; Di belakang rumah saya ada kolam renang
(ACLINC035)

Participate in guided tasks related to organising displays, planning outings and conducting events such as performances, or activities such as building models and completing transactions in places such as a café or a market
(ACLINC036)

Informing

Gather and compare information and supporting details from a range of written, spoken, digital and multimodal texts related to their personal and social worlds
(ACLINC038)

Gather and convey information and ideas in different formats from a range of texts related to their personal and social worlds
(ACLINC039)

Creating

Share responses to characters, events and ideas in imaginative texts such as stories, dialogues, cartoons, television programs or films and make connections with their own experience and feelings
(ACLINC040)

Create or reinterpret, present or perform imaginative texts for different audiences, based on or adapting events, characters or settings
(ACLINC041)

Translating

Translate simple texts from Indonesian to English and vice versa, noticing which words or phrases require interpretation or explanation

Use visual, print or online dictionaries, word lists and pictures to translate short familiar texts
(ACLINC042)

Reflecting

Compare ways of communicating in Australian and Indonesian-speaking contexts and identify ways in which culture influences language use
(ACLINC044)

Understanding

Systems of language

Notice pronunciation of phonemes such as ng/ngg/ny in the middle of words (dengan, tangan, tinggal, tanggal)

Notice the difference in pronunciation of loan words from English, for example, komputer, pensil
(ACLINU046)

Use context related vocabulary and develop and apply knowledge of grammatical elements in simple spoken and written texts to generate language for a range of purposes, including:

using prepositions to specify the location of places and objects in the home, neighbourhood and local community, for example, Ada banyak mainan di kamar saya; Teman saya tinggal dekat rumah saya; Saya tinggal jauh dari stasiun kereta api; Di belakang sekolah kami ada sungai
using prepositions, for example, dari, ke, dengan, pada; Saya naik bis dari pasar ke rumah
understanding words and expressions indicating direction or means of transportation, for example, Saya berjalan kaki dari rumah saya ke stasiun bis; Ibu saya naik kereta api ke kota
referring to people and things using pronouns, for example, kami, kita, kamu
indicating possession using -nya, mereka, kami/kita, for example, Di depan rumahnya ada lapangan untuk bermain olahraga
directing others using imperatives, for example, Jangan!; Cepat! and inviting others using polite forms, for example, Duduklah, Silahkan
seeking information and explanation using question words, for example, Dengan siapa?; Naik apa?; Untuk apa?
indicating location in time using pada and place using di with atas, dalam, belakang
creating cohesion using conjunctions, for example, lalu, sebelum, sesudah; Sesudah makan pagi saya pergi ke sekolah dengan adik saya

Build a metalanguage in Indonesian to describe patterns, grammatical rules and variations in language structures
(ACLINU047)

Recognise that spoken, written and multimodal Indonesian texts have certain conventions and can take different forms depending on the context in which they are produced
(ACLINU048)

Language variation and change

Understand that there are variations in Indonesian as it is used in different contexts by different people, such as formal/informal register and regional variations
(ACLINU049)

Role of language and culture

Notice how Indonesian contains influences from other languages such as regional and foreign languages
(ACLINU050)

Reflect on how their own and others’ language use is shaped by and reflects communities’ ways of thinking and behaving and may be interpreted differently by others
(ACLINU051)

Achievement standard

At standard, students initiate, with some guidance, interactions in Indonesian with their teacher and each other through guided tasks, class experiences, activities and transactions, to exchange information about their home, neighbourhood and local community. They use mostly familiar descriptive and expressive language to participate in tasks or activities, or to provide information, such as Di belakang rumah saya ada kolam renang. Students gather and compare most information and some supporting details and convey information and ideas in different formats from a range of texts related to their personal and social worlds. They share simple responses to characters, events and ideas in imaginative texts and make simple connections with their own experience and feelings. They create and present, with guidance, imaginative texts for different audiences, based on or adapted from events, characters or settings. Students translate, with a satisfactory level of accuracy, simple texts from Indonesian to English and vice versa, showing some awareness that there are words or phrases that require interpretation or explanation. They use dictionaries, with guidance, and word lists to translate short familiar texts. Students identify ways of communicating in Australian and Indonesian-speaking contexts, and ways in which culture influences language use.

Students apply the pronunciation of phonemes and of loan words from English with a satisfactory level of accuracy. They use vocabulary and develop and apply knowledge of grammatical elements in simple spoken and written texts, with a satisfactory level of accuracy. Students use prepositions to specify the location of places and objects in the home, neighbourhood and local community and prepositions, such as dari, ke and dengan. They use words and expressions indicating direction or means of transportation. Students refer to people and things using pronouns, and indicate possession using –nya, mereka and kami/kita. They direct others using imperatives and invite others using polite forms. Students seek information and explanation using question words. Students indicate location in time using pada and place using di with atas, dalam and belakang, and create cohesion using conjunctions. Students talk about how the Indonesian language works, commenting on patterns and grammatical rules with guidance. They identify that texts have certain conventions and can take different forms. They explain that there are variations in Indonesian as it is used in different contexts by different people, such as formal/informal register and regional variations. Students explain, with guidance, that Indonesian contains influences from other languages, and discuss how their own and others’ language use is shaped by and reflects communities’ ways of thinking and behaving, and may be differently interpreted by others.

Year 6 Syllabus

Year Level Description

Year 6 Indonesian: Second Language builds on the skills, knowledge and understanding required of students to communicate in the Indonesian language developed in Year 5 and focuses on extending their oral and written communication skills and their understandings of Indonesian language and culture. Students gain greater independence and become more conscious of their peers and social context. As they gain a greater awareness of the world around them they also become more aware of the similarities and differences between the Indonesian language and culture and their own.

