Indonesian - Continuing T - ACT Board of Senior Secondary Studies

Board Endorsed December 2014 Continuing Indonesian T Type 2 Written under the Languages Course Framework Accredited from: January 2015 – December 2019 2013 Edition 1 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. 2 Board Endorsed December 2014 Course Adoption Form for Accredited Courses B S S S AUSTRALIAN CAPITAL TERRITORY College: Course Title: Continuing 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  The Environment 0.5 Q  Lifestyle and Traditions 1.0 S  Traditions 0.5 Q  Relationships 05. 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 / /20 3 Board Endorsed December 2014 Table of Contents Course Adoption Form for Accredited Courses ....................................................................................... 3 Course Name ......................................................................................... 5 Course Classification ......................................................................................... 5 Course Framework ......................................................................................... 5 Course Developers ......................................................................................... 5 Evaluation of Previous Course ......................................................................................... 5 Course Length and Composition ......................................................................................... 6 Implementation Guidelines ......................................................................................... 6 Subject Rationale ......................................................................................... 9 Goals ......................................................................................... 9 Content ....................................................................................... 10 Teaching and Learning Strategies ....................................................................................... 11 Assessment ....................................................................................... 12 Representation of General capabilities ....................................................................................... 15 Moderation ....................................................................................... 21 Resources ....................................................................................... 22 Proposed Evaluation Procedures ....................................................................................... 25 The Individual’s Experience Value 1.0 ........................................................................ 26 Relating to Others Value 0.5 ........................................................................ 28 Leisure Value 0.5 ........................................................................ 30 Society and Community Value 1.0 ........................................................................ 32 Travel Value 0.5 ........................................................................ 34 Health Value 0.5 ........................................................................ 36 The World Around Us Value 1.0 ........................................................................ 38 Careers Value 0.5 ........................................................................ 40 The Environment Value 0.5 ........................................................................ 42 Lifestyle and Traditions Value 1.0 ........................................................................ 44 Traditions Value 0.5 ........................................................................ 46 Relationships Value 0.5 ........................................................................ 48 Appendix A – Indonesian Affixes ....................................................................................... 50 Appendix B – Common Curriculum Elements ....................................................................................... 51 Appendix C – Glossary of Verbs ....................................................................................... 52 Appendix D – Suggested Activities for Specific Units ............................................................................ 53 4 Board Endorsed December 2014 Course Name Continuing Indonesian Course Classification T Course Framework This course is presented under the 2013 Languages Course Framework Course Developers Name Meg Carey-Ide-May Qualifications College B. Specialist Asian Studies (Indonesian) Narrabundah College (Australian National University) 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 current Continuing Indonesian Course has been redeveloped to align with the new Languages Framework 2013. 5 Board Endorsed December 2014 Course Length and Composition The following combinations of 0.5 units that 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 The Environment 0.5 Lifestyle and Traditions 1.0 Traditions 0.5 Relationships 0.5 Available course pattern 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 in this course. 6 Board Endorsed December 2014 Arrangements for students continuing study in this course Students continuing this course from Year 11 may take the half units selected by the teacher in consultation with the class. Teachers will need to ensure that half units are not repeated. 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 Units with identical or similar names in Continuing and Advanced courses are designed to be taught concurrently in a multilevel and multicourse classroom. There is, however, a substantial difference in depth and breadth of content and expectations according to the students’ specific level of proficiency in Indonesian. The suggested patterns should be followed sequentially to avoid duplication. Units from other courses There are no units from other courses which may be included as additions or substitutes. Relationship to other courses Refer to Intermediate Type 2 course. Students who complete this Continuing Indonesian course as a major will be sufficiently prepared to sit the International Baccalaureate Indonesian Standard Level exam. Suggested Implementation Patterns There is no relationship between the Continuing Course and other courses. 