Board Endorsed December 2014
Beginning Indonesian
A/T
Type 2
Written under the
Languages Course
Framework 2013 Edition
Accredited from: 2015 – 2019
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Board Endorsed December 2014
General Capabilities
The General Capabilities (Year 11-12), as shown below, can be mapped to the essential Learning
achievements in the Curriculum Renewal (P-10) showing a strong relationship. Student capabilities
are supported through course and unit content and through pedagogical and assessment practices.
The General Capabilities include:

literacy

numeracy

information and communication technology (ICT) capability

critical and creative thinking

personal and social capability

ethical behaviour

intercultural understanding

collaborative team members.
Courses of study for the ACT Year 12 Certificate should be both relevant to the lives of students and
incorporate the contemporary issues they face. Hence, courses address the following three
priorities: These priorities are:

Aboriginal and Torres Strait Islander histories and cultures

Asia and Australia’s engagement with Asia

Sustainability.
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Board Endorsed December 2014
Course Adoption Form for Accredited Courses
B S S S
AUSTRALIAN CAPITAL TERRITORY
College:
Course Title: Beginning Indonesian
Classification: T
Framework: Languages
Course Area: 523
Course Code:
Dates of Course Accreditation:
From
to
2015
2019
Identify units to be adopted by ticking the check boxes
Adopt
Unit Title
Value
(1.0/0.5)
Length

The Individual’s Experience
1.0
S

Relating to Others
0.5
Q

Leisure
0.5
Q

Society and Community
1.0
S

Travel
0.5
Q

Health
0.5
Q

The World around Us
1.0
S

Careers
0.5
Q

Environment
0.5
Q

Lifestyle and Traditions
1.0
S

Traditions
0.5
Q

Relationships
0.5
Q
Adoption The course and units named above are consistent with the philosophy and goals of the college
and the adopting college has the human and physical resources to implement the course.
Principal:
/
/20
BSSS Office Use
Entered into database:
/
/20
College Board Chair:
3
/
/20
Board Endorsed December 2014
Course Adoption Form for Accredited Courses
B S S S
AUSTRALIAN CAPITAL TERRITORY
College:
Course Title: Beginning Indonesian
Classification: A
Framework: Languages
Course Area: 523
Course Code:
Dates of Course Accreditation:
From
to
2015
2019
Identify units to be adopted by ticking the check boxes
Adopt
Unit Title
Value
(1.0/0.5)
Length

The Individual’s Experience
1.0
S

Relating to Others
0.5
Q

Leisure
0.5
Q

Society and Community
1.0
S

Travel
0.5
Q

Health
0.5
Q

The World around Us
1.0
S

Careers
0.5
Q

Environment
0.5
Q

Lifestyle and Traditions
1.0
S

Traditions
0.5
Q

Relationships
0.5
Q
Adoption: The course and units named above are consistent with the philosophy and goals of the
college and the adopting college has the human and physical resources to implement the course.
Principal:
BSSS Office Use
Entered into database:
College Board Chair:
/
/20
/
/20
/
4
/20
Board Endorsed December 2014
Table of Contents
Course Adoption Form for Accredited Courses........................................................................................3
Course Adoption Form for Accredited Courses........................................................................................4
Course Name
..........................................................................................6
Course Classification
..........................................................................................6
Course Framework
..........................................................................................6
Course Developers
..........................................................................................6
Evaluation of Previous Course
..........................................................................................6
Course Length and Composition
..........................................................................................7
Implementation Guidelines
..........................................................................................7
Subject Rationale
........................................................................................10
Goals
........................................................................................10
Content
........................................................................................11
Teaching and Learning Strategies
........................................................................................12
Assessment
........................................................................................13
Representation of General capabilities
........................................................................................16
Representation of Cross-curriculum
........................................................................................17
Unit Grades
........................................................................................19
Moderation
........................................................................................24
Resources
........................................................................................25
Proposed Evaluation Procedures
........................................................................................28
The Individual’s Experience A/T
Value: 1.0 ........................................................................29
Relating to Others A/T
Value: 0.5 ........................................................................31
Leisure A/T
Value: 0.5 ........................................................................33
Society and Community A/T
Value 1.0 .........................................................................35
Travel A/T
Value 0.5 .........................................................................37
Health A/T
Value 0.5 .........................................................................39
The World around Us A/T
Value 1.0 .........................................................................41
Careers A/T
Value 0.5 .........................................................................43
The Environment A/T
Value 0.5 .........................................................................45
Lifestyle and Traditions A/T
Value 1.0 .........................................................................47
Traditions A/T
Value 0.5 .........................................................................49
Relationships
Value 0.5 .........................................................................51
Appendix A: Linguistic content
........................................................................................53
Appendix B – Common Curriculum Elements ........................................................................................57
Appendix C – Glossary of Verbs
........................................................................................58
Appendix D – Suggested Assessment Activities .....................................................................................59
Appendix E – Integrated Themes Table
........................................................................................66
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Board Endorsed December 2014
Course Name
Beginning Indonesian
Course Classification
A/T
Course Framework
The course is written under the 2013 Languages Framework.
Course Developers
Name
Meg Carey-Ide-May
Qualifications
B. Specialist Asian
Studies (Indonesian)
(Australian National
University)
College
Narrabundah College
Grad. Dip. Secondary
Teaching (University of
Canberra)
Ade Febiana
B. Social Science (IISIP –
Jakarta)
Burgmann Anglican School
Grad. Dip. Secondary
Teaching (UNE)
This group gratefully acknowledges the work of previous developers
Evaluation of Previous Course
The previous Beginning Course is no longer consistent with the current course framework. The goals
of the previous course were achieved. The course content was appropriate. Most teaching strategies
used were successful. The assessment program was largely appropriate. Needs of the students were
met and the course was relevant. Teaching strategies, assessment tasks and resources have been
updated and the course has been adjusted to enable it to be taught parallel with the Continuing and
Advanced courses.
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Board Endorsed December 2014
Course Length and Composition
The following combinations of 0.5 units have been approved by the Indonesian panel as having
coherence of purpose and clarity. No other combinations of 0.5 units have been accredited.
Unit Titles
Unit Value
The Individual’s Experience
1.0
Relating to Others
0.5
Leisure
0.5
Society and Community
1.0
Travel
0.5
Health
0.5
The World around Us
1.0
Careers
0.5
Environment
0.5
Lifestyle and Traditions
1.0
Traditions
0.5
Relationships
0.5
Available course patterns
A standard 1.0 value unit is delivered over at least 55 hours and can be as long as 63 hours. To
receive a course, students must complete at least the minimum number of hours and units over the
whole minor, major, major/minor or double major – both requirements must be met. The number
of units may vary according to the school timetable.
Course
Number of standard units to meet course requirements
Minor
Minimum of 2 units
Major
Minimum of 3.5 units
Major Minor
Minimum of 5.5 units
Double Major
Minimum of 7 units
Implementation Guidelines
Compulsory units
There are no compulsory units.
Arrangements for students continuing study in this course
Students continuing in this course from the previous course must study units not previously
undertaken. Please refer to Duplication of Content rules below.
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Board Endorsed December 2014
Prerequisites for the course or units within the course
There are no prerequisites for these units within the course.
Refer to the Language Eligibility enrolment form at: http://www.bsss.act.edu.au/curriculum/courses
Duplication of Content
Duplication of Content Rules
Students cannot be given credit towards the requirements for a Year 12 Certificate for a unit that
significantly duplicates content in a unit studied in another course. The responsibility for preventing
undesirable overlap of content studied by a student rests with the principal and the teacher
delivering the course. Substantial overlap of content is not permitted and students will only be given
credit for covering the content once.
Duplication of Units
Students cannot be given credit towards the requirements for a Year 12 Certificate for a unit that
significantly duplicates content in a unit studied in another course. The responsibility for preventing
undesirable overlap of content studied by a student rests with the principal and the teacher
delivering the course. Substantial overlap of content is not permitted and students will only be given
credit for covering the content once.
Units from other courses
Nil.
Relationship to other courses
Refer to Integrated Themes (Appendix D) for possible duplication of content with other courses.
Students who complete this Beginning Indonesian course as a major will be sufficiently prepared to
sit the International Baccalaureate Indonesian Ab Initio exam.
Suggested Implementation Patterns
Implementation Pattern
Units
Semester A
The Individual’s Experience
Semester B
Society and Community
Semester C
The World Around Us
Semester D
Lifestyles and Traditions
The compulsory units outlined ensure that all students undertaking an A or T minor course will
achieve the goals of the course. While these units are compulsory, they are not necessarily
sequential, especially for multi-level classes.
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Board Endorsed December 2014
TABLE - INTEGRATED THEMES
Society and
Community
The Individual’s
Experience
1.0 Unit
0.5 Unit
Beginning
 Greetings and introduction
Relating to Others
Leisure
Travel
Lifestyle and
Traditions
The World Around Us
Health
Careers
The Environment
Ways of Life and Traditions
Relationships
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
My Family

My classroom

Basic facts about Indonesia

Etiquette

Time and leisure

Directions and Locations

Markets and Eating Out

Transportation

Visiting the Doctor

Sport and Activities

Occupations

Entertainment

Weather and Seasons

Urban and Rural Life

Natural Disasters

Eco Tourism

Celebrations and Ceremonies

Food and Culture

Emotions

Ethnic Groups

Getting around Indonesia
Board Endorsed December 2014
Subject Rationale
Learning additional languages widens horizons, broadens cognitive and cultural experience, and
develops communicative and intercultural competence. It also opens up new perspectives for
learners, not only in relation to other cultures and languages, but also in terms of their own language
and cultural practices.
Learning languages strengthens intellectual and analytical capability and enhances creative and
critical thinking. Students develop an understanding of the nature of language (including linguistic
and stylistic features), of culture, and of the process of communication. They develop understanding
of how values and culture shape world view. Learning languages extends the learner’s understanding
of themselves, their heritage, values, culture, and identity. Students develop intercultural capability;
they develop understanding of, and respect for, diversity and difference, and openness to different
perspectives and experiences. Learning languages contributes to strengthening the community’s
social, economic, and international development capabilities.
Students learn to reorganise their thinking to accommodate the structure of another language, they
develop cognitive flexibility and problem-solving ability, which can be applied when problems and
solutions are not evident, as well as when critical thinking and creative approaches are required.
Learning languages requires and improves intellectual disciplines and systematic study habits. These
habits are characterised by effective planning and organisation, incorporating processes of selfmanagement and self-monitoring. 1
Goals
The Beginning Indonesian Course is based on the Languages Course Framework and, as such, should
enable students to:

enhance their capacity to communicate and interact effectively within and across languages
and cultures, showing control over linguistic elements and an awareness of audience and
purpose

understand the interrelationship of language and culture, and the importance of intercultural
competence

acquire language learning strategies that can be applied in further studies

expand their post school options and meet the growing needs of business and industry for
language skills and intercultural understanding

understand the variability of language use – how language changes with the context of
situation and the context of culture (participants and their relationship, circumstances of
communication)

employ technology to enhance communication.

analyse and respond to literature and global issues in the target language.
1. The developers acknowledge the Queensland Studies Authority Languages curriculum document in the development of
the rationale and goals.
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Board Endorsed December 2014
Literacy
Learning languages develops overall literacy. It strengths literacy- capabilities that are transferable
across languages (for example, the language being learnt and the learner’s first language), across
domains of use (for example, the academic domain and the domains of home language use), and
across learning areas.
Learning languages makes accessible to students’ additional literacy experiences. It strengthens
language awareness and helps to develop a metalanguage, a language for thinking and talking about
how language works.
Numeracy

Students use and understand pattern, order and relationships, and develop understanding of
concepts such as time, number and space in different cultures, as expressed through
language. Students become familiar with numbers, dates and terms for mathematical
operations in the target Language.