Students communicate in Indonesian, initiating interactions with others to exchange information and relate experiences about free time. They participate in routine exchanges to express feelings, opinions and personal preferences about people, things and places. Students collaborate with peers in guided tasks to plan events or activities or to showcase their progress in learning and using Indonesian. They gather, compare and respond to information and supporting details from a range of written, spoken, digital and multimodal texts related to their personal and social worlds and convey information, ideas and opinions, selecting appropriate texts to suit specific audiences and contexts. Students share and compare responses to a variety of imaginative texts. They create or reinterpret, present or perform alternative versions of imaginative texts for different audiences to suit different modes or contexts.

Students are becoming more familiar with the systems of the Indonesian language, applying the conventions to pronunciation of unfamiliar loan words from English. They use context-related vocabulary and develop and apply knowledge of grammatical elements in simple spoken and written texts to generate new language for a range of purposes such as using adjectives to describe people, activities and things. Students build a metalanguage in Indonesian to describe patterns, grammatical rules and variations in language structures.

Students understand that the Indonesian language is constantly changing due to contact with other languages and to the impact of new technologies and knowledge. They also understand that language and culture are integral to the nature of identity and communication.

In Year 6 students continue to widen their social networks, experiences and communication repertoires in both their first language and Indonesian. They are encouraged to use Indonesian as much as possible for interactions, structured learning tasks and language experimentation and practice.

Communicating

Socialising

Initiate interactions with others, using descriptive and expressive language to exchange information and relate experiences about free time, for example, Saya lebih suka bermain futbal daripada sepak bola; Dia mau menonton film di bioskop; Saya sering bermain sepak bola di lapangan; Kamu bermain apa? Ada pesta dansa pada tanggal enam Juli; Hari ini saya membeli hadiah untuk teman saya

Participate in routine exchanges to express feelings, opinions and personal preferences about people, things and places such as Saya lebih suka bermain futbal daripada sepak bola; Teman saya baik hati dan lucu

(ACLINC035)

Collaborate with peers in guided tasks to plan events or activities to showcase their progress in learning and using Indonesian, developing projects or budgeting for a shared event
(ACLINC036)

Informing

Gather, compare and respond to information and supporting details from a range of written, spoken, digital and multimodal texts related to their personal and social worlds
(ACLINC038)

Convey information, ideas and opinions related to their personal and social worlds, selecting appropriate written, spoken, digital and multimodal texts to suit specific audiences and contexts
(ACLINC039)

Creating

Share and compare responses to characters, events and ideas and identify cultural elements in a variety of imaginative texts
(ACLINC040)

Create or reinterpret, present or perform alternative versions of imaginative texts for different audiences, adapting stimulus, theme, characters, places, ideas and events to suit different modes or contexts
(ACLINC041)

Translating

Translate and interpret short texts from Indonesian to English and vice versa, recognising that words and meanings do not always correspond across languages and expanding descriptions or giving examples where necessary to assist meaning

Experiment with bilingual dictionaries and/or online translators, considering the relative advantages or limitations of each resource
(ACLINC042)

Reflecting

Engage in intercultural experiences, describing aspects of language and culture that are unfamiliar and discussing their own reactions and adjustments
(ACLINC044)

Understanding

Systems of language

Compare the pronunciation of phonemes in the middle of words and at the beginning of words ny and ng (nyamuk, Nyoman, ngantuk) and intonation of polysyllabic words, for example, mendengarkan, berbelanja, berselancar

Recognise the difference in and apply the conventions to pronunciation of unfamiliar loan words from English
(ACLINU046)

Use context-related vocabulary and develop and apply knowledge of grammatical elements in simple spoken and written texts to generate language for a range of purposes, including:

using adjectives to describe people, activities and things, for example, Saya suka membaca buku misteri karena menarik; Sepupu saya pandai dan cantik; Rendang itu pedas dan enak
describing frequency using adverbs, for example, selalu, sering, kadang-kadang
creating cohesion using conjunctions, for example, lalu, sebelum, sesudah
referring to relationships between people and things using prepositions, for example, untuk, kepada, Kami membeli sepatu baru untuk bermain sepak bola
expressing reactions with exclamations, for example, Kasihan!; Hebat!; Asyik!
locating events in time, for example, hari ini, kemarin, besok, sudah, belum and using days of the week and months, for example, Pada hari Sabtu saya menonton televisi dengan sepupu saya; Besok saya akan pergi ke toko untuk membeli buku
comparing and evaluating using comparatives and superlatives, for example, Saya lebih suka berselancar daripada menonton televisi; Bola basket adalah olahraga yang paling popular di kelas saya
extending subject-focus construction by adding preposition or adverb to subject-verb-object word order, for example, Saya menonton film di bioskop; Pada hari Minggu saya berselancar dengan bapak di pantai
describing actions using ber- and me- verbs related to free time activities, for example, berselancar, berbicara, menonton, melihat

Build a metalanguage in Indonesian to describe patterns, grammatical rules and variations in language structures
(ACLINU047)

Understand how different Indonesian texts use language in ways that create different effects and suit different audiences
(ACLINU048)

Language variation and change

Understand that the Indonesian language is used differently in different contexts and situations
(ACLINU049)

Role of language and culture

Understand that the Indonesian language is constantly changing due to contact with other languages and to the impact of new technologies and knowledge
(ACLINU050)

Understand that language and culture are integral to the nature of identity and communication
(ACLINU051)

Achievement standard

At standard, students initiate, with guidance, interactions in Indonesian with others through collaborative tasks, class experiences, activities and transactions, to exchange information and relate experiences about free time. They use mostly descriptive and expressive language to express feelings, opinions and personal preferences, such as Teman saya baik hati dan lucu. Students collaborate with peers in guided tasks to plan events or activities to showcase their progress in learning and using Indonesian, developing projects or budgeting for a shared event. Students gather, compare and respond to most information and some supporting details from texts related to their personal and social worlds and they convey information, ideas and opinions, selecting appropriate texts to suit specific audiences and contexts. Students share and compare with some guidance, responses to characters, events and ideas, and identify several cultural elements in a variety of imaginative texts. They create or present, occasionally with guidance, simple alternative versions of imaginative texts for different audiences, adapting elements for different modes or contexts. They translate and interpret short texts from Indonesian to English and vice versa, recognising that words and meanings do not always correspond across languages, and with guidance, give examples where necessary, to assist meaning. Students experiment with and discuss the usefulness of various forms of dictionaries. They engage in intercultural experiences, describing some aspects of language and culture that are unfamiliar and discuss their own reactions and adjustments.