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 in multi-level classes. 7 Board Endorsed December 2014 TABLE - INTEGRATED THEMES Lifestyle and Traditions The World Around Us Society and Community The Individual’s Experience 1.0 Unit 0.5 Unit Continuing Relating to Others  Interacting with Friends  Adolescent and School Life Leisure  Role of youth in Indonesian society and history  Entertainment and leisure Travel  Around Town and Directions  Travelling around Indonesia Health  Health issues  Fitness and Wellbeing Careers  Interacting with Others  Finding a Job The Environment Ways of Life and Traditions Relationships        Environmental Issues Natural Disasters Politics and Perceptions Industrialisation and Globalisation History Belief and Customs Ceremonies and Celebrations  Relationships  Traditional art forms and pop culture 8 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 Indonesian 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 Indonesian 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 self-management and self-monitoring.1 1 The developers acknowledge the Queensland Studies Authority Languages curriculum document in the development of the rationale and goals. Goals The Continuing 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. 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. 9 Board Endorsed December 2014 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 The Continuing course is for students who have studied the language in years 9 and 10 as well as in junior secondary or primary school. It is also for native speakers or students whose parents are native speakers but have no formal education in the language. The decision between Continuing and Advanced placement is dependent on the overseas schooling and the language spoken at home. See the table in the languages eligibility enrolment form www.bsss.act.edu.au/curriculum/courses/languages. Students studying the arts, business, economics, hospitality, tourism and science will find it useful to follow this course as these fields involve links with Asia. Colleges which embrace the Access Asia Program have in place activities focussing on the studies of Asia across Key Learning Areas. Students who have successfully completed this course will be able to continue their studies at a tertiary institution. The relevant institution will require these students to sit a placement test to assess their appropriate level. 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  intercultural sensitivity 10 Board Endorsed December 2014  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 11 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.  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 Students will be assessed in speaking, writing and responding tasks on the degree to which they demonstrate:  communicating  understanding. 12 Board Endorsed December 2014 Assessment Task Types for Continuing Language Course Strand Communicating Understanding Task Type Speaking Writing Mandatory Items Unscripted interview/conversation in the target language, with teacher/native speaker comprised of unseen and open ended questions based on content covered in the unit presented on CD, DVD or USB Sustained writing in the target language, producing increasingly complex texts in class under test conditions in a minimum of 45 minutes in response to an unseen question or visual stimulus based on content covered in the unit Must be one item with the minimum mandatory weighting as shown below. Minimum time limit: 5 minutes Responding Critical analysis through listening AND reading comprehension 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. (word limits as defined by the course) Suggested task: letter, email, magazine article, blog, review, speech, poetry, essay *comprehensive testing of listening and reading skills are 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 Debate Interview Conversation Discussion Interpreting Sustained writing piece in the target language may include: A text in a variety of genres Assignment under controlled conditions Short response to an unseen visual stimulus/statistics Translation Survey Creative written production 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% 25-40% Weightings in A/T 0.5 Units 25-40% Minimum for Mandatory Optional 25-40% 60-75% 13 Board Endorsed December 2014 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. 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. 14 Board Endorsed December 2014 Representation of General capabilities Literacy Learning languages develops overall literacy. It is in this sense ‘value added’, strengthening literacy-related capabilities that are transferable across languages, both the language being learnt and all other languages that are part of the learner’s repertoire. Languages learning also strengthens literacy-related 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. 15 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 priorities 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 inseparable connection between Aboriginal languages and Torres Strait Islander languages and land/sea, Country and 16 Board Endorsed December 2014 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. 17 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. 