Indonesian

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Context statement

The place of the Indonesian language and culture in Australia and in the world
The languages of the Indonesian archipelago have been used in Australia since contact several centuries ago between the peoples of the islands now known as Indonesia and the Aboriginal and Torres Strait Islander peoples of northern Australia.

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PDF documents

Resources and support materials for the Australian Curriculum: Languages - Indonesian are available as PDF documents. 
Languages - Indonesian: Sequence of content
Languages - Indonesian: Sequence of Achievement - F-10 Sequence
Languages - Indonesian: …

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Foundation to Year 2

Foundation to Year 2 Band Description

The nature of the learners

Children enter the early years of schooling with established oracy skills in one or more languages and varying degrees of early literacy capability. For young students, learning typically focuses on their immediate world of family, home, school, friends and neighbourhood. They are learning how to socialise with new people, share with others, and participate in structured routines and activities at school. Typically they have little to no experience of Indonesian language and culture.

Indonesian language learning and use

In these years there is an emphasis on developing learners’ oral language to enable them to participate in class activities such as shared reading, chants, rhymes, songs and games. They repeat sounds, particularly of vowels, the letter c (ch) and r (trilled), as modelled by the teacher and aural texts. Learners use formulaic language and single-idea phrases. They will recognise the same alphabet as they are learning for writing English and need to observe that some letters have different sounds (for example, c = ch). Learners write by tracing and copying, forming letters legibly. They learn to write words and sentences independently using modelled language, for example, matching pictures with single words, labels and captions.

Contexts of interaction

The primary context for interaction is the language classroom, with the teacher of Indonesian, and peers or buddy classmates. Learners’ use of Indonesian primarily relates to classroom routines and activities, drawing on their curiosity about the world around them and their interest in play, movement and games.

Texts and resources

Written texts include children’s stories and big books, and teacher-generated materials such as pictures with labels and descriptions. Learners listen to, read and view texts, including digital forms such as videos, songs and children’s programs. They respond to teacher generated resources such as cloze, substitution or matching exercises, and produce texts such as captions and recounts using formulaic language, for example, Pada hari…, saya…

Features of Indonesian language use

Students are learning the sounds and written form of Indonesian. They are noticing similarities and differences between Indonesian and English, such as similar vocabulary and word order and differences in the position of adjectives and possessive pronouns Learners ask questions in English about Indonesia and Indonesians. With teacher support, they discuss language and culture in terms of what is the same or different and compare with ‘what is said and done’ in their own language and culture.

Level of support

Support is provided through visual and tactile materials, such as pictures, realia, objects and charts, and the use of gesture and movement. The main source of support is the teacher’s talk, such as questions and statements, explanations, prompts, recycling of language, stories and feedback. Learners rely on modelled language and scaffolded tasks to create their own texts, for example, choosing words to complete sentences or using pictures to sequence captions.

The role of English

Indonesian is used in class interactions and daily routines such as opening and closing of lessons. Indonesian is used by the teacher to model new language, process texts and guide interaction, for example, Ini siapa?, Di mana Hasan? English is used when describing aspects of language and culture such as word order and cultural practices.


Foundation to Year 2 Content Descriptions

Using language for communicative purposes in interpreting, creating and exchanging meaning.

Socialising

Interacting orally and in writing to exchange, ideas, opinions, experiences, thoughts and feelings; and participating in planning, negotiating, deciding and taking action.

Participate in structured play and class activities, exchanging with peers and teacher greetings and information about self, family and interests

[Key concepts: self, family; Key processes: playing, imitating] (ACLINC001 - Scootle )

  • Literacy
  • Critical and Creative Thinking
  • Personal and Social Capability
  • Intercultural Understanding
  • learning how to greet others at different times of the day using appropriate forms of address and body language, for example, Selamat pagi Ibu/Bapak
  • using different senses to express feelings, opinions and reactions, for example, saya senang/tidak senang, saya suka/tidak suka, saya melihat, saya mendengar
  • introducing and giving descriptions of self, family members, pets and favourite objects, for example, Nama saya…, Anjing saya… Bapak saya tinggi
Participate in guided group activities such as games, songs and simple tasks, using movement, gesture and pictures to support meaning

[Key concept: play; Key processes: singing, chanting, drawing] (ACLINC002 - Scootle )

  • Literacy
  • Critical and Creative Thinking
  • Personal and Social Capability
  • Intercultural Understanding
  • creating pictures or craft and giving descriptions in order to express ideas, for example, ini…saya, anjing saya besar
  • participating in songs and chants by singing and performing actions, for example, Topi Saya Bundar, Lingkaran Kecil and Di Sini Senang
  • following instructions by moving around or locating objects in the class, for example, Ambillah satu blok, Carilah teman
  • expressing preferences, such as by choosing objects, for example, saya mau…, saya suka…
Participate with teacher and peers in class routines and activities, including following instructions and taking turns