Students apply the pronunciation of phonemes and of loan words from English with a satisfactory level of accuracy. They generate simple spoken and written texts by using a range of vocabulary and applying the knowledge of grammatical elements with a satisfactory level of accuracy. Students use adjectives to describe people, activities and things, and describe frequency using adverbs. They create cohesion using conjunctions, and refer to relationships between people and things using prepositions. Students express reactions with exclamations, locate events in time and use days of the week and months. They compare and evaluate using comparatives and superlatives. Students extend subject-focus construction by adding prepositions or adverbs to subject-verb-object word order, and describe actions using ber- and me- verbs. Students describe with guidance, how the Indonesian language works, describing patterns, grammatical rules and variations in language structures. They discuss how Indonesian texts use language in ways that create different effects and suit different audiences, and explain how the Indonesian language is used differently in different contexts and situations. Students discuss how the Indonesian language is constantly changing due to contact with other languages and to the impact of new technologies and knowledge, and explain how language and culture are integral to the nature of identity and communication.

Year 7 Syllabus

Year Level Description

Year 7 Indonesian: Second Language builds on the skills, knowledge and understanding required of students to communicate in the Indonesian language developed in Year 6 and focuses on extending their oral and written communication skills and their understandings of Indonesian language and culture. Some students begin Year 7 with proficiency in languages other than Indonesian and bring existing language learning strategies and intercultural awareness to the new experience of learning Indonesian. Their growing textual knowledge, developed through English literacy, supports their developing Indonesian literacy. Skills in analysing, comparing and reflecting on language and culture in both languages are mutually supportive.

Students communicate in Indonesian, initiating and participating in spoken and written interactions with peers and known adults to talk about, give opinions and share their thoughts on people, social events and school experiences. They use their language skills to engage in tasks and activities that involve planning events or experiences, negotiating arrangements and solving problems. Students access and summarise key information and supporting details from texts related to aspects of their personal and social worlds. They organise and present information and ideas on texts related to aspects of their personal and social worlds, using descriptive and expressive language and modes of presentation to suit different audiences and contexts. Students respond to a range of imaginative texts by expressing opinions about the themes and key ideas, values and techniques used to engage and entertain audiences. They create and present simple, individual and shared imaginative texts such as songs, poems, plays or stories that involve imagined characters, places and experiences, to entertain peers and younger audiences.

Students better understand the systems of the Indonesian language, noticing how stress works in polysyllabic words and noticing the use of intonation in subject-focus sentences. They extend their knowledge of
context-related vocabulary and additional elements of grammar such as accepting or declining invitations using mau ikut, maaf or sayang, using embedded clauses with yang, making comparisons that indicate similarities and differences and creating nouns from verbs, when encountered in familiar expressions and scaffolded language contexts. Students continue to build a metalanguage to describe grammatical concepts and to organise learning resources.

In Year 7 students make comparisons between their own language(s) and Indonesian and reflect on the experience of moving between languages and cultural systems. The practice of reviewing and consolidating prior learning is balanced against the provision of engaging and relevant new experiences and connections.

Communicating

Socialising

Initiate and participate in spoken and written interactions with peers and known adults, using rehearsed descriptive and expressive language to talk about, give opinions, share thoughts and feelings on people, social events and school experiences, for example, Saya belajar bahasa Inggris; Guru yang ideal pandai, rajin dan humoris; Bagaimana pesta hari ulang tahun dia?; Saya mau merayakan HUT…; Makanan di kantin sekolah enak sekali; Mudah-mudahan tahun ini sekolah kita juara pertandingan antar sekolah; Maaf, saya tidak bisa datang ke pesta malam ini; Saya belum pernah pergi ke Bali sedangkan teman saya sering ke sana; Seragam sekolah saya tahun ini berbeda dengan tahun lalu
(ACLINC052)

Engage in tasks and activities that involve planning such as hosting an Indonesian class or visitor, an excursion to an Indonesian restaurant, the cinema or a music concert considering options, inviting, negotiation of arrangements and solving problems, for example, Mau makan apa?; Kita pergi ke mana?; Hari apa yang paling baik?
(ACLINC053)

Informing

Access and summarise key information and supporting details from texts related to aspects of their personal and social worlds
(ACLINC055)

Organise and present information and ideas on texts related to aspects of their personal and social worlds, using descriptive and expressive language and modes of presentation to suit different audiences and contexts
(ACLINC056)

Creating

Respond to a range of imaginative texts by expressing opinions about the themes and key ideas, values and techniques used to engage and entertain audiences
(ACLINC057)

Create and present simple, individual and shared imaginative texts such as songs, poems, plays or stories that involve imagined characters, places and experiences, to entertain peers and younger audiences
(ACLINC058)

Translating

Translate texts and compare their own translation to those of classmates noticing when it is difficult to transfer meaning from one language to the other
(ACLINC059)

Reflecting

Interact and engage with members of the Indonesian-speaking community to share and compare aspects of culture that affect communication and notice how their own culture impacts on language use, for example, ways of expressing feelings or politeness protocols associated with social events
(ACLINC061)

Consider how their own biography, including personal experiences, family origins, traditions and beliefs, interests and experience, influences their identity and communication
(ACLINC062)

Understanding

Systems of language

Notice how stress works in polysyllabic words such as mendengarkan, melakukan, pekerjaan, perumahan, dibandingkan, kemauan, kesamaan and notice the use of intonation in subject-focus sentences
(ACLINU063)