18 Board Endorsed December 2014 Communicating Understanding Unit Grade Descriptors for Continuing T Courses – Year 11 A student who achieves an A A student who achieves a B grade typically grade typically  analyses linguistic,  critically analyses particular cultural and stylistic features linguistic, cultural and stylistic features  analyses language and  analyses language and culture in familiar and unfamiliar culture in familiar contexts contexts  explains interconnections  analyses interconnections between own values, beliefs, between own values, beliefs, practices, and ideas practices, and ideas represented represented or expressed in or expressed in texts texts  analyses concepts and perspectives represented in texts  analyses perspectives represented in texts  produces comprehensive texts displaying depth and breadth in the treatment of the topic and constructs logical and structured texts  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 wide range of vocabulary and grammar both orally and in writing  produces comprehensive texts displaying breadth in the treatment of the topic and constructs logical and structured texts  applies conventions of texts and takes some risks to represent ideas and experiences appropriate to audience and purpose  displays accurate language use and a wide range of vocabulary and grammar both orally and in writing A student who achieves a C grade typically  explains linguistic, cultural and stylistic features A student who achieves a D grade typically  identifies linguistic, cultural and stylistic features  describes language and culture in familiar contexts  identifies language and culture in familiar contexts  explains some interconnections between own values, beliefs, practices, and ideas represented or expressed in texts  explains perspectives represented in texts  identifies interconnections between own beliefs, practices, and ideas represented or expressed in texts  produces texts displaying detailed knowledge of the topic and constructs logical and structured texts  applies some conventions of texts to represent experiences appropriate to audience and purpose  displays a wide vocabulary and uses grammar with some accuracy both orally and in writing  produces texts displaying some knowledge of the topic 19  identifies perspectives represented in texts A student who achieves an E grade typically  identifies some linguistic, cultural and stylistic features  identifies some features 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  applies few conventions of texts to represent experiences appropriate to audience and purpose  applies limited or no conventions of texts  displays some vocabulary of the language both orally and in writing  displays limited or no vocabulary of the language both orally and in writing Board Endorsed December 2014 Communicating Understanding Unit Grade Descriptors for Continuing T Courses – Year 12 A student who achieves an A A student who achieves a B grade typically grade typically A student who achieves a C grade typically A student who achieves a D grade typically  critically analyses particular linguistic, cultural and stylistic features  evaluates language and culture in familiar and unfamiliar contexts  analyses complex interconnections between own values, beliefs and practices, and ideas represented or expressed in texts  evaluates concepts and perspectives represented in texts  analyses particular linguistic, cultural and stylistic features  explains some linguistic, cultural and stylistic features  describes linguistic, cultural and stylistic features  analyses language and culture in familiar and unfamiliar contexts  explains language and culture in familiar and unfamiliar contexts  explains interconnections between own values, beliefs and practices, and ideas represented or expressed in texts  describes language and culture in familiar contexts  produces insightful texts displaying independence, depth and breadth in the treatment of the topic, substantiates decisions and constructs logical conclusions  displays clear and thorough knowledge and understanding of the target language as a system and responds appropriately and with sensitivity  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 wide range of vocabulary and grammar both orally and in writing  produces complex texts displaying breadth and some depth and independence in the treatment of the topic and constructs logical conclusions  displays thorough knowledge and understanding of the target language as a system and responds appropriately and with sensitivity  produces texts displaying breadth in the treatment of the topic and constructs conclusions A student who achieves an E grade typically  describes interconnections between own beliefs and practices, and ideas represented or expressed in texts  describe concepts and perspectives represented in texts  produces texts displaying some detail in the treatment of the topic  identifies some linguistic, cultural and stylistic features  identifies some features of language and culture in familiar contexts  identifies some interconnections between own beliefs and practices, and ideas represented or expressed in texts  identifies concepts and perspectives represented in texts  produces texts displaying some knowledge of the topic  displays knowledge and understanding of the target language as a system and responds appropriately  displays knowledge of the target language and responds appropriately  displays some knowledge of the target language  applies conventions of texts and takes some risks to represent ideas and experiences appropriate to audience and purpose  applies some conventions of texts to represent experiences appropriate to audience and purpose  applies few conventions of texts to represent experiences appropriate to audience and purpose  applies limited or no conventions of texts  displays accurate language use and a wide range of vocabulary and grammar both orally and in writing  displays a wide vocabulary and uses grammar with some accuracy both orally and in writing  displays some vocabulary of the language both orally and in writing  displays limited or no vocabulary of the language both orally and in writing  explains complex interconnections between own values, beliefs and practices, and ideas represented or expressed in texts  analyses concepts and perspectives represented in texts  explains concepts and perspectives represented in texts 20 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. 21 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 13). 