Board Endorsed December 2014
Advanced Indonesian
T
Type 2
Written under the
Languages Course
Framework 2013
Edition
Accredited from:
January 2015 – December 2019
Board Endorsed December 2014
General Capabilities
The Student Capabilities (Year 11-12), as shown below, can be mapped to the essential Learning
achievements in the Curriculum Renewal (P-10) showing a strong relationship. Student capabilities
are supported through course and unit content and through pedagogical and assessment practices.
The General Capabilities include:
 literacy
 numeracy
 information and communication technology (ICT) capability
 critical and creative thinking
 personal and social capability
 ethical behaviour
 intercultural understanding
 collaborative team members.
Courses of study for the ACT Year 12 Certificate should be both relevant to the lives of students and
incorporate the contemporary issues they face. Hence, courses address the following three
priorities: These priorities are:
 Aboriginal and Torres Strait Islander histories and cultures
 Asia and Australia’s engagement with Asia
 Sustainability.
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Board Endorsed December 2014
Course Adoption Form for Accredited Courses
B S S S
AUSTRALIAN CAPITAL TERRITORY
College:
Course Title: Advanced 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
0.5
Q

The Environment
Lifestyle and Traditions
1.0
S

Traditions
0.5
Q


0.5
Q
Relationships
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.
College Board Chair:
/
/20
BSSS Office Use
Entered into database:
/
/20
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Board Endorsed December 2014
Table of Contents
Course Adoption Form for Accredited Courses........................................................................................2
Course Name
..........................................................................................4
Course Classification
..........................................................................................4
Course Framework
..........................................................................................4
Course Developers
..........................................................................................4
Evaluation of Previous Course
..........................................................................................4
Course Length and Composition
..........................................................................................5
Implementation Guidelines
..........................................................................................5
Subject Rationale
..........................................................................................8
Goals
..........................................................................................8
Content
..........................................................................................9
Teaching and Learning Strategies
........................................................................................10
Assessment
........................................................................................11
Unit Grades
........................................................................................17
Moderation
........................................................................................20
Resources
........................................................................................21
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 – Common Curriculum Elements ........................................................................................52
Appendix D – Suggested Activities for Specific Units .............................................................................53
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Board Endorsed December 2014
Course Name
Advanced Indonesian
Course Classification
T
Course Framework
This course is presented under the 2013 Languages Course Framework.
Course Developers
Name
Qualifications
College
Meg Carey-Ide-May
B. Specialist Asian Studies
(Indonesian) (Australian National
University)
Narrabundah College
Grad. Dip. Secondary Teaching
(University of Canberra)
Ade Febiana
B. Social Science (IISIP – Jakarta)
Burgmann Anglican School
Grad. Dip. Secondary Teaching (UNE)
This group gratefully acknowledges the work of previous developers
Evaluation of Previous Course
The Continuing Indonesian Course has been rewritten to align with the new Languages Framework
2013.
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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 patterns
A standard 1.0 value unit is delivered over at least 55 hours and can be as long as 63 hours. To
receive a course, students must complete at least the minimum number of hours and units over the
whole minor, major, major/minor or double major – both requirements must be met. The number
of units may vary according to the school timetable.
Course
Number of standard units to meet course requirements
Minor
Minimum of 2 units
Major
Minimum of 3.5 units
Major Minor
Minimum of 5.5 units
Double Major
Minimum of 7 units
Implementation Guidelines
Compulsory units
There are no compulsory units in this course.
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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
Nil.
Relationship to other courses
Refer to Integrated Themes (Appendix C) for possible duplication of content with other courses.