Extend knowledge of context-related vocabulary and additional elements of grammar, including:

describing qualities of people using adjectives of character and appearance, for example, setia, keren, sabar, optimis
creating nouns, for example, makan-an, minum-an, masak-an, baca-an
describing actions using me- verbs, for example, saya mau merayakan HUT…
seeking information using a range of question words, for example, Bagaimana?; Di mana?; Apakah?; Kapan?; Mengapa; Sudah pernah?
adding further information using embedded clauses with yang
accepting or declining invitations, for example, mau ikut, maaf, sayang
well-wishing, for example, mudah-mudahan, semoga
describing state of actions, for example, sudah, belum, pernah
making comparisons, for example, sedangkan and indicating similarities and differences, for example, berbeda, sama dengan

Continue to build a metalanguage to describe grammatical concepts and to organise learning resources
(ACLINU064)

Understand the structures, conventions and purpose associated with a range of texts created for purposes such as information exchange or social interaction
(ACLINU065)

Language variation and change

Recognise that Indonesian has formal and informal forms that reflect varying levels of politeness and familiarity
(ACLINU066)

Recognise that Indonesian, like other languages, continues to change over time due to influences such as globalisation and technology
(ACLINU067)

Role of language and culture

Understand that language use reflects cultural expression, assumptions and perspectives such as gotong-royong and jam karet
(ACLINU068)

Achievement standard

At standard, students initiate and participate in spoken and written interactions in Indonesian with others through collaborative tasks, class experiences, activities and transactions to exchange information on people, social events and school experiences. They use rehearsed descriptive and expressive language to talk about, give some opinions and share thoughts and feelings, such as Guru yang ideal, rajin dan humoris. Students engage in the planning of Indonesian events or activities by considering options, negotiating arrangements and participating in transactions. They identify and summarise most key information, and some supporting details, and they organise and present information and ideas on texts related to aspects of their personal and social worlds, using modes of presentation to suit audiences and contexts. Students express simple opinions and describe some of the themes and key ideas, values and techniques used to engage and entertain audiences in a range of imaginative texts. They create and present simple, individual and shared imaginative texts with imagined characters, places and experiences, to entertain peers and younger audiences. Students translate texts, with some inaccuracies, and compare their own translation to peers’, noticing when it is difficult to transfer meaning from one language to the other. They interact and engage with Indonesian speakers to share and compare some aspects of culture that affect communication, and notice how their own culture impacts on language use. Students also consider how their biography influences their identity and communication.

Students apply stress in the pronunciation of polysyllabic words and use intonation in subject-focus sentences, with a satisfactory level of accuracy. They generate spoken and written texts using familiar vocabulary and apply elements of grammar, with a satisfactory level of accuracy. Students describe qualities of people using adjectives of character and appearance, for example, setia, keren, sabar, optimis and create nouns using –an. They describe actions using me-verbs and seek information using a range of question words. Students add further information using embedded clauses with yang, accept or decline invitations and express well-wishing, for example, mudah-mudahan, semoga. They describe states of action, for example, sudah and make comparisons to indicate similarities and differences, for example, berbeda, sama dengan. Students describe how the Indonesian language works, using some relevant metalanguage to organise learning resources. They discuss and apply the structures, conventions and purposes associated with a range of texts created for information exchange or social interaction. Students identify that Indonesian has formal and informal forms that reflect varying levels of politeness and familiarity. They identify that Indonesian, like other languages, continues to change over time due to influences, such as globalisation and technology. Students identify some ways in which language use reflects cultural expression, assumptions and perspectives.

Year 8 Syllabus

Year Level Description

Year 8 Indonesian: Second Language builds on the skills, knowledge and understanding required of students to communicate in the Indonesian language developed in Year 7 and focuses on extending their oral and written communication skills and their understandings of Indonesian language and culture. Students may need encouragement to take risks in learning a language at this stage of social development and to consider issues of how the experience impacts on the sense of ‘norms’ associated with their first language and culture.

Students communicate in Indonesian, initiating and maintaining spoken and written interactions with peers and known adults to discuss and share ideas, views, opinions and experiences of special holidays and travel. They engage in tasks that involve planning, considering options, negotiating arrangements, solving problems and participating in transactions. Students summarise and share information from texts related to aspects of their personal and social worlds and present them in different formats for the intended audience. Students respond to a range of imaginative texts, analysing ideas and techniques used to entertain audiences and make connections with personal experiences and other imaginative texts in their own language and culture. They create and present a range of simple imaginative texts to enrich the visual or listening experience.

Students better understand the systems of the Indonesian language, correctly using intonation in complex sentences. They continue to extend their knowledge of context-related vocabulary and additional elements of grammar such as creating cohesion by using conjunctions walaupun, karena or supaya when encountered in familiar expressions and scaffolded language contexts. They continue to build a metalanguage to describe grammatical concepts and to organise learning resources.

Students are increasingly aware of connections between language and culture, noticing, for example, degrees of formality in language use according to social relationships. They understand that language use reflects cultural expression, assumptions and perspectives.

In Year 8 students are supported to develop increasing autonomy as language learners and users, to
self-monitor and peer-monitor and to adjust language in response to their experiences in different contexts. Indonesian language is being used in more extended and elaborated ways for classroom interactions and routines, task participation and structured discussion.

Communicating

Socialising

Initiate and maintain spoken and written interactions with peers and known adults, using both rehearsed and spontaneous language to discuss and share ideas, views, opinions and experiences of special holidays and travel, for example, Anda pergi ke mana pada liburan bulan Januari? Saya sering mengunjungi nenek di Busselton karena saya sayang nenek saya; Kalau mengunjungi candi di Bali, jangan sama sekali memakai rok pendek; Selama saya di Bali saya selalu makan makanan Indonesia; Saya membeli tiga helai kain ikat Lombok di Mataram; Bagaimana Anda merayakan Malam Tahun Baru? Kami berpesta dengan keluarga dan teman. Kami menonton kembang api pada pukul dua belas
(ACLINC052)