Students apply numeracy skills when they use tables or graphs to support an idea, opinion,
or position when creating texts and interacting in the target language.
Student Group
Refer to the languages eligibility enrolment form at:
www.bsss.act.edu.au/curriculum/courses/languages
Content
Concepts and Knowledge
Concepts and knowledge underpinning learning in the target language include:

grammatical and systems knowledge (for example, phonology, orthography vocabulary,
morphology, syntax)

textual knowledge (for example, cohesion and rhetorical organisation, text types)

sociolinguistic knowledge and understanding (for example, varieties, registers, cultural
references)

cultural and intercultural knowledge and understanding (for example, how identity is
constructed in intracultural and intercultural encounters and interactions).

general knowledge such as concepts drawn from areas of interest to the learners as well as
subject matter connected to learning areas across the curriculum.
Skills
The essential skills in Languages with the purpose of effective communication include:

listening, speaking, reading and writing skills in various combinations

higher order thinking skills including creating, synthesising, analysing, evaluating,
interpreting, comparing and contrasting, explaining, elaborating, relating, judging, imagining,
concluding, justifying, translating, connecting, engaging with multiple perspectives

independent and collaborative learning

problem solving

strategies for decoding unfamiliar language
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Board Endorsed December 2014

intercultural sensitivity

negotiation of meaning through the use of language, questioning assumptions, noticing how
interaction works and how meaning is exchanged interculturally

relationship between language and culture.
Recommended content
Students completing a major must have studied all of the following topics:

the individual’s experience

society and community

the world around us

lifestyles and traditions.
Vocational Courses
There are no vocational courses under the Languages Course Framework.
Teaching and Learning Strategies
These may include:

communicative activities: pair work, group work, interactive surveys, role plays

teacher instruction and modelling

collaborative learning

student-centred learning

problem solving

error recognition and correction

peer tutoring

authentic learning tasks and texts

student presentations

guest speakers

excursions

discussion and debate

dealing with unfamiliar language eg decoding, guessing, analysing

subject specific internet resources

extending students’ knowledge through use of technology
Review prior learning

communicative activities: recall, brainstorming, individual, pair and group work (e.g. think,
pair, share)

student reflection on relevant concepts and skills

review of metalanguage
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Board Endorsed December 2014
Assessment
The identification of assessment task types, together with examples of tasks, provides a common and
agreed basis for the collection of evidence of student achievement. This collection of evidence
enables a comparison of achievement within and across colleges, through moderation processes.
This enables valid, fair and equitable reporting of student achievement on the Year 12 Certificate.

Assessment Tasks elicit responses that demonstrate the degree to which students have
achieved the goals of a unit (and the course as a whole).

Assessment Tasks in T courses require students to utilise the higher order thinking skills that
are the basis of the ACT Scaling Test. (remove for A/V courses)

Assessment Task Types (with weightings) group assessment tasks in ways that reflect agreed
shared practice in the subject area and facilitate the comparison of student work across
different assessment tasks.

Assessment Criteria (the dimensions of quality that teachers look for in evaluating student
work) provide a common and agreed basis for judgement of performance against unit and
course goals, within and across colleges. Over a course, teachers use all of these criteria to
assess students’ performance, but do not necessarily use all criteria on each task.
Assessment criteria are to be used holistically on a given task and in determining the unit
grade.

Assessment Rubrics are used to develop criteria for a task type and a continuum that
indicates levels of student achievement against each criterion.
Board requirements
Students are expected to study the accredited semester 1.0 units unless enrolled in a 0.5 unit due to
late entry or early exit in a semester.
Where a 1.0 unit is delivered as a combination of two 0.5 units, the same percentage weighting for
task types should be used. If not, separate mark books must be maintained and the 0.5 units must be
meshed with the 1.0 standard unit following documented meshing procedures. These meshing
procedures must be provided to students as part of the Unit Outline.
General Assessment Criteria for A and T
Students will be assessed in speaking, writing and responding tasks on the degree to which they
demonstrate:

communicating

understanding.
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Board Endorsed December 2014
Assessment Task Types for Beginning Language Course
Strand
Task Type
Communicating
Speaking
Mandatory
Items
Unscripted
interview/conversation in
the target language, with
Must be one teacher/native speaker
item with the comprised of unseen and
open ended questions based
minimum
on content covered in the
mandatory
weighting as unit presented on CD, DVD
shown below. or USB
Minimum
for
Mandatory
Optional
Understanding
Writing
Responding
Sustained writing in the
target language, produced
in class under test
conditions in a minimum of
30 minutes in response to
an unseen question or visual
stimulus based on content
covered in the unit
Listening AND reading
comprehension and analysis
with questions and answers in
English and/or the target
language*
Over the course of two 0.5
units, both reading and
listening must be assessed.
Minimum time limit:
3 minutes
(word limits as defined by
the course)
*comprehensive testing of
Suggested task: letter,
listening and reading skills are
email, magazine article, blog required
25% of the unit total mark
25% of the unit total mark
25% of the unit total mark
The following options must
include unscripted questions
by teachers and/or peers in
the target language:
Oral presentation
Role-play
Interview
Conversation
Discussion
Questionnaire
Sustained writing piece in
the target language may
include:
A short text in a variety of
genres
Assignment under
controlled conditions
Short response to an
unseen visual
stimulus/statistics
Translation
Survey
Close textual analysis of
language
Listening comprehension
Reading comprehension
Written/visual response to a
variety of text types
Creative response and written
rationale
Summary
Short response
Weightings
in A/T 1.0
Units
25-40%
Weightings
in A/T 0.5
Units
25-40%
25-40%
25-40%
60-75%
Board Recommendations
The Board recommends 3 - 5 assessment tasks per standard unit (1.0) and 2 - 3 per half standard unit
(0.5).
Approaches to Assessment
Assessment is to be differentiated for A and T courses. Assessment tasks in all courses need to be
appropriate to the students’ level and cater for their specific needs. Creative, open-ended and rich
learning tasks are recommended.
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Board Endorsed December 2014
Additional Assessment Advice for Courses

For a standard unit (1.0), students must complete a minimum of three assessment tasks and
a maximum of five.

For a half standard unit (0.5), students must complete a minimum of two and a maximum of
three assessment tasks.

Each standard (1.0) or half standard (0.5) unit must assess all Mandatory items.

In a 0.5 unit, a Speaking task type must be included. Writing and Responding may be
incorporated into the one assessment task with similar relevant weighting to the 1.0 unit. (?)

Every task must enable students to demonstrate higher order thinking skills.

The Mandatory items must be one item with the minimum mandatory weighting as shown
above.

The complexity of the target language in the stimulus material and the response required
should reflect the level of the course.

No assessment item may be less than 10%.

It is recommended that students be provided with a choice of questions from which they
select one for sustained writing.

It is recommended that students produce a variety of text types over a course of study.
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Board Endorsed December 2014
Representation of General capabilities
Literacy
Learning languages develops overall literacy. It is in this sense ‘value added’, strengthening literacyrelated capabilities that are transferable across languages, both the language being learnt and all
other languages that are part of the learner’s repertoire. Language learning also strengthens literacyrelated capabilities across domains of use, such as the academic domain and the domains of home
language use, and across learning areas.
Literacy development involves conscious attention and focused learning. It involves skills and
knowledge that need guidance, time and support to develop. These skills include the:

ability to decode and encode from sound to written systems

learning of grammatical, orthographic, and textual conventions

development of semantic, pragmatic, and interpretative, critical and reflective literacy skills
Literacy development for second language learners is cognitively demanding. It involves these same
elements but often without the powerful support of a surrounding oral culture and context. The
strangeness of the additional language requires scaffolding. In the language classroom, analysis is
prioritised alongside experience. Explicit, explanatory, and exploratory talk around language and
literacy is a core element. Learners are supported to develop their own meta–awareness, to be able
to think and talk about how the language works and about how they learn to use it. Similarly, for first
language learners, literacy development that extends to additional domains and contexts of use
requires comparative analysis that extends literacy development in their first language and English.
Numeracy
Learning languages affords opportunities for learners to use the target language to develop skills in
numeracy, to understand, analyse, categorise, critically respond to and use mathematics in different
contexts. This includes processes such as using and understanding patterns, order, and relationships
to reinforce concepts such as number, time or space in their own and in others’ cultural and linguistic
systems.
Information and communication technology (ICT) capability
Learning languages is enhanced through the use of multimodal resources, digital environments and
technologies in the target language. Accessing live target language environments and texts via digital
media contributes to the development of information technology capabilities as well as linguistic and
cultural knowledge. Accessing different real–time contexts extends the boundaries of the classroom.
Critical and creative thinking
In learning a language, students interact with people and ideas from diverse backgrounds and
perspectives, which enhances critical thinking, reflection and encourages creative, divergent and
imaginative thinking. By learning to notice, connect, compare, and analyse aspects of the target
language, students develop critical, analytic and problem–solving skills.
Personal and social capability
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. This
involves understanding and empathizing; 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.
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Board Endorsed December 2014
Ethical behaviour
When learning another language, students are taught explicitly 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. In
learning Aboriginal and Torres Strait Islander languages, students should consider appropriate ethical
behaviour in terms of engaging with the owners and custodians of the languages. Similar
consideration is required when interpreting and translating, or when collecting and analysing primary
research data.
Intercultural understanding
The development of intercultural understanding is a central aim of learning languages, as it is integral
to global citizenship and lifelong learning. Students bring 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 key to the development of students’ intercultural
capability. By learning a new language, or learning to use an existing language in new domains and
contexts, 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 target
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 learner’s communicative repertoire, providing
additional resources for interpreting and making meaning. Learners come to realise that interactions
between different people via 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.
Collaborative team members
Students will have the opportunity to group work in both spoken and written tasks. Through these
activities they will be able to foster cooperation and respect for others within the group.
Representation of Cross-curriculum
Aboriginal and Torres Strait Islander histories and cultures
Aboriginal and Torres Strait Islander communities are strong, rich, and diverse. Aboriginal and Torres
Strait Islander identity is central to this priority. It is intrinsically linked to living and learning in
Aboriginal and Torres Strait Islander communities, deep knowledge traditions and holistic world
view.
A conceptual framework based on Aboriginal and Torres Strait Islander Peoples’ unique sense of
Identity has been developed as a tool for embedding Aboriginal and Torres Strait Islander histories
and cultures within the Australian curriculum. This sense of identity is approached through the
interconnected concepts of Country/Place, people, and culture. Embracing these elements enhances
all areas of the curriculum.
The Aboriginal and Torres Strait Islander priority provides opportunities for all learners to deepen
their knowledge of Australia by engaging with the world’s oldest continuous living cultures. This
knowledge and understanding will enrich their ability to participate positively in the evolving history
of Australia.
A direct way of learning about and engaging with diverse Aboriginal and Torres Strait Islander
communities is to learn an Aboriginal language and/or a Torres Strait Islander language. There is an
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Board Endorsed December 2014
inseparable connection between Aboriginal languages and Torres Strait Islander languages and
land/sea, Country and Place, the environment, fauna, and flora. Aboriginal and Torres Strait Islander
histories and cultures are an integral part of the learning of Aboriginal languages and Torres Strait
Islander languages.
In learning all languages there is scope for making inter–linguistic and intercultural comparisons
across languages, including Aboriginal and Torres Strait Islander languages, to develop understanding
of concepts related to the linguistic landscape of Australia and to the concepts of language and
culture in general.
Asia and Australia’s engagement with Asia
In the Australian Curriculum: Languages, the cross–curriculum priority of Asia and Australia’s
engagement with Asia enables the development of rich and engaging content and contexts for
developing students’ capabilities to engage with the languages and cultures of Asia and of people of
Asian heritage within Australia.
The Australian Curriculum: Languages enables students 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 the Languages learning area, students develop an appreciation for the place of Australia within the
Asian region, including the interconnections of languages and cultures, peoples and communities,
histories and economies. Students 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.
Sustainability
In the Australian Curriculum: Languages, the priority of sustainability provides a context for
developing students’ capability to communicate ideas, understanding, and perspectives on issues
and concepts related to the environment.
The Australian Curriculum: Languages contributes to students’ capabilities to investigate, analyse,
and communicate concepts and understandings related to sustainability in broad contexts, and to
advocate, generate and evaluate actions for sustainable futures. Within each language, students
engage with a range of texts focused on concepts related to sustainability.
These include:

the environment

conservation

social and political change

linguistic and cultural ecologies

change, both within the target language and culture, and across languages and cultures in
general.
In this way, students 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. 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.
Learning Aboriginal languages and Torres Strait Islander languages contributes to the global effort to
exchange knowledge among people with varied practices in caring for the land. It also contributes to
the reconciliation process in Australia and goals for language revival.
18
Board Endorsed December 2014
Unit Grades
Grade descriptors provide a guide for teacher judgement of students’ achievement, based on the
assessment criteria, over a unit of work in this subject. Grades are organized on an A-E basis and
represent standards of achievement.
Grades are awarded on the proviso that the assessment requirements have been met. When
allocating grades, teachers will consider the degree to which students demonstrate their ability to
complete and submit tasks within a specified time frame.
The following descriptors are consistent with the system grade descriptors, which describe generic
standards of student achievement across all courses.
19
Board Endorsed December 2014
Understanding
Unit Grade Descriptors for Beginning A Courses – Year 11
A student who achieves an A
grade typically
 explains language and
culture in familiar contexts
A student who achieves a B
grade typically
 describes language and
culture in familiar contexts
A student who achieves a C
grade typically
 identifies language and
culture in familiar contexts
A student who achieves a D
grade typically
 identifies some language
and culture in familiar
contexts
A student who achieves an E
grade typically
 identifies minimal features
of language and culture in
familiar contexts
 explains some
 describes interconnections
 identifies interconnections
 identifies some
 identifies little or no
interconnections between
own beliefs and practices,
and ideas represented or
expressed in texts
 produces texts displaying
Communicating
breadth in the treatment of
familiar topics
 applies conventions of
rehearsed texts to
represent ideas
appropriate to audience
and purpose
 uses accurate language and
a variety of vocabulary and
grammar both orally and in
writing
between own beliefs and
practices represented or
expressed in texts
 produces texts displaying
some breadth in the
treatment of familiar topics
 applies conventions of
between own beliefs and
practices represented or
expressed in texts
 produces texts displaying
 produces texts displaying
knowledge of the topic
some knowledge of the
topic
 applies some conventions
rehearsed texts to
represent experiences
appropriate to audience or
purpose
of rehearsed texts to
represent experiences
appropriate to audience or
purpose
 uses a range of vocabulary
 uses familiar grammar and
and grammar with accuracy
both orally and in writing
interconnections between
own beliefs and practices
represented or expressed
in texts
vocabulary with some
accuracy both orally and in
writing
20
interconnections between
own beliefs and practices
represented or expressed
in texts
 produces texts displaying
minimal knowledge of the
topic
 applies few conventions of
 applies limited or no
rehearsed texts to
represent experiences
appropriate to audience or
purpose
conventions of texts
 uses some grammar and
vocabulary both orally and
in writing
 displays limited or no
grammar and vocabulary
both orally and in writing
Board Endorsed December 2014
Communicating
Understanding
Unit Grade Descriptors for Beginning A Courses – Year 12
A student who achieves an A
grade typically
 analyses language and
culture in familiar contexts
A student who achieves a B
grade typically
 explains language and culture
in familiar contexts
A student who achieves a C
grade typically
 describes language and
culture in familiar contexts
A student who achieves a D
grade typically
 identifies language and
culture in familiar
contexts
 explains some
 describes interconnections
 identifies interconnections
 identifies some
between own beliefs and
practices represented or
expressed in texts
between own beliefs and
practices represented or
expressed in texts
 produces texts displaying
 produces texts displaying
 produces texts displaying
breadth in the treatment of
familiar topics
 applies conventions of texts
to represent ideas
appropriate to audience and
purpose
 uses accurate language and a
wide range of vocabulary and
grammar both orally and in
writing
some breadth in the
treatment of familiar topics
 applies conventions of texts
to represent experiences
appropriate to audience or
purpose
 uses accurate language and a
range of vocabulary and
grammar both orally and in
writing
interconnections between
own beliefs and practices,
and ideas represented or
expressed in texts
knowledge of the topic
 applies some conventions
of texts to represent
experiences appropriate to
audience or purpose
 uses grammar and
vocabulary with some
accuracy both orally and in
writing
21
interconnections between
own beliefs and practices
represented or expressed
in texts
 produces texts displaying
some knowledge of the
topic
 applies few conventions of
texts to represent
experiences appropriate
to audience or purpose
 uses some grammar and
vocabulary both orally and
in writing
A student who achieves
an E grade typically
 identifies minimal
features of language
and culture in familiar
contexts
 identifies little or no
interconnections
between own beliefs
and practices
represented or
expressed in texts
 produces texts
displaying minimal
knowledge of the topic
 applies limited or no
conventions of texts
 displays limited or no
grammar and
vocabulary both orally
and in writing
Board Endorsed December 2014
Understanding
Unit Grade Descriptors for Beginning T Courses – Year 11
A student who achieves an A
grade typically
 analyses language and
culture in a variety of familiar
contexts
 explains interconnections
between own values, beliefs,
practices, and ideas
represented or expressed in
texts
A student who achieves a B
grade typically
 analyses language and
culture in most familiar
contexts
 explains some
interconnections between
own beliefs, practices, and
ideas represented or
expressed in texts
A student who achieves a C
grade typically
 describes language and
culture in most familiar
contexts
 describes interconnections
between own values,
beliefs, practices, and ideas
represented or expressed in
texts
A student who achieves a D
grade typically
 identifies language and
culture in some familiar
contexts
 identifies some
interconnections between
own beliefs, practices, and
ideas represented or
expressed in texts
 analyses perspectives
 explains perspectives
 explains some perspectives
 identifies perspectives
represented in texts
represented in texts
Communicating
 produces texts displaying
breadth and some depth in
the treatment of the topic
and constructs logical and
structured responses
 applies appropriate
conventions of texts and
takes some risks to represent
ideas and experiences
appropriate to audience and
purpose
 displays accurate language
use, clarity of expression and
a variety of vocabulary and
grammar both orally and in
writing
 produces texts displaying
breadth in the treatment of
the topic and constructs well
structured responses
 applies conventions of texts
to represent ideas and
experiences appropriate to
audience and purpose
 displays accurate language
use and a variety of
vocabulary and grammar
both orally and in writing
represented in texts
 produces texts displaying
some breath in the
treatment of the topic and
constructs conclusions
 applies some conventions
of texts to represent
experiences appropriate to
audience and/or purpose
 uses familiar vocabulary
and grammar with some
accuracy both orally and in
writing
22
represented in texts
 produces texts displaying
some knowledge of the
topic
 applies few conventions of
A student who achieves
an E grade typically
 identifies minimal
language and culture in
rehearsed contexts
 identifies few
interconnections
between own beliefs,
practices, and ideas
represented or
expressed in texts
 identifies aspects of the
perspectives
represented in texts
 produces texts
displaying little or no
understanding of the
topic
 applies limited or no
texts to represent
experiences appropriate
to audience or purpose
conventions of texts
 displays some vocabulary
 displays limited or no
of the language both
orally and in writing
vocabulary of the
language both orally
and in writing
Board Endorsed December 2014
Communicating
Understanding
Unit Grade Descriptors for Beginning T Courses – Year 12
A student who achieves an A
grade typically
A student who achieves a B
grade typically
A student who achieves a C
grade typically
A student who achieves a D
grade typically
A student who achieves an
E grade typically
 evaluates language and
 analyses language and
 describes language and
 identifies language and
 identifies some features
culture in familiar and
unfamiliar contexts
 analyses interconnections
between own values, beliefs,
practices, and ideas
represented or expressed in
texts
culture in familiar and
unfamiliar contexts
 explains interconnections
between own values, beliefs,
practices, and ideas
represented or expressed in
texts
culture in familiar
contexts
 identifies interconnections
between own beliefs,
practices, and ideas
represented or expressed
in texts
 evaluates concepts and
 analyses perspectives
of language and culture
in familiar contexts
 identifies some
interconnections
between own beliefs,
practices, and ideas
represented or
expressed in texts
 identifies aspects of the
perspectives
represented in texts
 produces texts
displaying little or no
understanding of the
topic
perspectives represented in
texts
 produces insightful texts
displaying depth and breadth
in the treatment of the topic
and constructs logical and
structured responses
 applies appropriate
conventions of texts and
takes risks to represent ideas
and experiences appropriate
to audience and purpose
 displays accurate language
use, clarity of expression and
a variety of vocabulary and
grammar both orally and in
writing
represented in texts
 produces texts displaying
breadth in the treatment of
the topic and constructs well
structured responses
 applies conventions of texts
and takes some risks to
represent ideas and
experiences appropriate to
audience and purpose
 displays accurate language
use and a variety of
vocabulary and grammar
both orally and in writing
culture in familiar contexts
 explains some
interconnections between
own values, beliefs,
practices, and ideas
represented or expressed in
texts
 explains perspectives
represented in texts
 produces texts displaying
some breath in the
treatment of the topic and
constructs conclusions
 applies some conventions
of texts to represent
experiences appropriate to
audience and/or purpose
 uses familiar vocabulary
and grammar with some
accuracy both orally and in
writing
23
 identifies perspectives
represented in texts
 produces texts displaying
some knowledge of the
topic
 applies few conventions of
texts to represent
experiences appropriate
to audience or purpose
 displays some vocabulary
of the language both
orally and in writing
 applies very few
conventions of texts
 displays limited
vocabulary of the
language both orally
and in writing
Board Endorsed December 2014
Moderation
Moderation is a system designed and implemented to:

provide comparability in the system of school-based assessment

form the basis for valid and reliable assessment in senior secondary schools

involve the ACT Board of Senior Secondary Studies and colleges in cooperation and
partnership

maintain the quality of school-based assessment and the credibility, validity and acceptability
of Board certificates.
Moderation commences within individual colleges. Teachers develop assessment programs and
instruments, apply assessment criteria, and allocate Unit Grades, according to the relevant Course
Framework. Teachers within course teaching groups conduct consensus discussions to moderate
marking or grading of individual assessment instruments and unit grade decisions.
The Moderation Model
Moderation within the ACT encompasses structured, consensus-based peer review of Unit Grades for
all accredited courses, as well as statistical moderation of course scores, including small group
procedures, for T courses.
Moderation by Structured, Consensus-based Peer Review
Review is a subcategory of moderation, comprising the review of standards and the validation of Unit
Grades. In the review process, Unit Grades, determined for Year 11 and Year 12 student assessment
portfolios that have been assessed in schools by teachers under accredited courses, are moderated
by peer review against system wide criteria and standards. This is done by matching student
performance with the criteria and standards outlined in the unit grade descriptors as stated in the
Course Framework. Advice is then given to colleges to assist teachers with, and/or reassure them on,
their judgments.
Preparation for Structured, Consensus-based Peer Review
Each year, teachers teaching a Year 11 class are asked to retain originals or copies of student work
completed in Semester 2. Similarly, teachers teaching a Year 12 class should retain originals or
copies of student work completed in Semester 1. Assessment and other documentation required by
the Office of the Board of Senior Secondary Studies should also be kept. Year 11 work from Semester
2 of the previous year is presented for review at Moderation Day 1 in March, and Year 12 work from
Semester 1 is presented for review at Moderation Day 2 in August.
In the lead up to Moderation Day, a College Course Presentation (comprised of a document folder
and a set of student portfolios) is prepared for each A, M and T course/units offered by the school,
and is sent in to the Office of the Board of Senior Secondary Studies.
The College Course Presentation
The package of materials (College Course Presentation) presented by a college for review on
moderation days in each course area will comprise the following:

a folder containing supporting documentation as requested by the Office of the Board
through memoranda to colleges

a set of student portfolios containing marked and/or graded written and non-written
assessment responses and completed criteria and standards feedback forms. Evidence of all
assessment responses on which the unit grade decision has been made is to be included in
the student review portfolios.
Specific requirements for subject areas and types of evidence to be presented for each Moderation
Day will be outlined by the Board Secretariat through memoranda and Information Papers.
24
Board Endorsed December 2014
Visual evidence for judgements made about practical performances
(also refer to BSSS Website Guidelines)
It is a requirement that schools’ judgements of standards to the mandatory, oral assessment item
(A/T/M) be supported by auditory evidence as a minimum requirement (refer to Assessment Task
Types table, page 14).
All other practical performances may be supported by visual evidence (still photos or video).
Teachers should consult the BSSS guidelines at
http://www.bsss.act.edu.au/grade_moderation/information_for_teachers when preparing
photographic evidence.
Resources
Dictionaries
Echols, J.M. & Shadily, H. 1989. Kamus Indonesia Inggris, Gramedia, Jakarta.
Echols, J.M. & Shadily, H. 1989. Kamus Inggris Indonesia, Gramedia, Jakarta.
Penyusun, Tim. Kamus Pusat Pembinaam dan Pengembangan Bahasa, Kamus Besar Bahasa
Indonesia, 1996, Departemen Pendidikan dan Kebudayaan Republik Indonesia, Jakarta.
Quinn, George. 1999. The Learner’s Dictionary of Today’s Indonesian, Allen & Unwin.
Grammar and Usage
Djenar, Dwi Noverini. 2003. A Student’s Guide to Indonesian Grammar, Oxford University Press,
Melbourne.
Course Books
Cartwright, K. & Soehodo, S. 1993, Bagus Sekali! 1 & 2, CIS. Heinemann. Curriculum Corporation.
Curriculum Corporation, 1993, Suara Siswa Coursebook Stages 1&2 Northern Territory, Department
of Education/Education Department, South Australia.
Hardie, H. & Clarke, S. 2002. Bersama-sama Stages 1 & 2, Nelson.
Hibbs, L., Stobbe, T. & Ure, S. 1997. Kenalilah Indonesia Books 1 & 2, Macmillan, Melbourne.
Kaye, G. & Rachmat, J. 2003. Bersama-sama Senior, Thomas-Nelson, Melbourne.
White, I.J. 1995 (revised). Bahasa Tetanggaku Coursebook Stage 1 & 2, Longman, Cheshire,
Melbourne.
White, I.J. 1994 (revised). Bahasa Tetanggaku Coursebook Stage 1 & 2, Longman, Cheshire,
Melbourne.
White, I.J. 2003. Keren 1 & 2 Indonesian Course Book, Pearson Longman, Sydney.
25
Board Endorsed December 2014
Reference Books
Allen, P. 1995. Women’s Voices, Longman.
Curriculum Corporation, 1993, Suara Siswa Teachers’ Handbook Stages 1 & 2.
Curriculum Corporation, 1993, Suara Siswa Teachers’ Resources Stages 1 & 2.
De Neefe, J. 2003. Fragrant Rice, Harper Collins, Australia.
Draine, C. & Hall, B. 1993. Culture Shock Indonesia, Times Editions, Singapore.
Indonesian Heritage Encyclopedia, 1998, Grolier International.
Koutsoukis, A. 1999. Pada Jaman Dahulu: Indonesian Folktales, Oxford University Press, South
Melbourne.
Ludbrook, M. & Tunstill, D. 2003/2004. Indonesian Film in the Senior Classroom (2 Volumes),
Adelaide, SA.
McCarthy, J. 1994. Are Sweet Dreams Made of This?, IRIP Publications.
Sujatna, D. (ed), 1989. Cermin: Indonesian Short Stories, Paradigm Press, Curtin University of
Technology, Curtin, ACT.
Newspapers
Berita Nusantara, 68 Cherokee Avenue, Greenfield Park, NSW, 2176; phone/fax (02) 9610 1995
Indo Media, PO Box 682, Rosebery, NSW, 2018; phone (02) 9344 3191; Fax (02) 9315 5309
Magazines and Periodicals
Gadis: Majalah Gadis Remaja, Gaya Favorit Press, J Rawagelam _ Kawason Industri, Pulogadung,
Jakarta, 13930
Hai: Majalah Remaja Pria, PO Box 299, Jkb Jakarta, 11001
Inside Indonesia, Indonesia Resources and Information Programme, PO Box 190, Northcote, 3070
Kawanku: Majalah Anak-Anak,Yayasan Kawanku, Gedung Surya Prabha Jl. Daan Mogot Km13,
Jakarta, 11730
Mode Indonesia: Majalah Remaja, PT Top Mode Indonesia, Jl Proklamasi 84, Jakarta, Pusat, 10310
Visual – films, videos, TV
Ada Apa Dengan Cinta? [film] 2002, Rudi Soedjarwo (director), SBS Broadcasting.
A Reporter’s Journey, [DVD] 2008, Mike Carlton (Reporter), ABC TV.
Ayat-ayat Cinta [DVD] 2008, Hanung Bramantyo, Sound Screen.
Bahasa Video: Education Series [video series] 1998, Hampton, Victoria.
Denias, Senandung di atas Awan [video] 2007, John de Rantau, Alenia Productions.
Langkitku, Rumahku [video] 1990, Slamet Rahardjo Djarot, Australian Film Institute.
Laskar Pelangi, [video] 2008, Riri Riza, Miles Production.
Mengejar Matahari [video] 2004, Rudi Sujarwo, SinemArt.
Riding the Tiger [series of three videos] 1992, ABC Broadcasting.
Siaran Berita [SBS TV] (ongoing), TVRI News Bulletins.
Silk and Steel [video] 1996, ABC Broadcasting.
26
Board Endorsed December 2014
Untuk Rena [DVD] 2007, Miles Production.
Wild Indonesia [video series] 2001, Zebra Film for BBC Discovery.
CD-ROMs
Hebat [CD-ROM], Curriculum Corporation.
Voices and Visions from Indonesia: Texts for the Senior English Classroom [CD-ROM] 2001,
Curriculum Corporation, Carlton South.
Makasih, ya! Indonesian Stage 5, 2006, NSW Dept of Education and Training.
Mari kita Berbicara! Indonesain Stage 6 Beginners, 2007, NSW Dept of Education and Training.
Kenalihah Indonesia Book 1 [CD-ROM].
Websites
ANU Asian Studies Virtual Library http://www.coomber.anu.edu.au
Australian Embassy in Jakarta http://www.austembjak.or.id
Bali Post http://www.balipost.co.id/
Garuda Airlines http://www.garudaco.id
Gatra http://www.gatra.com/index.htm/
HSC On-Line http://hsc.csu.edu,au/indonesian/
Indolinx http://www.ansonic.com.au
Indonesian Government Links Page http://www.dfa.deplu.go.id/english/governI.htm
Indonesian Homepage http://indonesia.elga.net.id
Inside Indonesia http://www.serve.com/inside/page.htm
Intisari http://www.indomedia.com/intisari
Jawa Pos http://www.jawapos.co.id
Jendela Indonesia http://www.iit.edu/`indonesia/jendela
Kompas http://www.kompas.com/kompas-cetak
Learning Federation http://www.thelearningfederation.edu.au
Live Indonesian TV http://www.dennyshotspot.com
Radio Australia online www.abc.net.au/ra/newsrain
RCTI TV Station http://rcti.oke.com
Republika http://www.republika.co.id
SEAsite http://www.seasite.niu.edu/Indonesian
Tempo http://www.tempo.co.id
Ultimate Indonesian Homepage http://www.indonesia.elga.net.id
Victorian Indonesian Homepage http://www.vicnet.net,au/vicnet/country/indon.htm
Community Associations/Foundations/Embassies etc
Embassy of the Republic of Indonesia, 8 Darwin Avenue, Yarralumla, ACT, 2600
27
Board Endorsed December 2014
CITA (Canberra Indonesian Teachers’ Association) [convenors: Rebecca Battaglini (Melrose High
School) & Anita Patel (Narrabundah College)]
Human Resources
It is desirable that students have the opportunity to interact with native speakers of the LOTE.
Physical Resources
The following are desirable physical resources for the development and implementation of
Beginning Indonesian:
Television and VCR/DVD
Video camera
CD players
Computers
Internet access
These were accurate at the time of publication.
Proposed Evaluation Procedures
Course evaluation will be a continuous process. Teachers will meet regularly to discuss the content
of the course and any requirements for modification of activities, teaching strategies and
assessment instruments. The current trends and innovations in the teaching of insert name of
course will be considered as teachers attend workshops, seminars and participate in discussion
groups with other teachers such as on Moderation Day.
Teachers will monitor student performance and progress and student responses to various teaching,
learning and assessment strategies. Students and teachers will complete evaluation questionnaires
at the end of each unit. The results of these will be collated and reviewed from year to year. There
will also be a continuous monitoring of student numbers between Years 11 and 12.
Informal discussions between teachers and students, past students, parents and other teachers will
contribute to the evaluation of the course.
In the process of evaluation; students, teachers and others should, as appropriate, consider:

Are the course and Course Framework still consistent?

