Year 8 SyllabusTest
Year 8 Syllabus
Year Level Description
Year 8 Indonesian: Second Language builds on the skills, knowledge and understanding required of students to communicate in Indonesian developed in Year 7 and focuses on extending their oral and written communication skills and their understandings of the Indonesian language and culture. Students may need encouragement to take risks in learning a language at this stage in their social development and to consider issues of how the experience impacts on the norms associated with their first language and culture.
Students communicate in Indonesian, maintaining interactions with peers and known adults to exchange information and discuss aspects of home, school and social life, compare routines, interests and leisure activities. They engage in individual and collaborative tasks that involve making arrangements, or organising events or outings. Students identify key information and supporting details from texts related to aspects of their personal and social worlds, and use the information in new ways. They convey information and ideas from texts, using different modes of presentation to suit audience and context. Students respond to imaginative texts, describing and discussing aspects, such as characters events and/or ideas. They create imaginative texts by experimenting with different modes and formats, and creating moods and effects suitable for different audiences.
Students become more familiar with the systems of the Indonesian language when encountered in simple spoken and written texts. They understand and use features of the Indonesian sound system, including pronunciation of single and combined sounds, raised penultimate syllable in words, and the use of intonation in statements and questions. Students generate language for a range of purposes in spoken and written texts by using context-related vocabulary and applying elements of the Indonesian grammatical system, including referring to the past and future using time indicators, pe- nouns, acronyms and abbreviations and the
subject-verb-object construction. They continue to build a metalanguage in Indonesian to talk about vocabulary and grammar concepts. Students engage with Indonesian speakers and texts, reflecting on how interaction involves culture as well as language.
In Year 8, students are widening their social networks, experiences and communication repertoires in Indonesian. The practice of reviewing and consolidating prior learning is balanced against the provision of engaging and relevant new experiences and connections. 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.
Communicating
Socialising
Maintain interactions with peers and known adults orally and in writing to exchange information and discuss aspects of home, school and social life, compare routines, interests and leisure activities, for example, Saya menonton TV setiap hari.; Saya membuang sampah di tempat sampah luar.; Saya membersihkan kamar saya tiga kali seminggu.; Kamu bangun jam berapa?; Jam berapa kamu belajar Bahasa Indonesia pada hari Senin?; Saya belajar bahasa Inggris.; Guru yang ideal pandai, rajin dan humoris.; Menurut saya, sekolah saya baik sekali, tetapi ...; Besok saya dan teman saya akan menonton film di bioskop.; Pada hari Minggu saya bermain bola net.; Saya suka olahraga tetapi adik saya tidak suka.; Grup favorit saya bernama ...; Saya suka membaca.; Saya tidak suka makan ikan, tetapi saya suka makan pasta.
Engage in individual and collaborative tasks, such as making arrangements to cater for events, celebrations or outings, for example, an excursion to an Indonesian restaurant or organising a class event
Participate in classroom routines and interactions by asking and answering questions, requesting information, expressing feelings, opinions and personal preferences and responding to others’ contributions, for example, Saya rasa …karena…; Saya kira; Saya lebih suka …daripada …; Saya setuju/tidak setuju.
Informing
Identify key information and supporting details from a range of spoken and written texts related to aspects of their personal and social worlds, and use the information in new ways
Convey information and ideas from a range of texts related to aspects of their personal and social worlds, using different modes of presentation that take account of context and audience
Creating
Respond to imaginative texts by describing and discussing aspects, such as characters, events and/or ideas
Create own or shared imaginative texts by experimenting with different modes and formats, and creating moods and effects suitable for different audiences
Translating
Translate and interpret short texts from Indonesian to English and vice versa, comparing different versions of a text and suggesting reasons for differences and mistranslations
Reflecting
Engage with Indonesian speakers and texts, reflecting on how interaction involves culture as well as language
Reflect on own identity, including identity as a learner and user of Indonesian, through experiences or in attitudes to culture and intercultural communication
Understanding
Systems of language
Understand and use the features of the Indonesian sound system, including pronunciation of single and combined sounds, raised penultimate syllable in words, for example, membosankan, berbelanja and silakan, and the use of intonation in statements and questions, for example, wah and aduh, noticing Indonesian spelling and pronunciation conventions
Generate language for a range of purposes in simple spoken and written texts, by using context-related vocabulary and applying elements of the Indonesian grammatical system, including:
- using concrete nouns for people, places and things, for example, teman, toko, bioskop, kolam renang, ruang kelas, taman, desa, hutan, pantai and masjid
- identifying people using some pe- nouns, for example, pemain, pedagang and penjual
- describing qualities of people, places and things, using adjectives, for example, Teman saya pe-de.; Taman ini indah.; Film itu menarik.