Engage in tasks that involve planning of experiences and activities such as preparing for a real or virtual event, cooking a meal to entertain visitors, planning a trip, excursion or community festival, considering options, negotiating arrangements, solving problems and participating in transactions that include purchasing foods, goods and services, for example, Bagaimana kalau kita mengadakan festival makanan khas?; Kita akan menjual apa yang…?; Siapa akan menyiapkan…?; Aktivitas apa?; Kami harus membeli bahan apa?; Berapa harganya seporsi rendang?; Saya mau membeli sekilo daging
(ACLINC053)

Informing

Access, summarise and share key ideas and information from a range of texts related to aspects of their personal and social worlds and present them in different formats for the intended audience
(ACLINC055)

Organise and present information and ideas to raise awareness of and inform others about texts related to aspects of their personal and social worlds, using descriptive and expressive language to compare perspectives and experiences
(ACLINC056)

Creating

Respond to a range of imaginative texts, analysing ideas, themes, values and techniques used to engage and entertain audiences and make connections with personal experiences and other imaginative texts in their own language and culture
(ACLINC057)

Create and present a range of simple texts that involve imagined contexts and characters such as raps, poems, picture books or cartoons, selecting appropriate language, rhythms and images to enrich the visual or listening experience
(ACLINC058)

Translating

Translate and interpret texts, including those that use language with colloquial or cultural association and consider why there might be differences in interpretation and how language reflects elements of culture
(ACLINC059)

Reflecting

Participate in intercultural interactions with members of the Indonesian-speaking community to discuss cultural practices, demonstrating awareness of the importance of shared understanding and reflecting on adjustments made as a result of reactions and responses
(ACLINC061)

Consider how their own biography influences their identity and communication and shapes their own intercultural experiences
(ACLINC062)

Understanding

Systems of language

Correctly apply stress in polysyllabic words and use intonation in complex sentences, for example, Walaupun saya tidak suka berenang, tetapi saya senang bermain di pantai; Saya lebih suka bermain bulu tangkis daripada bermain tenis yang membosankan
(ACLINU063)

Continue to extend knowledge of context-related vocabulary and additional elements of grammar, including:

indicating negation, for example, jangan, tidak sama sekali, bukan
indicating quantity using juta
using classifiers, for example, buah, helai, potong, ikat
referring to past and future using time indicators, for example, tadi pagi, nanti malam, sebelum, sesudah, kemudian, lalu and referring to length of time, for example, selama, makan waktu…
seeking information using a range of questions, for example, Bagaimana?; Di mana?; Apakah?; Kapan?; Mengapa?; Sudah pernah?; Dari mana?; Berapa lama?; Dengan siapa?; Naik apa?; Pernahkah siapa?
describing frequency using adverbs, for example, jarang, setiap, pernah, selalu
creating cohesion using conjunctions, for example, walaupun, karena, supaya
accepting or declining invitations, for example, mau ikut, maaf, sayang
comparing and contrasting, for example, paling, ter-, dibandingkan dengan…
expressing opinions, for example, dari pihak saya…
expressing emotions, for example, -wah, sayang, asyik, hebat, siip, seru

Continue to build a metalanguage to describe grammatical concepts and to organise learning resources
(ACLINU064)

Apply the structures and conventions associated with a range of text types and identify key features and functions of the different genres
(ACLINU065)

Language variation and change

Understand that Indonesian, like other languages, is constantly expanding to include new words and expressions in response to changing environments due to globalisation, technology, language shifts and exchange and intercultural experience
(ACLINU067)

Role of language and culture

Reflect on different aspects of the cultural dimension of learning and using Indonesian and consider how this might be interpreted and responded to by members of the community
(ACLINU068)

Achievement standard

At standard, students initiate and maintain spoken and written interactions in Indonesian with others through collaborative tasks, class experiences, activities and transactions, to exchange information on special holidays and travel. They use mainly rehearsed and some spontaneous descriptive and expressive language to discuss and share ideas, views, opinions and experiences, such as Selama saya di Bali saya selalu makan makanan Indonesia. Students engage in the planning of experiences and activities by considering options, negotiating arrangements, solving problems and participating in transactions. They summarise and share most key ideas, and some information, from a range of texts related to aspects of their personal and social worlds, and present them in different formats for their intended audiences. Students organise and present key information and ideas about texts related to aspects of their personal and social worlds, and make simple comparisons of perspectives and experiences. They analyse key ideas, themes, values and techniques used to engage and entertain audiences in a range of imaginative texts. Students make some connections with personal experiences and other imaginative texts in their own language and culture. They create and present a range of simple texts with imagined contexts and characters, selecting mostly appropriate language, rhythms and images to enrich the visual or listening experience. Students translate and/or interpret texts, with some accuracy, including those that use language with colloquial or cultural association. They consider why there might be differences in interpretation and how language reflects elements of culture. Students participate in intercultural interactions with Indonesian speakers, begin to discuss cultural practices, demonstrate awareness of shared understanding and reflect on adjustments made as a result of reactions and responses. They also consider how their biography influences their identity and communication, and shapes their intercultural experiences.

Students apply stress in polysyllabic words and use intonation in complex sentences, with a satisfactory level of accuracy. They use familiar vocabulary and apply elements of grammar to generate spoken and written texts, with a satisfactory level of accuracy. Students indicate negation, indicate quantity using juta, and use classifiers. They refer to the past and future using time indicators, and refer to length of time. Students seek information using a range of questions and describe frequency using adverbs. They create cohesion using conjunctions, for example, walaupun, karena, supaya, accept or decline invitations, for example, mau ikut, maaf, sayang, and compare and contrast, for example, paling, ter-, dibandingkan dengan. Students express opinions, for example, dari pihak saya, and emotions, for example, wah, asyik, hebat. They describe how the Indonesian language works, using metalanguage to organise learning resources. Students apply most of the structures and conventions of a range of text types and identify most key features and functions of the different genres. They identify that Indonesian has formal and informal forms and that language can vary according to the mode of communication. Students identify that Indonesian, like other languages, is constantly expanding to include new words and expressions in response to changing environments due to globalisation, technology, language shifts and exchange, and intercultural experience. They discuss different aspects of the cultural dimension of learning and using Indonesian, and consider how this might be interpreted and responded to by members of the community.