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, Kamus Indonesia Inggris, Gramedia, Jakarta (1989) Echols, J M & Shadily, H, Kamus Inggris Indonesia, Gramedia, Jakarta (1989) Penyusun, Tim, Kamus Pusat Pembinaam dan Pengembangan Bahasa, Kamus Besar Bahasa Indonesia, Departemen Pendidikan dan Kebudayaan Republik Indonesia, Jakarta (1996) Quinn, George, The Learner’s Dictionary of Today’s Indonesian, Allen & Unwin, (1999) Grammar and Usage Djenar, Dwi Noverini, A Student’s Guide to Indonesian Grammar, Oxford University Press, Melbourne (2003) Johns, Y & Stokes, R, Bahasa Indonesia Langkah Baru, Books 1, 2, 3 Sneddon, J N, Indonesian Reference Grammar, Allen & Unwin, Sydney, (1996). Course Books Cartwright, K, & Soehodo, S, Bagus Sekali! 2 & 3, CIS. Heinemann. Curriculum Corporation (1993) Curriculum Corporation, Suara Siswa Coursebook Stages 2, 3, 4, Northern Territory Department of Education/Education Department, South Australia, (1993). Day, A & Taylor, V, Bersama-sama Selalu, Nelson, (2006) Hardie, H & Clarke, S, Bersama-sama Stages 2 & 3, Nelson, (2002) Hibbs, L, Stobbe, T & Ure S, Kenalilah Indonesia Book 2, Macmillan, Melbourne, (1997). Kaye, G & Rachmat, J, Bersama-sama Senior, Thomas-Nelson, Melbourne (2003) White, I J, Bahasa Tetanggaku Coursebook Stage 2, Longman, Cheshire, Melbourne, (1995 revised) White, I J, Bahasa Tetanggaku Coursebook Stage 3, Longman, Cheshire, Melbourne, (1994 revised) White, I J, Keren 2 Indonesian Course Book, Pearson Longman, Sydney (2003) White, I J, Keren 3 & 4 Indonesian Course Book, Pearson Longman, Sydney (2003) Reference Books and Literary Texts Allen, P, Women’s Voices, Longman (1995) Brown & Davis, Di Serambi: On the Verandah, Cambridge University Pres (1995) Curriculum Corporation, Suara Siswa Teachers’ Handbook Stages 2, 3, 4, (1993) Curriculum Corporation, Suara Siswa Teachers’ Resources Stages 2, 3, 4, 1993. 22 Board Endorsed December 2014 De Neefe, J, Fragrant Rice, Harper Collins, Australia (2003) Draine, C & Hall, B, Culture Shock Indonesia, Times Editions, Singapore, 1993. Gresham, B and Spinks A & T, Merantau ke Australia, Nusa Indah (1993) Indonesian Heritage Encyclopedia, Grolier International (1998) Harjono, R, White Tribe of Asia, Suku Putihnya Asia, Hyland House (1993) Jassin, HB, Angkatan 66: Prosa dan Puisi, Jakarta (1968) Johns, Y, Bahasa Indonesia Book 2&3, ANU Press, Canberra, Australia (1990, 1996) Koutsoukis, A, Pada Jaman Dahulu: Indonesian Folktales, Oxford University Press, South Melbourne (1999) Lane, M, Kisah Perjuangan Suku Naga (WS Rendra) Ludbrook, M and Tunstill, D, Indonesian Film in the Senior Classroom (2 Volumes), Adelaide, SA (2003/2004) McCarthy, J, Are Sweet Dreams Made of This?, IRIP Publications (1994) Mintz, MW, Advanced writing for Students of Malay and Indonesia, EPB Publisher (1993) Mohammed, G, Sidelines: Writings From Tempo, Hyland House (1994) Quinn, G, Hidup Berwarna, Alon-Alon Publications, Sydney, 1989. Sujatna, D, (ed), Cermin: Indonesian Short Stories, Paradigm Press, Curtin University of Technology, Curtin, ACT, 1989. Teeuw, A, Modern Indonesia Literature, Martinus, Nijhoff, The Hague, 1967 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 902) 9315 5309 Kompas: http://www.kompas.com 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] Rudi Soedjarwo (director), SBS Broadcasting, (2002) A Reporter’s Journey, [DVD] Mike Carlton (Reporter), ABC TV (2008) Bahasa Video: Education Series [video series] Hampton, Victoria (1998) Langkitku, Rumahku [video] Slamet Rahardjo Djarot, Australian Film Institute, 1990. Riding the Tiger [series of three videos] ABC Broadcasting, 1992. 23 Board Endorsed December 2014 Siaran Berita [SBS TV], TVRI News Bulletins (ongoing) Silk and Steel [video] ABC Broadcasting (1996) Wild Indonesia [video series] Zebra Film for BBC Discovery (2001) CD-ROMs Voices and Visions from Indonesia: Texts for the Senior English Classroom [CD-ROM], Curriculum Corporation, Carlton South (2001) Centre for Learning Innovation (NSW Department of Education and Training) "Mari Kita Berbicara" (2007) State of NSW, Department of Education and Training Centre for Learning Innovation (NSW Department of Education and Training) "Makasih, ya!" (2006) State of NSW, Department of Education and Training 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 Indonesian Teacher’s Network 24 Board Endorsed December 2014 Human Resources It is desirable that students have the opportunity to interact with native speakers of Indonesian. Physical Resources The following are desirable physical resources for the development and implementation of Indonesian: Television and DVD Video camera CD players Computers ipads/tablets Internet access Interactive White Boards 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 Continuing Indonesian T 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? 25 Board Endorsed December 2014 The Individual’s Experience Value 1.0 This unit combines Relating to Others 0.5 with Leisure 0.5. 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:  use complex structures to communicate using formal and informal language in a range of situations relevant to young people  compare, contrast and evaluate the daily life for young people in Indonesia, including education  analyse and evaluate the role of youth in Indonesia  investigate and respond critically to a range of stimulus materials relating to youth entertainment and leisure Content In the first part of the unit students will communicate in a range of situations with their peers. Students will express ideas connected with adolescent and school life. The relevance of Islam and other religions will be incorporated in most of these topics. In the second part of the unit students will explore the role of youth in Indonesian society and history. Students will respond to a range of stimulus material relating to entertainment and leisure. Content reflecting the huge diversity in ethnicities, religions and cultures in Indonesia will be incorporated throughout these topics Suggested Topics:  interacting with friends  adolescent and school life  role of youth in