Were the goals achieved?

Was the course content appropriate?

Were the teaching strategies used successful?

Was the assessment program appropriate?

Have the needs of the students been met?

Was the course relevant?

How many students completed the course in each of the years of accreditation?
28
Board Endorsed December 2014
The Individual’s Experience A/T
Value: 1.0
This unit combines Relating to Others A/T 0.5 and Leisure 0.5.
Students are expected to study the accredited semester 1.0 unit unless enrolled in a 0.5 unit due to
late or early exit in a semester.
Prerequisites
Nil
Duplication of Content Rules
Students cannot be given credit towards the requirements for a Year 12 Certificate for a unit that
significantly duplicates content in a unit studied in another course. The responsibility for preventing
undesirable overlap of content studied by a student rests with the principal and the teacher
delivering the course. Substantial overlap of content is not permitted and students will only be given
credit for covering the content once.
Specific Unit Goals
This unit should enable students to:
A Course
T Course
 become familiar with basic rules of syntax,
 use basic rules of syntax, pronunciation and
pronunciation and intonation in Indonesian
 develop reading skills

 initiate communication on personal issues

 become familiar with ways of talking about

classroom objects
 acquire and use cultural knowledge of
greetings and introductions

 apply the knowledge of numbers from 1 to

100 in different contexts
 become familiar with basic facts about
Indonesia
 use polite and appropriate language in
various situations
 describe friends, own school day



29
intonation in Indonesian
summarise and synthesise ideas from what
they have read
initiate and maintain communication on
personal issues
converse with clarity about classroom
objects
acquire and use cultural knowledge of
greetings and introductions and formal and
informal language
apply the knowledge of numbers from 1 to
100 in different contexts (telephone
numbers, age, prices, dates, simple
calculations)
critically evaluate basic facts about
Indonesia
use polite and appropriate language in
various situations
give an oral presentation describing friends
and own school day
Board Endorsed December 2014
Content
The relevance of Islam and other religions will be incorporated in most of these topics.
A Course
T Course
 Indonesian pronunciation, syntax and
 Indonesian pronunciation, syntax and
morphology
 relating and interacting with others
(greetings and introductions)


 me (date of birth, nationality, physical







appearance and personality, nationality, age,
and family)
my family
my classroom
basic facts about Indonesia
etiquette
number and time (telephone numbers, age,
prices, dates, simple calculations)
hobbies






morphology
relating and interacting with others
(greetings and introductions)
me (date of birth, nationality, physical
appearance and personality, nationality, age,
and family)
my family
my classroom
basic facts about Indonesia
etiquette
number and time (telephone numbers, age,
prices, dates, simple calculations)
hobbies
Teaching and Learning Strategies
Refer to Appendix D on page 59
Assessment
Refer to Assessment Task Types Guide on page 14.
General Capabilities
Evidence could be in:
Student Capabilities
Goals
Content
Teaching and
Learning
Assessment
Literacy



Numeracy





ethical behaviour


intercultural understanding


collaborative team members


information and communication
technology (ICT) capability

critical and creative thinking


personal and social capability


Resources
Refer to page 25.
30
Board Endorsed December 2014
Relating to Others A/T
Value: 0.5
Theme: The Individual’s Experience
This half unit (0.5) combines with Leisure (0.5) to equate to one standard unit – these should be
delivered together as a semester unit. Students are expected to study the accredited semester 1.0
unit unless enrolled in a 0.5 unit due to late entry or early exit in a semester.
Prerequisites
Nil
Duplication of Content Rules
Students cannot be given credit towards the requirements for a Year 12 Certificate for a unit that
significantly duplicates content in a unit studied in another course. The responsibility for preventing
undesirable overlap of content studied by a student rests with the principal and the teacher
delivering the course. Substantial overlap of content is not permitted and students will only be given
credit for covering the content once.
Specific Unit Goals
This unit should enable students to:
A Course
T Course
 become familiar with basic rules of syntax,
 use basic rules of syntax, pronunciation and
pronunciation and intonation in Indonesian
 develop reading skills

 initiate communication on personal issues

 become familiar with ways of talking about

classroom objects
 acquire and use cultural knowledge of
greetings and introductions

intonation in Indonesian
summarise and synthesise ideas from what
they have read
initiate and maintain communication on
personal issues
converse with clarity about classroom
objects
acquire and use cultural knowledge of
greetings and introductions and formal and
informal language
Content
The relevance of Islam and other religions will be incorporated in most of these topics.
A Course
T Course
 Greetings and Introductions
 Greetings and Introductions
 My Family
 My Family
 My Classroom
 My Classroom
 Indonesian syntax and morphology
 Indonesian syntax and morphology
 Relating and interacting with others
 Relating and interacting with others
 (greetings and introductions)
(greetings and introductions)
 Me (date of birth, nationality, physical
 Me (date of birth, nationality, physical
appearance and personality, nationality, age,
and family)
appearance and personality, nationality, age,
and family)
31
Board Endorsed December 2014
Teaching and Learning Strategies
Refer to Appendix D on page 59
Assessment
Refer to Assessment Task Types Guide on page 14.
General Capabilities
Evidence could be in:
Student Capabilities
Goals
Content
Teaching and
Learning
Assessment







ethical behaviour


intercultural understanding


collaborative team members


Literacy
Numeracy
information and communication technology
(ICT) capability

critical and creative thinking


personal and social capability


Resources
Refer to page 25.
32
Board Endorsed December 2014
Leisure A/T
Value: 0.5
Theme: The Individual’s Experience
This half unit (0.5) combines with Relating to Others (0.5) to equate to one standard unit – these
should be delivered together as a semester unit. Students are expected to study the accredited
semester 1.0 unit unless enrolled in a 0.5 unit due to late entry or early exit in a semester.
Prerequisites
Nil
Duplication of Content Rules
Students cannot be given credit towards the requirements for a Year 12 Certificate for a unit that
significantly duplicates content in a unit studied in another course. The responsibility for preventing
undesirable overlap of content studied by a student rests with the principal and the teacher
delivering the course. Substantial overlap of content is not permitted and students will only be given
credit for covering the content once.
Specific Unit Goals
This unit should enable students to:
A Course
T Course
 apply the knowledge of numbers from 1 to
 apply the knowledge of numbers from 1 to
100 in different contexts
 become familiar with basic facts about
Indonesia
 use polite and appropriate language in
various situations
 describe friends, own school day
100 in different contexts (telephone
numbers, age, prices, dates, simple
calculations)
 critically evaluate basic facts about Indonesia
 use polite and appropriate language in
various situations
 give an oral presentation describing friends
and own school day
Content T and A
The relevance of Islam and other religions will be incorporated in most of these topics.
A Course
T Course
 basic facts about Indonesia
 basic facts about Indonesia
 etiquette
 etiquette
 number and time (telephone numbers, age,
 number and time (telephone numbers, age,
prices, dates, simple calculations)
 hobbies and pastimes
prices, dates, simple calculations)
 hobbies and pastimes
Teaching and Learning Strategies
Refer to Appendix D on page 59
33
Board Endorsed December 2014
Assessment
Refer to Assessment Task Types Guide on page 14.
General Capabilities
Evidence could be in:
Student Capabilities
Goals
Content
Teaching and
Learning
Assessment
literacy


numeracy



information and communication
technology (ICT) capability

critical and creative thinking



personal and social capability



ethical behaviour

intercultural understanding
collaborative team members
Resources
Refer to page 25.
34






Board Endorsed December 2014
Society and Community A/T
Value 1.0
This unit combines Travel 0.5 with Health 0.5
Students are expected to study the accredited semester 1.0 unit unless enrolled in a 0.5 unit due to
late or early exit in a semester.
Prerequisites
Nil
Duplication of Content Rules
Students cannot be given credit towards the requirements for a Year 12 Certificate for a unit that
significantly duplicates content in a unit studied in another course. The responsibility for preventing
undesirable overlap of content studied by a student rests with the principal and the teacher
delivering the course. Substantial overlap of content is not permitted and students will only be given
credit for covering the content once.
Specific Unit Goals
This unit should enable students to:
A Course
T Course
 carry out simple transactions in Indonesian
 carry out transactions in Indonesian
 devise and respond to familiar questions
 devise and respond to a range of questions
 follow simple instructions/directions
 follow and give instructions/directions
 write a message, or postcard
 compose creative texts about travel
 develop strategies to communicate about
health problems in Indonesian
 develop listening skills to process and
comprehend information
 read and understand simple instructions
(e.g. medical advice, fitness instructions)
 respond in writing to different forms (eg.
surveys and questionnaires)




experiences (message, /postcard and/or a
diary entry)
compare health issues in Indonesia and
Australia
develop listening skills to process and
respond to information
create instructional or informative texts (e.g.
medical advice, fitness instructions)
respond in writing and devise different forms
(eg. surveys and questionnaires)
Content
The relevance of Islam and other religions will be incorporated in most of these topics.
A Course
T Course
 directions and locations
 directions and locations
 markets and eating out (shopping,
 markets and eating out (shopping,
bargaining, restaurants etc)
 transportation
 sport and activities
 visiting the doctor
bargaining, restaurants etc)
 transportation
 sport and activities
 visiting the doctor
35
Board Endorsed December 2014
Teaching and Learning Strategies
Refer to Appendix D on page 59
Assessment
Refer to Assessment Task Types Guide on page 14.
General Capabilities
Evidence could be in:
Student Capabilities
Goals
Teaching and
Learning
Assessment
Literacy


Numeracy



information and communication
technology (ICT) capability
critical and creative thinking
Content






personal and social capability

ethical behaviour

intercultural understanding
collaborative team members
Resources
Refer to page 25.
36




Board Endorsed December 2014
Travel A/T
Value 0.5
Theme: Society and Community
This half unit (0.5) combines with Society and Community (0.5) to equate to one standard unit –
these should be delivered together as a semester unit. Students are expected to study the
accredited semester 1.0 unit unless enrolled in a 0.5 unit due to late entry or early exit in a semester.
Prerequisites
Nil
Duplication of Content Rules
Students cannot be given credit towards the requirements for a Year 12 Certificate for a unit that
significantly duplicates content in a unit studied in another course. The responsibility for preventing
undesirable overlap of content studied by a student rests with the principal and the teacher
delivering the course. Substantial overlap of content is not permitted and students will only be given
credit for covering the content once.
Specific Unit Goals
This unit should enable students to:
A Course
T Course
 carry out simple transactions in Indonesian
 carry out transactions in Indonesian
 devise and respond to familiar questions
 devise and respond to a range of questions
 follow simple instructions/directions
 follow and give instructions/directions
 write a message, or postcard
 compose creative texts about travel
experiences (message, /postcard and/or a
diary entry)
Content
The relevance of Islam and other religions will be incorporated in most of these topics.
A Course
T Course
 directions and locations
 directions and locations
 markets and eating out (shopping,
 markets and eating out (shopping,
bargaining, restaurants etc)
 transportation
bargaining, restaurants etc)
 transportation
Teaching and Learning Strategies
Refer to Appendix D on page 59
37
Board Endorsed December 2014
Assessment
Refer to Assessment Task Types Guide on page 14.
General Capabilities
Evidence could be in:
Student Capabilities
Goals
Content
Teaching and
Learning
Assessment
Literacy