Year 9 Syllabus

Year Level Description

Year 9 Indonesian: Second Language builds on the skills, knowledge and understanding required of students to communicate in the Indonesian language developed in Year 8 and focuses on extending their oral and written communication skills and their understandings of Indonesian language and culture.

Students communicate in Indonesian, initiating and participating in sustained interactions to share, compare and justify personal opinions about aspects of childhood, teenage life and relationships. They engage in shared activities such as planning and managing activities, events or experiences, exchanging resources and information. Students analyse ideas and information from a range of texts, identifying context, purpose and intended audience. They convey information and ideas and offer their own views on texts, using appropriate formats and styles of presentation. Students discuss how imaginative texts reflect Indonesian cultural values or experiences. They create and present imaginative texts designed to engage different audiences that involve moods and effects.

Students understand the systems of the Indonesian language, recognising pronunciation and intonation conventions when creating emphasis. They increase control of context-related vocabulary and extend knowledge of grammatical elements such as using compound nouns, acronyms and abbreviations, imagery, metaphor and simile in a range of spoken and written texts. Students further develop a metalanguage to describe and increase control of grammatical concepts and language elements to discuss and explain grammatical forms and functions.

Students increasingly monitor language choices when using Indonesian, considering their own and others’ responses and reactions in intercultural communication, questioning assumptions and values and taking responsibility for modifying language and behaviours in relation to different cultural perspectives.

In Year 9 learning is characterised by consolidation and progression. Students are provided with new challenges and engage in some independent learning experiences, always supported by modelling, scaffolding and monitoring.

Communicating

Socialising

Initiate and participate in sustained interactions, using informative and descriptive language to share, compare and justify personal opinions about aspects of childhood, teenage life and relationships, for example, Ketika saya berusia sepuluh tahun… sekarang… pada masa depan…; Kehidupan remaja sulit… karena; Teman saya sangat mengesankan walaupun pemalu dia sering menyanyi di panggung; Mbak Noni ketika bicara di depan umum kata‑katanya bagai air mengalir; Kalau tidak salah, dulu kamu tidak suka merorok; Saya tidak begitu suka makanan pedas; Jangan masak makanan pedas dong!; Kaum remaja masa kini tidak bisa hidup tanpa HP
(ACLINC069)

Engage in shared activities such as planning and managing activities, events or experiences, exchange resources and information, for example, plan a display or performance to illustrate their memories of aspects of their childhood or organise a forum to raise awareness of issues of interest to teenagers
(ACLINC070)

Informing

Analyse ideas and information from a range of texts related to aspects of their personal and social worlds, identifying context, purpose and intended audience
(ACLINC072)

Convey information and ideas and offer their own views on texts related to aspects of their personal and social worlds, using appropriate formats and styles of presentation
(ACLINC073)

Creating

Discuss how imaginative texts reflect Indonesian cultural values or experiences through structure, language and mood, to build action, develop character and position the reader/audience
(ACLINC074)

Create and present imaginative texts, designed to engage different audiences, that involve moods and effects, for example, poems, songs, monologues or dialogues, animated stories, games or short films
(ACLINC075)

Translating

Translate and/or interpret a range of texts and discuss how to convey concepts that do not translate easily across different linguistic and cultural contexts
(ACLINC076)

Reflecting

Monitor language choices when using Indonesian, considering their own and others’ responses and reactions in intercultural communication, questioning assumptions and values and taking responsibility for modifying language and behaviours in relation to different cultural perspectives
(ACLINC078)

Investigate and share family and cultural traditions and experiences, considering how these have shaped and continue to shape personal and cultural identity
(ACLINC079)

Understanding

Systems of language

Recognise pronunciation and intonation conventions when creating emphasis, for example, recurring patterns and onomatopoeia or conveying emotion, for example, kasihan deh, bagi dong, ada yang baik ada yang tidak baik
(ACLINU080)

Increase control of context-related vocabulary and extend knowledge of grammatical elements including:

describing people and things using, for example:
- compound nouns (sayur-mayur, merah darah)
- acronyms (puskesmas) and abbreviations (SMU, HP)
- indicators of groups or plurals (kaum, para, kalian)
- terms of address (Kak, Dik, Mas, Mbak, Bang) and particles (diminutive Si and honorific Sang)
- classifiers (buah, helai, potong, ikat)
describing the qualities of people and things using, for example:
- adjectives using me-/me-kan (menarik, menakjubkan, mengesankan)
- adjectives using the prefix pe- (to describe enduring attributes of behaviour or character such as pemalu, pendiam, pemarah, pemalas)
- comparatives (kurang, tidak begitu, agak,
  se-) and superlatives (ter-)
referring to the past, present and future and relating events in time using adverbs, for example, dulu, yang lalu, yang akan datang, dua minggu lagi
well-wishing, for example, mudah-mudahan, semoga
expressing imagination by using imagery (angin bertiup kencang; bunga-bunga berwarna-warni), metaphor (adalah; burung bernyanyi di pohon) and simile (Matanya seperti bintang kejora; Kata-katanya bagai air mengalir)
maintaining interaction using rhetorical devices, for example, Betul?; Bukan? and verbal fillers such as kalau saya tidak salah, omong-omong, begini…
expressing emphasis, for example, deh, dong, sih, bukan main [adjective] nya

Further develop a metalanguage to discuss and explain grammatical forms and functions
(ACLINU081)

Examine the interrelationship between different text types, language choices, audience, context and purpose
(ACLINU082)

Language variation and change

Analyse the ways in which Indonesian varies according to spoken and written forms, cultural context and subcultures
(ACLINU083)

Explore the influence of language on people’s actions, values and beliefs and appreciate the scale and importance of linguistic diversity
(ACLINU084)

Role of language and culture

Understand how the Indonesian language may reflect cultural perspectives such as collectivism, harmony, fate and humility, norms such as showing deference and saving face and values such as patience, humility and selflessness
(ACLINU085)