Indonesian society and history  entertainment and leisure Teaching and Learning Strategies Refer to page 11 and Appendix C 26 Board Endorsed December 2014 Assessment Refer to Assessment Task Types Guide on page 14 General Capabilities Evidence could be in: Student Capabilities Teaching and Learning Assessment Literacy   Numeracy   information and communication technology (ICT) capability Goals Content   critical and creative thinking personal and social capability   ethical behaviour   intercultural understanding   collaborative team members   Resources Refer to bibliography on page 22 27 Board Endorsed December 2014 Relating to Others 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:  use complex structures to communicate using formal and informal language in a range of situations relevant to young people  compare, contrast and evaluate the daily life for young people in Indonesia, including education Content In this unit students will communicate in a range of situations with their peers. Students will express ideas connected with adolescent and school life. Content reflecting the huge diversity in ethnicities, religions and cultures in Indonesia will be incorporated throughout these topics Suggested Topics:  interacting with friends  adolescent and school life Teaching and Learning Strategies Refer to page 11 and Appendix C Assessment Refer to Assessment Task Types Guide on page 14 28 Board Endorsed December 2014 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 bibliography on page 22 29 Board Endorsed December 2014 Leisure 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:  analyse and evaluate the role of youth in Indonesia  investigate and respond critically to a range of stimulus materials relating to youth entertainment and leisure Content In this unit students will explore the role of youth in Indonesian society and history. Students will respond to a range of stimulus material relating to entertainment and leisure. Content reflecting the huge diversity in ethnicities, religions and cultures in Indonesia will be incorporated throughout these topics Suggested Topics:  role of youth in Indonesian society and history  entertainment and leisure Teaching and Learning Strategies Refer to page 11 and Appendix C. Assessment Refer to Assessment Task Types Guide on page 14 30 Board Endorsed December 2014 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 bibliography on page 22. 31 Board Endorsed December 2014 Society and Community Value 1.0 This unit combines Travel 0.5 with Health 0.5. 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:  use complex language structures appropriate to activities related to tourism and travel  investigate and evaluate a range of resources to plan and organise travel in Indonesia  analyse, compare and contrast health issues in Indonesia and Australia  evaluate and exchange information on health and wellbeing Content In the first part of the unit students will develop skills to navigate around Indonesia. Students will interpret texts, enabling them to organise travel within Indonesia. Content reflecting the huge diversity in ethnicities, religions and cultures in Indonesia will be incorporated throughout these topics In the second part of the unit students will reflect on and discuss health issues in Indonesia and Australia. Suggested Topics:  around town and directions  travelling around Indonesia  health issues  fitness and wellbeing Teaching and Learning Strategies Refer to page 11 or Appendix C. Assessment Refer to Assessment Task Types Guide on page 14 32 Board Endorsed December 2014 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 bibliography on page 22. 33 Board Endorsed December 2014 Travel Value 0.5 Theme: Society and Community This half unit (0.5) combines with Health (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:  use complex language structures appropriate to activities related to tourism and travel  investigate and evaluate a range of resources to plan and organise travel in Indonesia Content In this unit students will develop skills to navigate around Indonesia. Students will interpret texts, enabling them to organise travel within Indonesia. Content reflecting the huge diversity in ethnicities, religions and cultures in Indonesia will be incorporated throughout these topics. Suggested Topics:  around town and directions  travelling around Indonesia Teaching and Learning Strategies Refer to page 11 or Appendix C. Assessment Refer to Assessment Task Types Guide on page 14 34 Board Endorsed December 2014 General Capabilities Evidence could be in: Student Capabilities Goals 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 bibliography on page 22 35 Content  Board Endorsed December 2014 Health Value 0.5 Theme: Society and Community This half unit (0.5) combines with Travel (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:  analyse, compare and contrast health issues in Indonesia and Australia  evaluate and exchange information on health and wellbeing Content In this unit students will reflect on and discuss health issues in Indonesia and Australia. Content reflecting the huge diversity in ethnicities, religions and cultures in Indonesia will be incorporated throughout these topics. Suggested Topics:  health issues  fitness and wellbeing Teaching and Learning Strategies Refer to page 11 or Appendix C Assessment Refer to Assessment Task Types Guide on page 14 36 Board Endorsed December 2014 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 bibliography on page 22 37 Board Endorsed December 2014 The World Around Us Value 1.0 This unit combines Careers 0.5 with The Environment 0.5. 