[Key concepts: routine, sharing; Key processes: shared reading, following instructions] (ACLINC003 - Scootle )

  • Literacy
  • Critical and Creative Thinking
  • Personal and Social Capability
  • Intercultural Understanding
  • responding to classroom instructions, for example, duduklah, berdirilah, diamlah, lihatlah, maju, klik di sini
  • giving peers reminders, for example, cuci tangan dulu, pakai topi, makan dulu, jangan lari di kelas, berbaris
  • participating in routine exchanges such as saying the date, responding to the class roll, expressing thanks, greeting and taking leave, for example, Sampai jumpa Ibu/Bapak
  • playing with others, asking for help or permission (for example, boleh saya…?, Giliran siapa?), and using numbers to form groups, for example, Buatlah kelompok empat orang
  • participating in games and activities requiring turn-taking, for example, gado-gado, lompat tali, siapa dia, kelereng and board games such as congklak

Informing

Obtaining, processing, interpreting and conveying information through a range of oral, written and multimodal texts; developing and applying knowledge.

Locate specific words and familiar phrases in texts such as charts, lists and songs, and use information to complete guided oral and written tasks

[Key concepts: literacy, numeracy; Key processes: selecting, sorting, matching] (ACLINC004 - Scootle )

  • Literacy
  • Numeracy
  • Critical and Creative Thinking
  • Personal and Social Capability
  • Intercultural Understanding
  • demonstrating early literacy skills by labelling, matching, clicking and dragging, drawing, miming and using actions
  • locating and using information to describe, name, draw and trace
  • classifying and categorising information gained from others, such as about family members and favourite foods, toys and games, for example, Suzi suka apel, tiga murid main computer, saya ada dua blok
  • using contextual and visual cues while reading with the teacher, for example, using illustrations and printed/audio narrations when reading big books or digital books
  • expressing factual information about qualities such as colour, number, size and shape (for example, tiga pensil, meja putih, buku besar) through interactive play with objects, such as water play, colour mixing and play dough
  • expressing sensory responses, for example, melihat, merasa, mendengar, mencium meraba
Give factual information about self, family and significant objects using labels, captions and descriptions

[Key concepts: self, favourite; Key processes: describing, showing] (ACLINC005 - Scootle )

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

Creating

Engaging with imaginative experience by participating in responding to and creating a range of texts, such as stories, songs, drama and music.

Participate in shared reading and play-acting, and respond through singing, chanting, action and movement

[Key concepts: character, story; Key processes: playing, choral reading; Key text types: fairy tale, fable, comic, cartoon, song, rhyme] (ACLINC006 - Scootle )

  • Literacy
  • Critical and Creative Thinking
  • Personal and Social Capability
  • Intercultural Understanding
  • participating in shared reading, sharing opinions and responding to questions about possibilities, for example, saya suka…; dia nakal; dia berlari
  • describing what is entertaining or appealing in imaginative texts, such as the characters, story or illustrations in books, songs, cartoons or comics, for example, Herman lucu; Saya suka si kancil
  • responding to imaginative texts such as stories, rhymes and songs through play-acting, illustrating or movement
  • participating in shared performance such as of poetry and songs
  • interacting with a character or puppet in an imaginary situation or setting, for example, Siapa nama kamu? Kamu nakal!
Use familiar words, phrases and patterns to create captions and participate in shared performances and games

[Key concept: performance; Key processes: performing, singing, dancing; Key text types: chant, song, poster, puppet show] (ACLINC007 - Scootle )

  • Literacy
  • Critical and Creative Thinking
  • Personal and Social Capability
  • Intercultural Understanding
  • creating own version of a story by sequencing a series of pictures with captions or by creating a storyboard with labels using modelled language, for example, Pada hari Senin, si ulat makan…
  • creating a new part of a text such as changing a character or adding an extra verse in a song, for example, by matching pictures and captions
  • making a shared big book based on an event, experience or shared text, for example, Ini hari kelas kita; Pergi ke kebun binatang

Translating

Moving between languages and cultures orally and in writing, recognising different interpretations and explaining these to others.