Suggested Implementation Patterns
Implementation Pattern
Units
Semester A
The Individual’s Experience
Semester B
Society and Community
Semester C
The World Around Us
Semester D
Lifestyles and Traditions
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TABLE - INTEGRATED THEMES
Lifestyle and
Traditions
The World Around Us
Society and
Community
The Individual’s
Experience
1.0 Unit
0.5 Unit
Advanced
Relating to Others
Relating and interacting with others
Adolescent issues
Leisure
Role of youth in Indonesian contemporary society
Youth as an agent for change in Indonesian history
Travel
Travelling in Australia and Indonesia
Consumerism and Tourism
Health
Tradition and Modern medicine
Perception of health, sport and lifestyle in Indonesia
and Australia
Careers
Career Aspirations
Relations between Australia and Indonesia
Poverty and Wealth
The Environment
Environmental Issues
Natural Disasters
Politics and Perceptions
Industrialisation and Globalisation
Ways of Life and Traditions
Changing Lifestyles
Changing Worlds – Tradition and Modernity
Relationships
Human Rights and Relationships
Traditional art forms/literature and pop culture
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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 selfmanagement and self-monitoring. 1
Goals
The Advanced 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.
1. The developers acknowledge the Queensland Studies Authority Languages curriculum document in the development of
the rationale and goals.
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Learning languages makes accessible to students’ additional literacy experiences. It strengthens
language awareness and helps to develop a metalanguage, a language for thinking and talking about
how language works.
Numeracy
Students use and understand pattern, order and relationships, and develop understanding of
concepts such as time, number and space in different cultures, as expressed through language.
Students become familiar with numbers, dates and terms for mathematical operations in the target
Language.
Students apply numeracy skills when they use tables or graphs to support an idea, opinion, or
position when creating texts and interacting in the target language.
Student Group
Refer to the languages eligibility enrolment form at:
www.bsss.act.edu.au/curriculum/courses/languages.
Content
Concepts and Knowledge
Concepts and knowledge underpinning learning in the target language include:
 vocabulary grammatical and systems knowledge (for example, phonology, orthography,
morphology, syntax)
 textual knowledge (for example, cohesion and rhetorical organisation, text types)
 sociolinguistic knowledge and understanding (for example, varieties, registers, cultural
references, pragmatics)
 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
 negotiation of meaning through the use of language, questioning assumptions, noticing how
interaction works and how meaning is exchanged interculturally
 understanding the relationship between language and culture.
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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
 guided research (e.g. Group and individual student projects)
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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.
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Assessment Task Types for Advanced 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
Critical analysis through
Listening AND reading tasks
leading to increasingly
sophisticated student
responses in the target
language and/or English*
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,
newspaper article,
critique, 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
Essay
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%
25-40%
Weightings
in A/T 0.5
Units
25-40%
Must be one
item with
the
minimum
mandatory
weighting as
shown
below.
Minimum
for
Mandatory
Optional
Minimum time limit:
10 minutes
Responding
60-75%
Language courses at Advanced level should enable students to analyse and respond to literature and
global issues in the target language.
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Additional Assessment Advice for Courses
 For a standard unit (1.0), students must complete a minimum of three assessment tasks and a
maximum of five.
 For a half standard unit (0.5), students must complete a minimum of two and a maximum of
three assessment tasks.
 Each standard (1.0) or half standard (0.5) unit must assess all Mandatory items.
 In a 0.5 unit, a Speaking task type must be included. Writing and Responding may be
incorporated into the one assessment task with similar relevant weighting to the 1.0 unit.
 Every task must enable students to demonstrate higher order thinking skills.
 The Mandatory items must be one item with the minimum mandatory weighting as shown
above.
 The complexity of the target language in the stimulus material and the response required
should reflect the level of the course.
 No assessment item may be less than 10%.
 It is recommended that students be provided with a choice of questions from which they
select one for sustained writing.
 It is recommended that students produce a variety of text types over a course of study.
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Representation of General Capabilities
Literacy
Learning languages develops overall literacy. It is in this sense ‘value added’, strengthening literacyrelated capabilities that are transferable across languages, both the language being learnt and all
other languages that are part of the learner’s repertoire. 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.