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:  examine issues surrounding poverty and wealth in Indonesia  communicate in a sophisticated and appropriate manner in a range of situations  respond and critically analyse a range of Indonesian media items  investigate, evaluate and analyse a range of environmental issues  respond critically to a range of stimulus materials relating to current issues affecting Indonesia and Australia Content In the first part of the unit students will interact with others in formal contexts. Students will develop vocabulary and language structures appropriate to workplace situations and career aspirations. Content reflecting the huge diversity in ethnicities, religions and cultures in Indonesia will be incorporated throughout these topics. In the second part of the unit students will demonstrate a strong awareness of environmental and current issues that affect Indonesia and Australia. Suggested Topics:  interacting with others  finding a job  environmental issues (e.g. Kalimantan forest fires, depletion of fish stocks in eastern Indonesia, flooding in Jakarta, endangered animals)  natural disasters (e.g. sidoarjo mud flow, earthquakes, landslides, volcanic eruptions, tsunami)  politics and perceptions (e.g. deforestation, mining and pollution, biofuels, sustainable energy) 38 Board Endorsed December 2014 Teaching and Learning Strategies Refer to page 11 or Appendix C. Assessment Refer to Assessment Task Types Guide on page 14 General Capabilities Evidence could be in: Student Capabilities Teaching and Learning Assessment Literacy   Numeracy   ethical behaviour   intercultural understanding   collaborative team members   information and communication technology (ICT) capability Goals Content  critical and creative thinking personal and social capability  Resources Refer to bibliography on page 22 39  Board Endorsed December 2014 Careers Value 0.5 Theme: The World Around Us 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:  examine issues surrounding poverty and wealth in Indonesia  communicate in a sophisticated and appropriate manner in a range of employment situations Content In this unit students will interact with others in a range of contexts. Students will develop vocabulary and language structures appropriate to workplace situations and career aspirations. Content reflecting the huge diversity in ethnicities, religions and cultures in Indonesia will be incorporated throughout these topics. Suggested Topics:  career aspiration  poverty and wealth Teaching and Learning Strategies Refer to page 11 or Appendix C/ Assessment Refer to Assessment Task Types Guide on page 14 40 Board Endorsed December 2014 General Capabilities Evidence could be in: Student Capabilities Teaching and Learning Assessment Literacy   Numeracy   ethical behaviour   intercultural understanding   collaborative team members   information and communication technology (ICT) capability Goals Content  critical and creative thinking personal and social capability   Resources Refer to bibliography on page 22 41 Board Endorsed December 2014 The Environment 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:  respond and critically analyse a range of Indonesian media items  investigate, evaluate and analyse a range of environmental issues  respond critically to a range of stimulus materials relating to current issues affecting Indonesia and Australia Content In this unit students will demonstrate a strong awareness of environmental and current issues that affect Indonesia and Australia. Content reflecting the huge diversity in ethnicities, religions and cultures in Indonesia will be incorporated throughout these topics. Suggested Topics:  Environmental Issues (eg Kalimantan forest fires, depletion of fish stocks in eastern Indonesia, flooding in Jakarta, endangered animals)  Natural Disasters (eg Sidoarjo mud flow, earthquakes, landslides,volcanic eruptions, tsunami)  Politics and Perceptions (deforestation, mining and pollution, biofuels, sustainable energy) 42 Board Endorsed December 2014 Teaching and Learning Strategies Refer to page 11 or Appendix C Assessment Refer to Assessment Task Types Guide on page 14 General Capabilities Evidence could be in: Student Capabilities Teaching and Learning Assessment Literacy   Numeracy   ethical behaviour   intercultural understanding   collaborative team members   information and communication technology (ICT) capability Goals Content  critical and creative thinking personal and social capability  Resources Refer to bibliography on page 22 43  Board Endorsed December 2014 Lifestyle and Traditions Value 1.0 This unit combines Traditions 0.5 with Relationships 0.5. 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:  investigate and evaluate special days/ceremonies in Indonesia  analyse the role of food in a traditional context or in ceremonial life  investigate, compare and contrast a range of relationships in Indonesia  analyse and evaluate traditional art forms/literature and/or popular culture Content In the first part of the unit students will demonstrate knowledge of Indonesian cultural traditions and way of life. Content reflecting the huge diversity in ethnicities, religions and cultures in Indonesia will be incorporated throughout these topics. In the second part of the unit students will explore relations within the Indonesian context. Students will become familiar with traditional art forms and will respond to aspects of Indonesia popular culture. Suggested Topics:  history  belief and customs  religious ceremonies  way of life  Indonesian relationships  traditional art forms and popular culture Teaching and Learning Strategies Refer to page 11 or Appendix C Assessment Refer to Assessment Task Types Guide on page 14 44 Board Endorsed December 2014 General Capabilities Evidence could be in: Student Capabilities Teaching and Learning Assessment Literacy   Numeracy   ethical behaviour   intercultural understanding   collaborative team members   information and communication technology (ICT) capability Goals Content  critical and creative thinking personal and social capability  Resources Refer to bibliography on page 22 45  Board Endorsed December 2014 Traditions Value 0.5 Theme: Lifestyle and Traditions This half unit (0.5) combines with Relationship (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:  investigate and evaluate special days/ceremonies in Indonesia  analyse the role of food in a traditional context or in ceremonial life