Translate familiar words and phrases, using visual cues and word lists, noticing how words may have similar or different meanings

[Key concepts: similarity, difference; Key process: noticing] (ACLINC008 - Scootle )

  • Literacy
  • Critical and Creative Thinking
  • Personal and Social Capability
  • Intercultural Understanding
  • participating in shared reading of texts such as big books, and asking and answering questions about unfamiliar words and the number of words in translated texts, for example, Ada berapa kata? Apa kata ini?…sama atau tidak?
  • using visual dictionaries, word lists and pictures to translate meanings and compare similar or different meanings
  • noticing aspects of Indonesian and English that are the same, such as the alphabet and some sounds
  • discussing culture-specific words and practices (for example, mandi, guling) and terms of address, for example, Ibu/Bapak for teachers and parents
Create captions, labels and statements for the immediate learning environment in both Indonesian and English

[Key concepts: etiquette, respect, equivalence; Key processes: labelling, displaying] (ACLINC009 - Scootle )

  • Literacy
  • Critical and Creative Thinking
  • Personal and Social Capability
  • Intercultural Understanding
  • writing captions, with support, for a photographic display to show parents/others about a class event or experience such as sports day or keeping a class pet, for example, Ini kelas kami di kolam renang; Ini marmot kelas kami, namanya Henry
  • as a class, writing instructions for Indonesian children on how to perform a game, noticing what can and cannot be translated easily, for example, duck duck goose
  • making own bilingual/picture dictionaries, captions, signs, labels and descriptions to convey culture-specific ideas such as sawah, sepak takraw, lapangan futbal
  • showing others how different gestures are used and discussing what they mean, for example, beckoning with all fingers and with palm down

Reflecting

Participating in intercultural exchange, questioning reactions and assumptions; and considering how interaction shapes communication and identity.

Notice what may look or feel similar or different to own language and culture when interacting in Indonesian

[Key concepts: communication, respect; Key processes: noticing, comparing] (ACLINC010 - Scootle )

  • Literacy
  • Critical and Creative Thinking
  • Personal and Social Capability
  • Intercultural Understanding
  • recognising ways in which Indonesian differs from English, for example, greetings depend on the strength/position of the sun; siblings are identified in relation to position in the family (for example, Kak (older sibling)); and ways of showing politeness may differ, for example, using first name for a teacher (Ibu Lynda)
  • noticing similarities and differences in language that relates to culture, such as the names of foods and animals particular to the climate and geography; and in cultural practices, such as extended families living together and attitudes towards pets, for example, that Muslims generally don’t keep dogs as pets
  • noticing and recalling information by responding to teacher prompts in Indonesian or English (for example, Kamu melihat apa? or ‘What do you notice about…?’) when viewing television programs, video clips of children’s stories, or pictures of families, homes and schools
  • developing language to discuss aspects of language and culture, for example, terms such as ‘country’, ‘groups of people’, sama/beda, or asking in English: ‘Why is…like that?’
  • describing how it feels to use Indonesian, for example, when singing a song or hearing Indonesian spoken by others
Describe aspects of self such as family, school/class, gender and language/s, noticing how these are part of one’s identity

[Key concept: self; Key processes: describing, noticing] (ACLINC011 - Scootle )

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

Analysing and understanding language and culture as resources for interpreting and shaping meaning in intercultural exchange.

Systems of language

Understanding the language system, including sound, writing, grammar and text.

Reproduce the sound and spelling of the vowels and the letters c (ch) and trilled r, and recognise that Indonesian is written using the Roman alphabet

[Key concept: pronunciation; Key processes: reading aloud, mimicking] (ACLINU012 - Scootle )

  • Literacy
  • Critical and Creative Thinking
  • Intercultural Understanding
  • imitating Indonesian pronunciation, for example, vowels, trilled r, c (ch) and the unaspirated sounds p, t and k
  • noticing that statements, commands and questions have different intonations
  • experimenting with sounds and emphasis such as onomatopoeic words related to animal or human sounds, for example, meong or ngeong (meowing), cit-cit (tweeting), gong-gong (barking) and hacciihh (sneezing)
Recognise questions, commands and simple subject-focus sentences, and develop vocabulary for people, places and things in their personal world

[Key concepts: possession, word order; Key processes: naming, noticing patterns] (ACLINU013 - Scootle )