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Ethical behaviour
When learning another language, students are taught explicitly to acknowledge and value difference
in their interactions with others and to develop respect for diverse ways of perceiving and acting in
the world. Opportunities are provided to monitor and to adjust their own ethical points of view. In
learning Aboriginal and Torres Strait Islander languages, students should consider appropriate ethical
behaviour in terms of engaging with the owners and custodians of the languages. Similar
consideration is required when interpreting and translating, or when collecting and analysing primary
research data.
Intercultural understanding
The development of intercultural understanding is a central aim of learning languages, as it is integral
to global citizenship and lifelong learning. Students bring various preconceptions, assumptions, and
orientations shaped by their existing language(s) culture(s) to their learning that can be challenged
by the new language experience. Learning to move between the existing and new languages and
cultures is integral to language learning and is key to the development of students’ intercultural
capability. By learning a new language, or learning to use an existing language in new domains and
contexts, students are able to notice, compare, and reflect on things previously taken for granted; to
explore their own linguistic, social and cultural practices as well as those associated with the target
language. They begin to see the complexity, variability, and sometimes the contradictions involved in
using language. Learning a new language does not require forsaking the first language. It is an
enriching and cumulative process, which broadens the learner’s communicative repertoire, providing
additional resources for interpreting and making meaning. Learners come to realise that interactions
between different people via different languages also involves interactions between the different
kinds of knowledge, understanding, and values that are articulated through language(s) and
culture(s). They realise that successful intercultural communication is not only determined by what
they do or say but also by what members of the other language and culture understand from what
they say or do.
Collaborative team members
Students will have the opportunity to group work in both spoken and written tasks. Through these
activities they will be able to foster cooperation and respect for others within the group.
Representation of Cross-curriculum
Aboriginal and Torres Strait Islander histories and cultures
Aboriginal and Torres Strait Islander communities are strong, rich, and diverse. Aboriginal and Torres
Strait Islander identity is central to this priority. It is intrinsically linked to living and learning in
Aboriginal and Torres Strait Islander communities, deep knowledge traditions and holistic world
view.
A conceptual framework based on Aboriginal and Torres Strait Islander Peoples’ unique sense of
Identity has been developed as a tool for embedding Aboriginal and Torres Strait Islander histories
and cultures within the Australian curriculum. This sense of identity is approached through the
interconnected concepts of Country/Place, people, and culture. Embracing these elements enhances
all areas of the curriculum.
The Aboriginal and Torres Strait Islander priority provides opportunities for all learners to deepen
their knowledge of Australia by engaging with the world’s oldest continuous living cultures. This
knowledge and understanding will enrich their ability to participate positively in the evolving history
of Australia.
A direct way of learning about and engaging with diverse Aboriginal and Torres Strait Islander
communities is to learn an Aboriginal language and/or a Torres Strait Islander language. There is an
inseparable connection between Aboriginal languages and Torres Strait Islander languages and
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Board Endorsed December 2014
land/sea, Country and Place, the environment, fauna, and flora. Aboriginal and Torres Strait Islander
histories and cultures are an integral part of the learning of Aboriginal languages and Torres Strait
Islander languages.
In learning all languages there is scope for making inter–linguistic and intercultural comparisons
across languages, including Aboriginal and Torres Strait Islander languages, to develop understanding
of concepts related to the linguistic landscape of Australia and to the concepts of language and
culture in general.
Asia and Australia’s engagement with Asia
In the Australian Curriculum: Languages, the cross–curriculum priority of Asia and Australia’s
engagement with Asia enables the development of rich and engaging content and contexts for
developing students’ capabilities to engage with the languages and cultures of Asia and of people of
Asian heritage within Australia.
The Australian Curriculum: Languages enables students to learn the languages of the Asian region,
learning to communicate and interact in interculturally appropriate ways, exploring concepts,
experiences, and perspectives from within and across Asian cultures.