Content In this unit students will demonstrate knowledge of Indonesian cultural traditions and way of life. Content reflecting the huge diversity in ethnicities, religions and cultures in Indonesia will be incorporated throughout these topics. Suggested Topics:  belief and customs  religious ceremonies  way of life Teaching and Learning Strategies Refer to page 11 or Appendix C Assessment Refer to Assessment Task Types Guide on page 14 46 Board Endorsed December 2014 General Capabilities Evidence could be in: Teaching and Learning Assessment Literacy   Numeracy     ethical behaviour   intercultural understanding   collaborative team members   Student Capabilities Goals Content information and communication technology (ICT) capability  critical and creative thinking   personal and social capability   Resources Refer to bibliography on page 22 47 Board Endorsed December 2014 Relationships Value 0.5 Theme: Lifestyle 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:  investigate, compare and contrast a range of relationships in Indonesia  analyse and evaluate traditional art forms/literature and/or popular culture Content In this unit students will explore relations within the Indonesian context. Students will become familiar with traditional art forms and will respond to aspects of Indonesia popular culture. Content reflecting the huge diversity in ethnicities, religions and cultures in Indonesia will be incorporated throughout these topics. Suggested Topics:  Indonesian relationships  traditional art forms and popular culture Teaching and Learning Strategies Refer to page 11 or Appendix C Assessment Refer to Assessment Task Types Guide on page 14 48 Board Endorsed December 2014 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 bibliography on page 22 49 Appendix A – Indonesian Affixes These affixes are the most commonly used in Indonesian language, and should be covered in the course: Imbuhan Frekuensi meN- 985 meN -i 225 meN -kan 910 meN -kannya 744 -kan 359 Di – in passive form 625 di- -i 255 di- -kan 465 ter- 525 pe( {N} )- 594 pe( {N} )- -an 326 pe(r)—an 214 ke- -an 558 ke- -annya 321 se- 553 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 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 52 Appendix D – Suggested Activities for Specific Units 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  Participate in a role play comparing lifestyles and opinions of teenagers in Australia and Indonesia  Prepare and present a radio program introducing a number of songs (for examples listen to community radio broadcasts)  Role play an interview between an Indonesian celebrity and a journalist Writing  Write an article for an Indonesian teen magazine about the lifestyle of Australian youth  Write a conversation between Rangga and Cinta for a possible sequel to the film Ada Apa Dengan Cinta? Responding  Respond to a problem letter from an Indonesian teenager (see Bersama-sama Senior Work Book, Remaja  Listen and respond to a range of Indonesian TV commercials (Suara Siswa stage 3&4) 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) Suggested Assessment Tasks Speaking 53  Participate in a role play comparing lifestyles and opinions of teenagers in Australia and Indonesia Writing  Write an article for an Indonesian teen magazine about the lifestyle of Australian youth Responding  Respond to a problem letter from an Indonesian teenager (see Bersama-sama Senior Work Book, Remaja) 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  Prepare and present a radio program introducing a number of songs (for examples listen to community radio broadcasts)  Role play an interview between an Indonesian celebrity and a journalist Writing  Write a conversation between Rangga and Cinta for a possible sequel to the film Ada Apa Dengan Cinta? Responding  Listen and respond to a range of Indonesian TV commercials (Suara Siswa stage 3&4) 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 Suggested Assessment Tasks Speaking  Participate in an impromptu role play trying to overcome a problem while arranging travel in Indonesia 54  Plan and demonstrate a set of exercises or a sporting activity for a group of Indonesian teenagers (see Hima dan Mega Chapter 14) Writing  Write a series of blog entries narrating some unique travel experiences in Indonesia  Write a short article for an airline magazine about traditional Indonesian medicine Responding  Read an itinerary/brochure from your Indonesian travel agent (e.g. Informasi Pariwisata, Bersamasama Senior page 22) and write an email in response to it  Watch an advertisement for an Indonesian medication or health product (e.g. Voices and Visions Indonesia –Obat Batuk) and explain your reasons for using/not using the product 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  Participate in an impromptu role play trying to overcome a problem while arranging travel in Indonesia Writing  Write a series of blog entries narrating some unique travel experiences in Indonesia Responding  Read an itinerary/brochure from your Indonesian travel agent (e.g. Informasi Pariwisata, Bersamasama Senior page 22) and write an email in response to it 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 Suggested Assessment Tasks Speaking  Plan and demonstrate a set of exercises or a sporting activity for a group of Indonesian teenagers (see Hima dan Mega Chapter 14) Writing  Write a short article for an airline magazine about traditional Indonesian medicine 55 Responding  Watch an advertisement for an Indonesian medication or health product (e.g. Voices and Visions Indonesia –Obat Batuk) and explain your reasons for using/not using the product 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  Role play an interview between a career’s advisor and a student (e.g. Bersama-sama Senior, Karir, page 3)  Present a speech on an environmental issue to be presented at an environmental forum in Indonesia Writing  Write a letter to the editor of an Indonesian newspaper commenting on a current issue affecting Indonesia/Australia  Create an advertisement relating