Numeracy


information and communication
technology (ICT) capability

critical and creative thinking

personal and social capability




ethical behaviour

intercultural understanding
collaborative team members
Resources
Refer to page 25.
38




Board Endorsed December 2014
Health A/T
Value 0.5
Theme: Society and Community
This half unit (0.5) combines with Society and Community (0.5) to equate to one standard unit –
these should be delivered together as a semester unit. Students are expected to study the
accredited semester 1.0 unit unless enrolled in a 0.5 unit due to late entry or early exit in a semester.
Prerequisites
Nil
Duplication of Content Rules
Students cannot be given credit towards the requirements for a Year 12 Certificate for a unit that
significantly duplicates content in a unit studied in another course. The responsibility for preventing
undesirable overlap of content studied by a student rests with the principal and the teacher
delivering the course. Substantial overlap of content is not permitted and students will only be given
credit for covering the content once.
Specific Unit Goals
This unit should enable students to:
A Course
T Course
 develop strategies to communicate about
 compare health issues in Indonesia and




health problems in Indonesian
develop listening skills to process and
comprehend information
read and understand simple instructions (e.g.
medical advice, fitness instructions)
respond in writing to different forms (eg.
surveys and questionnaires)
develop strategies to communicate about
health problems in Indonesian




Australia
develop listening skills to process and respond
to information
create instructional or informative texts (e.g.
medical advice, fitness instructions)
respond in writing and devise different forms
(eg. surveys and questionnaires)
compare health issues in Indonesia and
Australia
Content
The relevance of Islam and other religions will be incorporated in most of these topics.
A Course
T Course
 visiting the doctor
 visiting the doctor
 sport and activities
 sport and activities
Teaching and Learning Strategies
Refer to Appendix D on page 59
39
Board Endorsed December 2014
Assessment
Refer to Assessment Task Types Guide on page 14.
Evidence could be in:
Student Capabilities
Goals
Teaching and
Learning
Assessment
Literacy


Numeracy



information and communication technology
(ICT) capability
critical and creative thinking
Content






personal and social capability

ethical behaviour

intercultural understanding
collaborative team members
Resources
Refer to page 25.
40




Board Endorsed December 2014
The World around Us A/T
Value 1.0
This unit combines Careers 0.5 and The Environment 0.5.
Students are expected to study the accredited semester 1.0 unit unless enrolled in a 0.5 unit due to
late or early exit in a semester.
Prerequisites
Nil
Duplication of Content Rules
Students cannot be given credit towards the requirements for a Year 12 Certificate for a unit that
significantly duplicates content in a unit studied in another course. The responsibility for preventing
undesirable overlap of content studied by a student rests with the principal and the teacher
delivering the course. Substantial overlap of content is not permitted and students will only be given
credit for covering the content once.
Specific Unit Goals
This unit should enable students to:
A Course
T Course
 read and process information about careers,
 analyse and evaluate information about
entertainment and the environment
 use the internet to research and present
orally or in writing information about
Indonesian media and entertainment
 further develop listening skills in the
informational domain (e.g. weather reports,
documentaries)
 develop an understanding of urban and rural
lifestyles in Indonesia
careers, entertainment and the environment
 use the internet to research and present
orally or in writing information about
Indonesian media and entertainment
 further develop listening skills in the
informational domain (e.g. weather reports,
documentaries)
 analyse and evaluate urban and rural
lifestyles in Indonesia
Content
The relevance of Islam and other religions will be incorporated in most of these topics.
A Course
T Course
 occupations
 occupations
 entertainment
 entertainment
 weather and seasons
 weather and seasons
 urban and rural life
 urban and rural life
 natural disasters
 natural disasters
 environmental issues
 environmental issues
41
Board Endorsed December 2014
Teaching and Learning Strategies
Refer to Appendix D on page 59
Assessment
Refer to Assessment Task Types Guide on page 14.
General Capabilities
Evidence could be in:
Student Capabilities
Goals
Teaching and
Learning
Assessment
literacy


numeracy


information and communication
technology (ICT) capability
Content



critical and creative thinking


personal and social capability


ethical behaviour

intercultural understanding

collaborative team members

Resources
Refer to page 25
42


Board Endorsed December 2014
Careers A/T
Value 0.5
This half unit (0.5) combines with The Environment (0.5) to equate to one standard unit – these
should be delivered together as a semester unit. Students are expected to study the accredited
semester 1.0 unit unless enrolled in a 0.5 unit due to late entry or early exit in a semester.
Prerequisites
Nil
Duplication of Content Rules
Students cannot be given credit towards the requirements for a Year 12 Certificate for a unit that
significantly duplicates content in a unit studied in another course. The responsibility for preventing
undesirable overlap of content studied by a student rests with the principal and the teacher
delivering the course. Substantial overlap of content is not permitted and students will only be given
credit for covering the content once.
Specific Unit Goals
This unit should enable students to:
A Course
T Course
 read and process information about careers,
 analyse and evaluate information about
entertainment and the environment
 use the internet to research and present
orally or in writing information about
Indonesian media and entertainment
careers, entertainment and the environment
 use the internet to research and present
orally or in writing information about
Indonesian media and entertainment
Content
The relevance of Islam and other religions will be incorporated in most of these topics.
A Course
T Course
 occupations
 occupations
 entertainment
 entertainment
Teaching and Learning Strategies
Refer to Appendix D on page 59
Assessment
Refer to Assessment Task Types Guide on page 14
43
Board Endorsed December 2014
General Capabilities
Evidence could be in:
Student Capabilities
Goals
Teaching and
Learning
Assessment
literacy


numeracy


information and communication
technology (ICT) capability
critical and creative thinking
Content

personal and social capability





ethical behaviour


intercultural understanding


collaborative team members

Resources
Refer to page 25
44
Board Endorsed December 2014
The Environment A/T
Value 0.5
Theme: The World around Us
This half unit (0.5) combines with Careers (0.5) to equate to one standard unit – these should be
delivered together as a semester unit. Students are expected to study the accredited semester 1.0
unit unless enrolled in a 0.5 unit due to late entry or early exit in a semester.
Prerequisites
Nil
Duplication of Content Rules
Students cannot be given credit towards the requirements for a Year 12 Certificate for a unit that
significantly duplicates content in a unit studied in another course. The responsibility for preventing
undesirable overlap of content studied by a student rests with the principal and the teacher
delivering the course. Substantial overlap of content is not permitted and students will only be given
credit for covering the content once.
Specific Unit Goals
This unit should enable students to:
A Course
T Course
 further develop listening skills in the
 further develop listening skills in the
informational domain (e.g. weather reports,
documentaries)
 develop an understanding of urban and rural
lifestyles in Indonesia
informational domain (e.g. weather reports,
documentaries)
 analyse and evaluate urban and rural
lifestyles in Indonesia
Content
The relevance of Islam and other religions will be incorporated in most of these topics.
A Course
T Course
 weather and seasons
 weather and seasons
 urban and rural life
 urban and rural life
 natural disasters
 natural disasters
 environmental issues
 environmental issues
Teaching and Learning Strategies
Refer to Appendix D on page 59
Assessment
Refer to Assessment Task Types Guide on page 14
45
Board Endorsed December 2014
General Capabilities
Evidence could be in:
Student Capabilities
Goals
Content
Teaching and
Learning
Assessment
Literacy


Numeracy


information and communication
technology (ICT) capability



critical and creative thinking

personal and social capability



intercultural understanding


collaborative team members


ethical behaviour
Resources
Refer to page 25
46
Board Endorsed December 2014
Lifestyle and Traditions A/T
Value 1.0
This unit combines Traditions 0.5 with Relationships 0.5.
Students are expected to study the accredited semester 1.0 unit unless enrolled in a 0.5 unit due to
late or early exit in a semester.
Prerequisites
Nil
Duplication of Content Rules
Students cannot be given credit towards the requirements for a Year 12 Certificate for a unit that
significantly duplicates content in a unit studied in another course. The responsibility for preventing
undesirable overlap of content studied by a student rests with the principal and the teacher
delivering the course. Substantial overlap of content is not permitted and students will only be given
credit for covering the content once.
Specific Unit Goals
This unit should enable students to:
A Course
T Course
 construct a typical Indonesian menu for a
 compare a typical Indonesian and Australian
special occasion
 understand the importance and spiritual
significance of rice in Indonesia
 compare how people from different ethnic
groups celebrate various events
 express feelings
menu for a range of special occasions
 investigate and analyse the importance and
spiritual significance of rice in Indonesia
 compare how people from different ethnic
groups celebrate various events
 evaluate ways of expressing feelings though
literature and popular culture
Content
The relevance of Islam and other religions will be incorporated in most of these topics.
A Course
 festivals and ceremonies in various
ethnic groups
T Course
 festivals and ceremonies in various
ethnic groups

food and manners

food and manners

the importance of rice in Indonesian
culture

the importance of rice in Indonesian
culture

expressing emotions

expressing emotions

travel situations

travel situations
Teaching and Learning Strategies
Refer to Appendix D on page 59
47
Board Endorsed December 2014
Assessment
Refer to Assessment Task Types Guide on page 14
General Capabilities
Evidence could be in:
Student Capabilities
Goals
Content
Teaching
and
Learning
Assessment
literacy


numeracy


information and communication technology
(ICT) capability

critical and creative thinking


personal and social capability
ethical behaviour

intercultural understanding

collaborative team members

Resources
Refer to page 25
48

Board Endorsed December 2014
Traditions A/T
Value 0.5
Theme: Lifestyles and Traditions
This half unit (0.5) combines with Relationships (0.5) to equate to one standard unit – these should
be delivered together as a semester unit. Students are expected to study the accredited semester
1.0 unit unless enrolled in a 0.5 unit due to late entry or early exit in a semester.
Prerequisites
Nil
Duplication of Content Rules
Students cannot be given credit towards the requirements for a Year 12 Certificate for a unit that
significantly duplicates content in a unit studied in another course. The responsibility for preventing
undesirable overlap of content studied by a student rests with the principal and the teacher
delivering the course. Substantial overlap of content is not permitted and students will only be given
credit for covering the content once.
Specific Unit Goals
This unit should enable students to:
A Course
T Course
 construct a typical Indonesian menu for a
 compare a typical Indonesian and Australian
special occasion
 understand the importance and spiritual
significance of rice in Indonesia
menu for a range of special occasions
 investigate and analyse the importance and
spiritual significance of rice in Indonesia
Content
The relevance of Islam and other religions will be incorporated in most of these topics.
A Course
 celebrations and ceremonies