Achievement standard

At standard, students initiate, in part, and participate in sustained spoken and written interactions in Indonesian with others through collaborative tasks, activities and transactions to exchange information on aspects of childhood, teenage life and relationships. They use familiar descriptive and expressive language to share, compare and justify personal opinions, such as Kaum remaja masa kini tidak bisa hidup tanpa HP. Students engage in shared activities, such as the planning and managing of activities, events or experiences, exchanging resources and information. They analyse ideas and most information and, in part, identify context, purpose and intended audience, from a range of texts related to aspects of their personal and social worlds. Students convey information and ideas and offer their views on texts, using some appropriate formats and styles of presentation. They provide examples of how imaginative texts reflect Indonesian cultural values or experiences through structure, language and mood, to build action, develop character and position the reader or audience. Students create and present simple imaginative texts with moods and effects, in order to engage different audiences. They translate and interpret, with some inaccuracies, a range of texts, and discuss how to convey concepts that do not translate easily across different linguistic and cultural contexts. Students monitor their language choices when using Indonesian and, at times, consider their own and others’ responses and reactions in intercultural communication. They question some assumptions and values, and occasionally modify language and behaviours in relation to different cultural perspectives. Students also investigate and share family and cultural traditions and experiences, considering how these have shaped, and continue to shape, personal and cultural identity.

Students apply pronunciation and intonation conventions when creating emphasis or conveying emotion, with a satisfactory level of accuracy. They use familiar vocabulary and apply elements of grammar to generate spoken and written texts, with a satisfactory level of accuracy. Students describe people and things using compound nouns, acronyms, indicators of groups or plurals, terms of address, particles and classifiers. They describe the qualities of people and things using adjectives, for example, using me-/me-kan, adjectives, using the prefix pe- to describe enduring attributes of behaviour or character, comparatives and superlatives. Students refer to the past, present and future, and relate events in time using adverbs. They offer well-wishes and express imagination by using imagery, metaphor and simile. Students express emphasis and maintain interaction using rhetorical devices and verbal fillers. They use metalanguage to discuss and explain grammatical forms and functions. They examine the interrelationship between different text types, language choices, audience, context and purpose. Students analyse some of the ways in which Indonesian varies according to spoken and written forms, cultural context and subcultures. They explore the influence of language on people’s actions, values and beliefs, and appreciate the scale and importance of linguistic diversity. Students discuss how the Indonesian language may reflect cultural perspectives, norms and values.

Year 10 Syllabus

Year Level Description

Year 10 Indonesian: Second Language builds on the skills, knowledge and understanding required of students to communicate in the Indonesian language developed in Year 9 and focuses on extending their oral and written communication skills and their understandings of Indonesian language and culture. Students require continued guidance and mentoring at this stage of their language learning, but work increasingly independently to analyse, reflect on and monitor their language learning and intercultural experiences. They are considering future pathways and prospects, including how the Indonesian language may feature in these.

Students communicate in Indonesian, initiating and participating in sustained interactions in formal and informal exchanges to discuss young people’s experiences and interest in contemporary culture and social issues. They contribute ideas, opinions and suggestions in interactions related to shared activities, solving problems and managing diverse views. Students analyse, synthesise and evaluate ideas and information from a range of perspectives on texts related to aspects of their personal, natural and social worlds. They convey information, comments and experiences on texts, using different modes of presentation to achieve different purposes. Students analyse how imaginative texts create effects in ways that reflect cultural influence. They create and present a range of imaginative texts on themes of personal or social relevance.

Students understand the systems of the Indonesian language, understanding pronunciation and intonation conventions and applying them to a range of complex sentences. They increase control of context-related vocabulary and analyse how grammatical elements impact on the making of meaning such as producing sophisticated language using both colloquial and formal language when encountered in expressions and scaffolded language contexts. Students further develop a metalanguage to discuss and explain grammatical forms and functions.

Students reflect on the experience of learning and using Indonesian, considering how intercultural communication involves taking responsibility for contributing to mutual understanding by modifying language and behaviours in relation to cultural perspectives.

In Year 10 students are challenged with more independent learning experiences, however, these experiences continue to be supported with scaffolding and monitoring.

Communicating

Socialising

Initiate and participate in sustained interactions, using descriptive and expressive language in formal and informal exchanges to discuss young people’s experiences and interest in contemporary culture and social issues, for example, Pada pendapat saya…; Pemanasan global merupakan masalah lingkungan yang paling hangat sehingga menjadi topik pembicaraan internasional; Kedatangan siswa pertukaran dari Jakarta menambah pengetahuan kami tentang kebudayaan Indonesia; Program pertukaran siswa tahun ini bisa dikatakan berhasil; HP disukai oleh kaum remaja, baik di Australia maupun di Indonesia; Gimana lu tahu dia mau ke Jakarta sih? Gue udah baca Fesbuknya tadi malam; Belajar bahasa Indonesia penting karena…; Anda akan belajar apa tahun depan dan mengapa?
(ACLINC069)

Contribute ideas, opinions and suggestions in interactions related to shared activities such as organising real or simulated forums to raise awareness of contemporary culture and social issues, exchanging resources and information, solving problems and managing diverse views, for example, Apakah sudah ada acara besok malam?; Bagaimana kalau kita ke…; Lebih baik naik…atau…?; Kamu pilih yang mana?; Seharusnya kamu bertanya untuk mendapatkan solusi yang terbaik

Participate in transactions, including making complaints and recommendations, for example, Coba dulu!
(ACLINC070)

Informing

Analyse, synthesise and evaluate ideas and information from a range of perspectives on texts related to aspects of their personal, natural and social worlds such as regional news headlines, local community announcements and advertisements and identify how context and culture affect how information is presented
(ACLINC072)

Convey information, comments, perspectives and experiences on texts related to aspects of their personal, natural and social worlds, using different modes of presentation to suit different audiences or to achieve different purposes
(ACLINC073)