to one of the issues studied in this unit e.g. job advertisement, environmental campaign advertisement Responding  Watch a documentary about an endangered Indonesian animal (Orangutan di Bukit Lawang, Bahasa Videos) and write a letter to an Indonesian organisation expressing your views  Read a text on an Indonesian environmental issue (e.g. Perlindungan Harimau Sumatra, Bersamasama Senior, page 91) and write a children’s story, showing understanding of the text 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  Role play an interview between a career’s advisor and a student (e.g. Bersama-sama Senior, Karir, page 3) 56 Writing  Write a letter applying for a job Responding  Read a variety of job applications and interview suitable applicants  View an Indonesian film e.g Langitku Rumahku and write an email to one of the characters 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  Present a speech on an environmental issue to be presented at an environmental forum in Indonesia  Take on the role of an aid worker and answer journalists’ questions regarding efforts to help villagers affected by a natural disaster Writing  Write a letter to the editor of an Indonesian newspaper commenting on a current issue affecting Indonesia/Australia  Create an advertisement relating to one of the issues studied in this unit e.g. environmental campaign advertisement Responding  Watch a documentary about an endangered Indonesian animal (Orangutan di Bukit Lawang, Bahasa Videos) and write a letter to an Indonesian organisation expressing your views  Research an environmental problem (eg bird flu, Sidoarjo mud flow, flooding in Jakarta) and draw up an action plan to help local government officials  Read a text on an Indonesian environmental issue (e.g. Perlindungan Harimau Sumatra, Bersamasama Senior, page 91) and write a children’s story, showing understanding of the text 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 57  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 unscripted interaction between an Indonesian and an Australian student demonstrating understanding of customs and etiquette  Give a presentation on a traditional Indonesian art form, dish or an aspect of popular culture Writing  Using procedural language, write a recipe for romance or friendship (see Bersama-sama 2, Langkah 4)  Write a story using an Indonesian proverb as the title Responding  Read an Indonesian dialogue e.g. Ada Perayaan apa Lagi, Bersama-sama 2, page 87 and write an article for Garuda magazine on the importance of Lebaran in Indonesia showing understanding of the text.  Listen to a text describing a New Year celebration e.g. Upacara Melasti dan Hara Raya Nyepi, Keren 3&4, page 124, and answer comprehension questions. Write a postcard to a friend explaining the difference between New Year in Bali and Australia based on reading the passage 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  demonstrate how to cook a recipe for an Indonesian cooking show Suggested Assessment Tasks Speaking  Role play an unscripted interaction between an Indonesian and an Australian student demonstrating understanding of customs and etiquette associated with food and ceremonies Writing  Write a diary entry from the perspective of an Indonesian teenager describing a specific celebration or ceremony Responding 58  Read an Indonesian dialogue e.g. Ada Perayaan apa Lagi, Bersama-sama 2, page 87 and write an article for Garuda magazine on the importance of Lebaran in Indonesia showing understanding of the text.  Listen to a text describing a New Year celebration e.g. Upacara Melasti dan Hara Raya Nyepi, Keren 3&4, page 124, and answer comprehension questions. Write a postcard to a friend explaining the difference between New Year in Bali and Australia based on reading the passage 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  Role play a conversation between an Indonesian teenager and parents  Give a presentation on an aspect of popular culture Writing  Using procedural language, write a recipe for romance or friendship (see Bersama-sama 2, Langkah 4)  Write a story using an Indonesian proverb as the title Responding  Respond to an email expressing deep feeling  Create a story board for a video clip in response to an Indonesian pop song 59 Appendix D – Integrated Themes Table Lifestyle and Traditions The World Around Us Society and Community The Individual’s Experience 1.0 Unit 0.5 Unit Relating to Others Leisure Travel Beginning Continuing Advanced  Greetings and introduction  My Family  My classroom  Basic facts about Indonesia  Etiquette  Time and leisure  Interacting with Friends  Adolescent and School Life  Relating and interacting with others  Adolescent issues  Role of youth in Indonesian society and history  Entertainment and leisure  Directions and Locations  Markets and Eating Out  Transportation  Visiting the Doctor  Sport and Activities  Around Town and Directions  Travelling around Indonesia  Role of youth in Indonesian contemporary society  Youth as an agent for change in Indonesian history  Travelling in Australia and Indonesia  Consumerism and Tourism  Occupations  Entertainment  Interacting with Others  Finding a Job  Weather and Seasons  Urban and Rural Life  Natural Disasters  Eco Tourism  Celebrations and Ceremonies  Food and Culture      Health issues  Fitness and Wellbeing Health Careers The Environment Ways of Life and Traditions  Emotions  Ethnic Groups Relationships  “Diversity in Indonesia”      Environmental Issues Natural Disasters Politics and Perceptions Industrialisation and Globalisation History Belief and Customs Ceremonies and Celebrations Relationships Traditional art forms and pop culture 60  Tradition and 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  Politics and Perceptions  Industrialisation and Globalisation  Changing Lifestyles  Changing Worlds – Tradition and Modernity  Human Rights and Relationships  Traditional art forms/literature and pop culture

Indonesian - Continuing T - ACT Board of Senior Secondary Studies

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