T Course
 celebrations and ceremonies

food and culture
Teaching and Learning Strategies
Refer to Appendix D on page 59
Assessment
Refer to Assessment Task Types Guide on page 14
49
food and culture
Board Endorsed December 2014
General Capabilities
Evidence could be in:
Student Capabilities
Goals
Content
Teaching and
Learning
Assessment
Literacy


Numeracy

information and communication
technology (ICT) capability
critical and creative thinking

personal and social capability



ethical behaviour

intercultural understanding

collaborative team members

Resources
Refer to page 25
50


Board Endorsed December 2014
Relationships
Value 0.5
Theme: Lifestyles and Traditions
This half unit (0.5) combines with Tradition (0.5) to equate to one standard unit – these should be
delivered together as a semester unit. Students are expected to study the accredited semester 1.0
unit unless enrolled in a 0.5 unit due to late entry or early exit in a semester.
Prerequisites
Nil
Duplication of Content Rules
Students cannot be given credit towards the requirements for a Year 12 Certificate for a unit that
significantly duplicates content in a unit studied in another course. The responsibility for preventing
undesirable overlap of content studied by a student rests with the principal and the teacher
delivering the course. Substantial overlap of content is not permitted and students will only be given
credit for covering the content once.
Specific Unit Goals
This unit should enable students to:
A Course
T Course
 compare how people from different ethnic
 compare how people from different ethnic
groups celebrate various events
 express feelings
groups celebrate various events
 evaluate ways of expressing feelings though
literature and popular culture
Content
The relevance of Islam and other religions will be incorporated in most of these topics.
A Course
T Course
 emotions
 emotions
 ethnic groups
 ethnic groups
 getting around Indonesia
 getting around Indonesia
Teaching and Learning Strategies
Refer to Appendix D on page 59
Assessment
Refer to Assessment Task Types Guide on page 14
51
Board Endorsed December 2014
General Capabilities
Evidence could be in:
Student Capabilities
Teaching and
Learning
Assessment
Literacy


Numeracy


information and communication
technology (ICT) capability

critical and creative thinking

personal and social capability
Goals
Content

ethical behaviour

intercultural understanding

collaborative team members

Resources
Refer to page 25
52

Board Endorsed December 2014
Appendix A: Linguistic content
The linguistic content listed for each course represents active minimum use expected at the two exit
points (minor and major) of this course. From the students of the accredited course a passive use of
the same linguistic content, units 1-3 is expected and an active use of whatever the aptitude and
interests of those students dictate. As grammar is taught in context in language classes, teachers
should have the freedom to introduce any language structure that would suit the learning needs of
the students. It would also be suitable to reintroduce topics at a higher level at regular intervals.
The Beginning Indonesian (Tertiary) Course will cover the following vocabulary topics and
grammatical points:
The Individual’s Experience
Semester 1
Indonesian alphabet
Word order in simple sentences and in noun phrases
Simple greetings
Personal and Possessive Pronouns (singular and plural)
Adalah /ada
Question words: apa, berapa, siapa, di mana, apakah, bagaimana, kenapa
Numbers 1-1000
simple adjectives
family words
classroom objects
food words
verbs
Ber- verbs
Me-form verbs
-an and ke-an nouns
Dining table language, for example
boleh minta
tambah lagi
Mau makan?
Mau minum?
Terima kasih banyak/tidak
Suka
Kurang suka
Tidak suka
53
Board Endorsed December 2014
Days of the week
Months of the year
Telling the time
Frequency expressions
Berapa kali sehari/seminggu/sebulan kamu makan
Saya makan dua kali sehari
Society and Community
Semester 2
Bargaining expressions
Berapa harganya?
Mana / boleh!
Terlalu mahal
Saya rugi
Mutunya baik
Numbers 1000-100,000,000
Clothing Vocabulary
Pakaian tradisi dan modern
Classifiers: buah, ekor, orang
Comparatives and Superlatives: lebih..daripada/ se--/paling dan terExtended food vocabulary including tastes and utensils for example
Rasa manis/pahit/asam/asin
sendok, piring,garpu, cangkir, pisau, gelas, mangkuk
Restaurant Language
Work Vocabulary – Jobs and Professions
Pekerjaan dan Tugas
Mau jadi apa?
Ibu/Bapak saya bekerja sebagai...
Health and Sickness Language
Parts of the face and body
Bagian Badan
Saya sakit...
Muntah/ mual
54
Board Endorsed December 2014
Minum obat
Prepositions of place
Basic conjunctions: dan, karena, sebab, tetapi,
Directions
Belok ke kiri/ Belok ke kanan/ terus/ mundur
Utara, Selatan,Timur, Barat
Di sini/ di sana/ di mana-mana
Hobbies and Pastimes
Making arrangements
Mau ikut?
Ada rencana?
Boleh saya ikut?
Saya akan mengajak/mengundang
Places around town
Telephone language
Language for messages and notes
Leisure vocabulary
The World around Us
Semester 3
Colloquial register
Introduction to slang
Hanya, saja, cuma
Different “whens”
Kapan/ bilamana
Ketika
Bila/ waktu
Kalau
Sudah/ sedang/ akan/ mau
Frequency words: sering, hampir, pernah, tak pernah, jarang, selalu
“So” – supaya/ sehingga
Language for booking accommodation and tickets
Bisa saya bantu?
Boleh saya memesan...
Transport vocabulary
Different “whiles”
55
Board Endorsed December 2014
Sambil
Sedangkan
Sementara
Object focus sentences with auxiliary verbs
Me-kan – causative verbs
Me-kan with the meaning of untuk (“benefactive” meanings)
Makin...makin
More classifiers: biji, helai,batang, potong
Baik..maupun
Words to denote future and past: dahulu, setelah, tadi, nanti, baru
Lifestyles and Traditions (grammar not covered in the A Course)
Semester 4
ke-an verbs
bergantung pada
salah satu/ satu-satunya
Me-i and other Me-kan verbs
Sopan-Santun Vocabulary
Emphasising: sekali, betul, benar, sungguh, bukan main...
Hopes and wishes: mau, ingin, diharapkan, mudah-mudahan, moga-moga, semoga, Insya Allah
Proverbs: Peribahasa
Obligation vocabulary: harus, wajib, mesti,seharusnya
Apakah yang harus/mesti/seharusnya/perlu saya bawa/ pakai?
Apakah as a conjunction
Bahwa as a conjunction
56
Appendix B – Common Curriculum Elements
Common curriculum elements assist in the development of high quality assessment tasks by
encouraging breadth and depth and discrimination in levels of achievement.
Organisers
Elements
Examples
create, compose
and apply
apply
ideas and procedures in unfamiliar situations, content and
processes in non-routine settings
compose
oral, written and multimodal texts, music, visual images, responses
to complex topics, new outcomes
represent
images, symbols or signs
create
creative thinking to identify areas for change, growth and
innovation, recognise opportunities, experiment to achieve
innovative solutions, construct objects, imagine alternatives
manipulate
images, text, data, points of view
justify
arguments, points of view, phenomena, choices
hypothesise
statement/theory that can be tested by data
extrapolate
trends, cause/effect, impact of a decision
predict
data, trends, inferences
evaluate
text, images, points of view, solutions, phenomenon, graphics
test
validity of assumptions, ideas, procedures, strategies
argue
trends, cause/effect, strengths and weaknesses
reflect
on strengths and weaknesses
synthesise
data and knowledge, points of view from several sources
analyse
text, images, graphs, data, points of view
examine
data, visual images, arguments, points of view
investigate
issues, problems
sequence
text, data, relationships, arguments, patterns
visualise
trends, futures, patterns, cause and effect
compare/contrast
data, visual images, arguments, points of view
discuss
issues, data, relationships, choices/options
interpret
symbols, text, images, graphs
explain
explicit/implicit assumptions, bias, themes/arguments,
cause/effect, strengths/weaknesses
translate
data, visual images, arguments, points of view
assess
probabilities, choices/options
select
main points, words, ideas in text
reproduce
information, data, words, images, graphics
respond
data, visual images, arguments, points of view
relate
events, processes, situations
demonstrate
probabilities, choices/options
describe
data, visual images, arguments, points of view
plan
strategies, ideas in text, arguments
classify
information, data, words, images
identify
spatial relationships, patterns, interrelationships
summarise
main points, words, ideas in text, review, draft and edit
analyse,
synthesise and
evaluate
organise,
sequence and
explain
identify,
summarise and
plan
57
Board Endorsed December 2014
Appendix C – Glossary of Verbs
Verbs
Definition
Analyse
Consider in detail for the purpose of finding meaning or relationships, and identifying
patterns, similarities and differences
Apply
Use, utilise or employ in a particular situation
Argue
Give reasons for or against something
Assess
Make a Judgement about the value of
Classify
Arrange into named categories in order to sort, group or identify
Compare
Estimate, measure or note how things are similar or dissimilar
Compose
The activity that occurs when students produce written, spoken, or visual texts
Contrast
Compare in such a way as to emphasise differences
Create
Bring into existence, to originate
Demonstrate
Give a practical exhibition an explanation
Describe
Give an account of characteristics or features
Discuss
Talk or write about a topic, taking into account different issues or ideas
Evaluate
Examine and judge the merit or significance of something
Examine
Determine the nature or condition of
Explain
Provide additional information that demonstrates understanding of reasoning and /or
application
Extrapolate
Infer from what is known
Hypothesise
Put forward a supposition or conjecture to account for certain facts and used as a basis for
further investigation by which it may be proved or disproved
Identify
Recognise and name
Interpret
Draw meaning from
Investigate
Plan, inquire into and draw conclusions about
Justify
Show how argument or conclusion is right or reasonable
Manipulate
Adapt or change
Plan
Strategies, develop a series of steps, processes
Predict
Suggest what might happen in the future or as a consequence of something
Reflect
The thought process by which students develop an understanding and appreciation of their
own learning. This process draws on both cognitive and affective experience
Relate
Tell or report about happenings, events or circumstances
Represent
Use words, images, symbols or signs to convey meaning
Reproduce
Copy or make close imitation
Respond
React to a person or text
Select
Choose in preference to another or others
Sequence
Arrange in order
Summarise
Give a brief statement of the main points
Synthesise
Combine elements (information/ideas/components) into a coherent whole
Test
Examine qualities or abilities
Translate
Express in another language or form, or in simpler terms
Visualise
The ability to decode, interpret, create, question, challenge and evaluate texts that
communicate with visual images as well as, or rather than, words
58
Board Endorsed December 2014
Appendix D – Suggested Assessment Activities
The suggested assessment activities and assessment tasks are not Board endorsed.
The Individual Experience
The suggested activities are not board endorsed. Assessment for T courses must enable students
to demonstrate higher order thinking skills.

write an email to your Indonesian friend

prepare a brochure/blog/podcast promoting your school to Indonesian students

read and respond to poems, songs and stories dealing with the role of youth in Indonesian
society and history

present a role play about students making arrangements for the weekend

interview another student about school and social life

collect illustrations of Islamic dress styles worn by Indonesian young people

write/respond to a problem letter in a teen magazine

Write a kontak jodoh (personal ad searching for love)
Suggested Assessment Tasks
Speaking

Prepare a dialogue where you introduce a new friend to your class. Include as much personal
information as possible.