- describing simple actions using base word, for example, naik, tidur and ber- and me- verbs
- describing people and things using acronyms and abbreviations, for example, HP, ABG, pe-de
- negating using tidak, bukan and belum
- specifying place and location, for example, di sini, di sana, di atas and di bawah
- using the subject-verb-object construction when constructing sentences
- expressing modality, for example, bisa, harus, boleh and mau
- describing state of actions, for example, sudah, belum and pernah
- giving directions and information about place using prepositions, such as di/ke and dari, and about people using the prepositions dengan and kepada
- locating events in time, for example, days, dates and months, such as Pada akhir minggu saya bermain futbal, and referring to the past and future using time indicators, for example, sebelum, sesudah, kemarin, besok and jika kalau waktu
- seeking information using interrogatives, for example, berapa lama and jam berapa?
- expressing emotion, for example, wah, aduh, asyik, sayang and hebat
- beginning to refer to events and time using frequency markers, for example, sering, biasanya, jarang, selalu, kadang-kadang, tidak pernah, belum pernah
Continue to build metalanguage to talk about vocabulary and grammar concepts
Identify, analyse and use text structures and language features of common spoken, written and multimodal texts, and explain how different types of texts are structured and use particular language features to suit different contexts, purposes and audiences
Language variation and change
Examine linguistic features in texts to understand that Indonesian language, like all languages, varies according to participants, roles and relationships, situations and cultures
Understand the dynamic nature of Indonesian, and how it both influences and is influenced by other languages and cultures
Role of language and culture
Explore the relationship between language and significant cultural values or practices in Indonesian, English and other languages
Achievement Standard
At standard, students use mostly familiar language when participating in spoken and written interactions to exchange information in Indonesian about their home, school and social life, and in classroom tasks and routines. They identify and use most key information and some supporting ideas and detail in Indonesian texts related to aspects of their personal and social worlds, and convey these in a variety of ways. They describe aspects of Indonesian imaginative texts and use modelled language to adapt and create simple imaginative texts. Students translate short texts with a satisfactory level of accuracy, identifying some variations across different translations of a text. They reflect on aspects of language, culture, personal identity and experiences of learning a language, and how these may influence communication.
Students apply most features of the Indonesian sound and writing systems with a high level of accuracy when using familiar vocabulary and expressions about home, school and social life, and with a satisfactory level of accuracy when using less-familiar language. They use elements of grammar, spelling and punctuation, with a satisfactory level of accuracy, to write short texts in Indonesian. Students use some metalanguage when discussing aspects of language learning. They use most structures and some language features associated with familiar text types. They identify some features of Indonesian that may need to be adjusted to suit different situations and relationships, and examples of how languages change and are influenced by each other.
Year Level Description
Year 8 Indonesian: Second Language builds on the skills, knowledge and understanding required of students to communicate in Indonesian developed in Year 7 and focuses on extending their oral and written communication skills and their understandings of the Indonesian language and culture. Students may need encouragement to take risks in learning a language at this stage in their social development and to consider issues of how the experience impacts on the norms associated with their first language and culture.
Students communicate in Indonesian, maintaining interactions with peers and known adults to exchange information and discuss aspects of home, school and social life, compare routines, interests and leisure activities. They engage in individual and collaborative tasks that involve making arrangements, or organising events or outings. Students identify key information and supporting details from texts related to aspects of their personal and social worlds, and use the information in new ways. They convey information and ideas from texts, using different modes of presentation to suit audience and context. Students respond to imaginative texts, describing and discussing aspects, such as characters events and/or ideas. They create imaginative texts by experimenting with different modes and formats, and creating moods and effects suitable for different audiences.
Students become more familiar with the systems of the Indonesian language when encountered in simple spoken and written texts. They understand and use features of the Indonesian sound system, including pronunciation of single and combined sounds, raised penultimate syllable in words, and the use of intonation in statements and questions. Students generate language for a range of purposes in spoken and written texts by using context-related vocabulary and applying elements of the Indonesian grammatical system, including referring to the past and future using time indicators, pe- nouns, acronyms and abbreviations and the
subject-verb-object construction. They continue to build a metalanguage in Indonesian to talk about vocabulary and grammar concepts. Students engage with Indonesian speakers and texts, reflecting on how interaction involves culture as well as language.
In Year 8, students are widening their social networks, experiences and communication repertoires in Indonesian. The practice of reviewing and consolidating prior learning is balanced against the provision of engaging and relevant new experiences and connections. 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.