Creating

Analyse how imaginative texts create aesthetic, humorous or emotional effects in ways that reflect cultural influence such as poems, songs, dance, street art and performance
(ACLINC074)

Create and present a range of imaginative texts on themes of personal or social relevance, to express ideas or that reflect cultural values, social issues or experience
(ACLINC075)

Translating

Consider the nature of translating and interpreting, explaining how cultural perspectives and concepts have been represented when transferring meaning from one language to another
(ACLINC076)

Reflecting

Reflect on the experience of learning and using Indonesian, considering how intercultural communication involves taking responsibility for contributing to mutual understanding by modifying language and behaviours in relation to cultural perspectives
(ACLINC078)

Explore and express their own cultural identity and ability to act as a cultural mediator between Indonesian speakers and Australians
(ACLINC079)

Understanding

Systems of language

Understand pronunciation and intonation conventions and apply them to new words with affixation and a range of complex sentences
(ACLINU080)

Increase control of context-related vocabulary and analyse how grammatical elements impact on the making of meaning, including:

using adjectival word order to express possession, for example, siswa pertukaran/pertukaran siswa
referring to abstract ideas by nominalising using prefixes and suffixes, for example, pe-an, per-an (pendidikan, pelajaran, pertandingan, pengetahuan), ke-an (kebersihan, kesehatan, kedatangan, kecantikan)
recognising syntactic differences between subject-focus and object-focus construction, for example, Dia menjual minuman itu di toko-toko; Minuman itu dijual di toko-toko
indicating action using, for example:
- transitive verbs, me- verb system (-kan or -i suffix) in subject-focus and object-focus with di- prefix
- duplication of verbs (duduk-duduk, jalan-jalan, lihat-lihat)
- adverbs as modifiers (kurang, cukup, cuma, agak, hanya, makin, baik…maupun…)
contrasting ideas using conjunctions, for example, sehingga, sementara, sedangkan, sambil, oleh karena itu, andaikata, jika, bila, kalau
indicating register using colloquial and formal language, for example, nggak, gimana, kok, deh, lho/lo; yang terhormat, sekian
expressing opinions, for example, Saya rasa; Saya lebih suka; lebih…dibandingkan…; Pertama-tama…sekarang…; Bisa dikatakan…; Anjuran saya…
influencing others by persuading using superlatives (paling…, ter-), encouraging (cobalah, mari, ayo) and advising (sebaiknya, seharusnya, mesti)
evaluating by using, for example, Pada pendapat saya; Menurut saya; Di satu pihak…di pihak lain…; sebaliknya
maintaining interaction using rhetorical devices, for example, Betul?; Bukan? and verbal fillers such as kalau saya tidak salah, omong-omong, begini…

Further develop a metalanguage to discuss and explain grammatical forms and functions
(ACLINU081)

Analyse how different types of text incorporate cultural and contextual elements
(ACLINU082)

Language variation and change

Analyse and explain the ways in which Indonesian varies according to spoken and written forms, cultural context and subcultures
(ACLINU083)

Explain how Indonesian language and culture have evolved and how they continue to change over time and understand the power of language to influence social and cultural relationships and practices
(ACLINU084)

Role of language and culture

Understand that Indonesian language and culture are interrelated and that they shape and are shaped by each other in a given moment and over time
(ACLINU085)

Achievement standard

At standard, students initiate and participate in sustained spoken and written interactions in Indonesian with others through collaborative tasks, activities and transactions to exchange information on young people’s experiences and interests in contemporary culture and social issues. They use familiar descriptive and expressive language in formal and informal exchanges to share, compare and justify personal opinions, such as Kedatangan siswa petukaran dari Jakarta menambah pengetahuan kami tentang kebudayaan Indonesia. Students engage in shared activities, exchanging resources and information, solving problems and managing diverse views. They participate in transactions, including making complaints and recommendations. Students analyse, synthesise and evaluate some ideas and information from a range of perspectives, and identify how context and culture affect how information is presented in texts related to aspects of their personal, natural and social worlds. Students use modes of presentation, generally appropriate to audiences or purposes, to convey information, comments, perspectives and experiences on texts related to aspects of their personal, natural and social worlds. They explain how aesthetic, humorous or emotional effects are used in imaginative texts to reflect cultural values or experiences. Students create and present simple imaginative texts on familiar personal or social themes that express ideas or that reflect cultural values, social issues or experience. They describe how cultural perspectives and concepts have been represented when translating and interpreting from one language to another. Students describe the experience of learning and using Indonesian, considering how intercultural communication involves taking responsibility by modifying language and behaviours. They also explore and express their own cultural identity and ability to act as a cultural mediator between Indonesian speakers and Australians.

Students apply pronunciation and intonation conventions to new words with affixation and a range of complex sentences, with a satisfactory level of accuracy. They use familiar vocabulary and analyse how elements of grammar impact on the making of meaning in texts to generate spoken and written texts, with a satisfactory level of accuracy. Students use adjectival word order to express possession and refer to abstract ideas by nominalising using prefixes and suffixes, for example, pe-an, per-an, ke-an. They identify syntactic differences between subject-focus and object-focus construction. Students indicate action using, for example, transitive verbs, me-verb system (-kan or -i suffix) in subject-focus and object-focus with di- prefix, duplication of verbs and adverbs as modifiers. They contrast ideas using conjunctions and indicate register using colloquial and formal language. Students express opinions, for example, Saya lebih suka, and influence others by persuading using superlatives, encouraging and advising. They evaluate by using, for example, Pada pendapat saya,and maintain interaction using rhetorical devices and verbal fillers, such as Kalau saya tidak salah. Students use metalanguage to discuss and explain some grammatical forms and functions. They analyse how different types of texts include cultural and contextual elements and analyse and discuss the ways in which Indonesian varies according to spoken and written forms, cultural context and subcultures. They explain how Indonesian language and culture have evolved, and how they continue to change over time. Students identify how language use has the power to influence social and cultural relationships and practices. They describe how Indonesian language and culture are interrelated and how they shape, and are shaped by, each other.