You have gone shopping with your little brother or sister. Suddenly he/she has disappeared.
You have to describe him/her to the shop assistant or the police.
Writing

Write an email to an Indonesian friend telling them about your family.

Create a biodata for your webpage

Create a classroom poster with some advice on Indonesian manners
Responding

Respond to a picture of an Indonesian family and provide details about them.

Listen and respond to familiar expressions e.g. questions and directions.

Read a short letter from an Indonesian friend and respond to it, explaining your daily routine.
Relating to Others.
The suggested activities are not board endorsed. Assessment for T courses must enable students
to demonstrate higher order thinking skills.

write an email to your Indonesian friend

prepare a brochure/blog/podcast promoting your school to Indonesian students

interview another student about school and social life

write a kontak jodoh (personal ad searching for love)
59
Board Endorsed December 2014
Suggested Assessment Tasks
Speaking

Prepare a dialogue where you introduce a new friend to your class. Include as much personal
information as possible.
Writing

Write an email to an Indonesian friend telling them about your family.

Create a biodata for your webpage
Responding

Respond to a picture of an Indonesian family and provide details about them.
Leisure.
The suggested activities are not board endorsed. Assessment for T courses must enable students
to demonstrate higher order thinking skills.

read and respond to poems, songs and stories dealing with the role of youth in Indonesian
society and history

collect illustrations of Islamic dress styles worn by Indonesian young people

interview another student about school and social life

write/respond to a problem letter in a teen magazine
Suggested Assessment Tasks
Speaking

You have gone shopping with your little brother or sister. Suddenly he/she has disappeared.
You have to describe him/her to the shop assistant or the police.
Writing

Create a classroom poster with some advice on Indonesian manners
Responding

Listen and respond to familiar expressions e.g. questions and directions.

Read a short letter from an Indonesian friend and respond to it, explaining your daily routine.
Society and Community
The suggested activities are not board endorsed. Assessment for T courses must enable students
to demonstrate higher order thinking skills.

perform role plays in travel situations

write/reply to a postcard/email from a tourist destination in Indonesia

research the impact of bird flu on Indonesia

create an itinerary for a group of Australian students visiting an area in Indonesia

respond to questionnaire/quiz on fitness and wellbeing

role play an interview with a jamu seller
60
Board Endorsed December 2014
Suggested Assessment Tasks
Speaking

Students are placed in the position of buyer or seller in an Indonesian market and role play
unscripted bargaining situations.

Students prepare a role play in a doctor’s surgery. Mention ailments, symptoms and
treatment.
Writing

Write a menu for a fantasy restaurant.

Write a message from a parent to a child with tasks to be done and purchases to be made.
Responding

Look at a map of an Indonesian town and follow directions to find a particular place.

Listen/read for key words in short passages about transportation and/or sport.
Travel
The suggested activities are not board endorsed. Assessment for T courses must enable students
to demonstrate higher order thinking skills.

perform role plays in travel situations

write/reply to a postcard/email from a tourist destination in Indonesia

create an itinerary for a group of Australian students visiting an area in Indonesia
Suggested Assessment Tasks
Speaking

Students are placed in the position of buyer or seller in an Indonesian market and role play
unscripted bargaining situations.
Writing

Write a menu for a fantasy restaurant.

Write a message from a parent to a child with tasks to be done and purchases to be made.
Responding

Look at a map of an Indonesian town and follow directions to find a particular place.

Listen/read for key words in short passages about transportation.
Health
The suggested activities are not board endorsed. Assessment for T courses must enable students
to demonstrate higher order thinking skills.

respond to questionnaire/quiz on fitness and wellbeing

research the impact of bird flu on Indonesia

role play an interview with a jamu seller
61
Board Endorsed December 2014
Suggested Assessment Tasks
Speaking

Students prepare a role play in a doctor’s surgery. Mention ailments, symptoms and
treatment.
Writing

Write a healthy eating plan for someone wanting to lose weight / who is pregnant / who
wants to put on weight etc.
Responding

Listen/read for key words in short passages about sporting activities.

View several advertisements for Indonesian medicines and create a similar advertisement for
a product new to the market.

General Capabilities
The World around Us
The suggested activities are not board endorsed. Assessment for T courses must enable students
to demonstrate higher order thinking skills.

role play a job interview

respond to a job advertisement

debate an environmental issue

compare headlines in Australian and Indonesian newspapers

create a cartoon/campaign advertisement on a current issue

write an opinion letter responding to an issue in the Indonesian press
Suggested Assessment Tasks
Speaking

Present an item for Indonesian television e.g. weather report, interview with an entertainer

Role play a dialogue arranging to meet a friend to go to the movies. Include some problem
solving language regarding preferences and schedules.

Prepare a dialogue where you introduce a new friend to your class. Include as much personal
information as possible.

You have gone shopping with your little brother or sister. Suddenly he/she has disappeared.
You have to describe him/her to the shop assistant or the police.
Writing

Write a simple CV for a part time job

Write a postcard from an Indonesian national park

Write a postcard from an Indonesian national park

Write up a basic scientific field report about the conservation measures needed for an
endangered animal (e.g. orang-utan, elephant, Sumatran tiger).
Responding

Refer to an Indonesian weather map and write a short report
62
Board Endorsed December 2014

Watch a documentary about environmental problems or natural disasters in Indonesia and
comment on the issues.

Watch an Indonesian film and comment on the themes
Careers
The suggested activities are not board endorsed. Assessment for T courses must enable students
to demonstrate higher order thinking skills.

role play a job interview

respond to a job advertisement

view and respond to an Indonesian film contrasting rich and poor life styles
Suggested Assessment Tasks
Speaking

Present an item for Indonesian television e.g. weather report, interview with an entertainer

Role play a dialogue arranging to meet a friend to go to the movies. Include some problem
solving language regarding preferences and schedules.
Writing

Write a simple CV for a part time job
Responding

Refer to an Indonesian weather map and write a short report

Watch an Indonesian film and comment on the themes
The Environment
The suggested activities are not board endorsed. Assessment for T courses must enable students
to demonstrate higher order thinking skills.

debate an environmental issue

plan an aid programme to villagers affected by a natural disaster

compare headlines in Australian and Indonesian newspapers

create a cartoon/campaign advertisement on a current issue

write an opinion letter responding to an issue in the Indonesian press
Suggested Assessment Tasks
Speaking

Describe to the class your home and neighborhood with its positives and negatives.

Describe an Indonesian region as a great holiday destination.
Writing

Write a postcard from an Indonesian national park.

Write up a basic scientific field report about the conservation measures needed for an
endangered animal (eg. orang-utan, elephant, Sumatran tiger).
63
Board Endorsed December 2014
Responding

Watch a documentary about environmental problems or natural disasters in Indonesia and
comment on the issues.
Lifestyle and Traditions
The suggested activities are not board endorsed. Assessment for T courses must enable students
to demonstrate higher order thinking skills.

research prehistoric discoveries in Indonesia (solo man, hobbit controversy)

perform role plays with Indonesian and Australians interacting at a social function e.g. bbq or
lebaran celebration

read and respond to Indonesian proverbs

listen to recordings of Indonesians describing their daily life

research different conventions on gift giving

research food culture in Indonesia in relation to special celebrations

demonstrate how to cook a recipe for an Indonesian cooking show

respond to some Indonesian romantic literature e.g. pantun/pop songs
Suggested Assessment Tasks
Speaking

Role play an interview between an Australian and Indonesian from a particular ethnic group
about a traditional ceremony/celebration

Participate in spontaneous conversations dealing with travel problems
Writing

Write a recipe for an ideal friendship using the language of recipes.

Create a greeting card for a special celebration or festival. You should include a substantial
poem or message in the card.
Responding

Reorganise the jumbled text of a familiar Indonesian recipe and answer comprehension
questions

Listen and respond to short passages/dialogues related to travel situations
Traditions
The suggested activities are not board endorsed. Assessment for T courses must enable students
to demonstrate higher order thinking skills.

research prehistoric discoveries in Indonesia (solo man, hobbit controversy)

perform role plays with Indonesian and Australians interacting at a social function e.g. bbq or
lebaran celebration

listen to recordings of Indonesians describing their daily life

research food culture in Indonesia in relation to special celebrations
64
Board Endorsed December 2014

demonstrate how to cook a recipe for an Indonesian cooking show
Suggested Assessment Tasks
Speaking

Role play an interview between an Australian and Indonesian from a particular ethnic group
about a traditional ceremony/celebration
Writing

Create a greeting card for a special celebration or festival. You should include a substantial
poem or message in the card.
Responding

Reorganise the jumbled text of a familiar Indonesian recipe and answer comprehension
questions
Relationships
The suggested activities are not board endorsed. Assessment for T courses must enable students
to demonstrate higher order thinking skills.

read and respond to Indonesian proverbs

research different conventions on gift giving

respond to some Indonesian romantic literature e.g. pantun/pop songs
Suggested Assessment Tasks
Speaking

Participate in spontaneous conversations dealing with travel problems
Writing

Write a recipe for an ideal friendship using the language of recipes.
Responding

Listen and respond to short passages/dialogues related to travel situations
65
Board Endorsed December 2014
Appendix E – Integrated Themes Table
The Individual’s Experience
1.0
Unit
0.5 Unit
Relating to
Others
Society and Community
The World Around Us
 Greetings and


Leisure



Travel
Lifestyle and Traditions
Beginning
introduction
My Family
My classroom
Basic facts about
Indonesia
Etiquette
Time and leisure
 Directions and
Continuing
 Interacting with Friends
 Adolescent and School
Life
 Relating and
interacting with
others
 Adolescent issues
 Role of youth in
 Role of youth in
Indonesian society and
history
 Entertainment and
leisure
Indonesian
contemporary society
 Youth as an agent for
change in Indonesian
history
 Travelling in Australia
and Indonesia
 Consumerism and
Tourism
 Around Town and
Locations
 Markets and Eating
Advanced
Directions
 Travelling around
Out
Indonesia
 Transportation
Health
 Visiting the Doctor
 Sport and Activities
 Health issues
 Fitness and Wellbeing
 Tradition and

Careers
 Occupations
 Entertainment
 Interacting with Others
 Finding a Job



The
Environment
Ways of Life
and
Traditions
Relationships




Modern medicine
Perception of health,
sport and lifestyle in
Indonesia and
Australia
Career Aspirations
Relations between
Australia and
Indonesia
Poverty and Wealth
Environmental Issues
Natural Disasters
Industrialisation and
Globalisation
Weather and Seasons
Urban and Rural Life
Natural Disasters
Eco Tourism
 Celebrations and
Ceremonies
 Food and Culture
 Environmental Issues
 Natural Disasters
 Politics and Perceptions



 History
 Belief and Customs
 Way of Life
 Changing Lifestyles
 Changing Worlds –
 Emotions
 Ethnic Groups
 Getting around
 Relationships
 Traditional art forms and
pop culture
Indonesia
66
Tradition and
Modernity
 Human Rights and
Relationships
 Traditional art
forms/literature and
pop culture – analysis
of texts