  • Literacy
  • Numeracy
  • Critical and Creative Thinking
  • Personal and Social Capability
  • Intercultural Understanding
  • identifying people using pronouns (ibu, ayah, bapak, adik, kakak), referring to pets (anjing, kucing), and using concrete nouns for objects (buku, tas, pintu)
  • describing possession using word order in familiar phrases, for example, nama saya…, ibu saya…
  • greetings and farewelling others, for example, Selamat pagi/siang/sore/ malam, sampai jumpa
  • specifying location using prepositions, for example, di atas, di bawah, di dalam, di belakang
  • describing actions using simple verbs, for example, makan, duduk, minum, suka, tidur
  • interacting using auxiliary verbs, for example, ada, mau, tahu, boleh, bisa
  • understanding different question words and the anticipated answer, for example, siapa? (people), apa? (objects, actions), di mana? (location), berapa? (quantity)
  • using imperatives to tell others to do something, for example, Duduklah, Lipat tangan, Tepuk tangan
  • referring to numbers of things using cardinal numbers (nol-sepuluh puluh, belas)
  • describing the colour, size, shape and character of a person, place or thing using noun–adjective phrases, for example, buku merah, anjing besar, kucing kecil, bapak tinggi, saya pendek, adik lucu
  • joining words or phrases using conjunctions, for example, dan, tetapi
  • referring to things using demonstratives ini and itu, for example, Ini buku merah
  • negating verbs and adjectives using tidak
  • expressing modality, for example, mau, ingin, boleh, bisa
Understand that language is organised as ‘text’, and recognise features of texts such as songs, chants, labels and captions

[Key concept: text; Key processes: recognising, identifying] (ACLINU014 - Scootle )

  • Literacy
  • Critical and Creative Thinking
  • recognising that sentences have parts, such as subject, verb and object
  • observing features of familiar texts such as greetings in a conversation, the chorus in a song, or rhyme in a song/poem
  • understanding that texts have a purpose, for example, recounts are ways of describing past events (Pada suatu hari…) and greeting cards can convey feelings (Saya cinta padamu)

Language variation and change

Understanding how languages vary in use (register, style, standard and non-standard varieties) and change over time and place.

Recognise that ways of greeting and addressing others may change according to cultural norms

[Key concepts: appropriateness, respect; Key processes: noticing, selecting] (ACLINU015 - Scootle )

  • Literacy
  • Critical and Creative Thinking
  • Personal and Social Capability
  • Intercultural Understanding
  • knowing that different terms of address are used for teachers and friends, for example, Ibu/Bapak/kamu
  • understanding that language varies in formality depending on the people involved, for example, Hai versus Selamat pagi
  • recognising that greetings vary according to the time of day, for example, Selamat pagi/siang/sore/malam
Develop awareness that Indonesian and English borrow from each other.

[Key concept: borrowing; Key process: observing] (ACLINU016 - Scootle )

  • Literacy
  • Critical and Creative Thinking
  • Intercultural Understanding
  • Aboriginal and Torres Strait Islander Histories and Cultures
  • knowing that Indonesian and English use the same alphabet
  • recognising that Indonesian has some loan words from English, such as komputer and televisi, and that English has some from Indonesian, such as ‘orangutan’, ‘satay’ and ‘sarong’, with some changes in spelling
  • keeping a class record of words in Indonesian that are borrowed from other languages, including loan words from Aboriginal languages, Torres Strait Islander languages
    • Aboriginal and Torres Strait Islander Histories and Cultures

Role of language and culture

Analysing and understanding the role of language and culture in the exchange of meaning.

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

[Key concepts: norm, culture; Key process: making connections] (ACLINU017 - Scootle )

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

Foundation to Year 2 Achievement Standards

By the end of Year 2, students interact with teachers and peers through play- and action-related language. They use greetings such as Selamat pagi/siang and respond to instructions such as Berdirilah, Masuklah through actions. Students pronounce the vowel sounds, and c (ch). They respond to questions (for example Apa? Siapa? Berapa?) with responses that include ya/tidak, verbs such as ada/mau/suka/bisa/boleh, and/or names and numbers (up to ten). They identify specific words or items in oral and written texts such as names of objects and people, and respond by using actions or drawing or labelling a picture. They present factual information at word and simple sentence level, such as lists, labels, descriptions and sharing/news reports, relying on formulaic language and modelled examples. They show comprehension and create simple texts such as a description, story or comic by matching pictures and captions. They use vocabulary related to their class and home environments. Students use simple verbs such as lari, main, makan and use the pronouns saya, kamu and Pak/Bu to address others. Students comment on similarities and differences in meanings of words, noticing that some cannot be readily translated, for example, takraw. They comment on aspects of using Indonesian and express feelings about learning Indonesian.

Students know that Indonesian is written using the same alphabet as English but that some sounds are different. They know that they communicate in English (and possibly other languages) and that Indonesian is spoken in a country called Indonesia. They identify Indonesian words that are similar to English, for example, buku, komputer and es krim. Students identify some distinctive Indonesian words such as komodo, durian and kancil. They know that language and culture are related.


Foundation to Year 2 Work Sample Portfolios