In the Languages learning area, students develop an appreciation for the place of Australia within the
Asian region, including the interconnections of languages and cultures, peoples and communities,
histories and economies. Students learn how Australia is situated within the Asian region, how our
national linguistic and cultural identity is continuously evolving both locally, regionally and within an
international context.
Sustainability
In the Australian Curriculum: Languages, the priority of sustainability provides a context for
developing students’ capability to communicate ideas, understanding, and perspectives on issues
and concepts related to the environment.
The Australian Curriculum: Languages contributes to students’ capabilities to investigate, analyse,
and communicate concepts and understandings related to sustainability in broad contexts, and to
advocate, generate and evaluate actions for sustainable futures. Within each language, students
engage with a range of texts focused on concepts related to sustainability.
These include:
 the environment
 conservation
 social and political change
 linguistic and cultural ecologies
 change, both within the target language and culture, and across languages and cultures in
general.
In this way, students develop knowledge, skills, and understanding about sustainability within
particular cultural contexts. This is crucial in the context of national and international concerns
about, for example, climate change, food shortages, and alternative ways of caring for land and
agriculture. Through developing a capability to interact with others, negotiating meaning and mutual
understanding respectfully and reflecting on communication, students learn to live and work in ways
that are both productive and sustainable.
Learning Aboriginal languages and Torres Strait Islander languages contributes to the global effort to
exchange knowledge among people with varied practices in caring for the land. It also contributes to
the reconciliation process in Australia and goals for language revival.
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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.
17
Communicating
Understanding
Unit Grade Descriptors for Advanced T Courses – Year 11
A student who achieves an A grade
typically
A student who achieves a B grade
typically
A student who achieves a C
grade typically
A student who achieves a D
grade typically
A student who achieves an E
grade typically

analyses particular linguistic,
cultural and stylistic features of
authentic texts
 analyses language and culture in
range of authentic and unfamiliar
contexts
 explains some linguistic,
cultural and stylistic features of
authentic texts
 explains language and culture
in a range of authentic and
unfamiliar contexts
 describes linguistic, cultural
and stylistic features of
authentic texts
 describes some language
and culture in authentic and
unfamiliar contexts
 identifies some linguistic,
cultural and stylistic features of
authentic texts
 identifies some features of
language and culture in authentic
and unfamiliar contexts
 explains or compares and
contrasts complex interconnections
between own values, beliefs,
practices, and ideas represented or
expressed in authentic and/ or
extended texts
 analyses concepts and
perspectives represented in texts
from literature and the media
 explains interconnections
between own values, beliefs,
practices, and ideas represented or
expressed in authentic and/ or
extended texts
 identifies some
interconnections between own
beliefs, practices, and ideas
represented or expressed in
authentic and/ or extended texts
 creates texts displaying
independence, depth and breadth in
the treatment of the topic,
substantiates decisions and
constructs conclusions
 displays thorough knowledge
and understanding of the target
language as a system and responds
with sustained confidence and
sensitivity
 applies to a high degree
conventions of texts and takes risks to
represent ideas and experiences
appropriate to audience and purpose
 displays versatility and accurate
language use, clarity of expression
and a wide range of vocabulary and
grammar both orally and in writing
 creates complex texts
displaying breadth and some depth
and independence in the
treatment of the topic and
constructs conclusions
 displays thorough knowledge
and understanding of the target
language as a system and responds
with examples of sustained
confidence and sensitivity
 applies conventions of texts
and takes some risks to represent
ideas and experiences appropriate
to audience and purpose
 displays a degree of versatility
and accurate language use and a
wide range of vocabulary and
grammar both orally and in writing
 describes interconnections
between own beliefs,
practices, and ideas
represented or expressed in
authentic and/ or extended
texts
 describes concepts and
perspectives represented in
texts from literature and the
media
 creates texts displaying
breadth in the treatment of the
topic and constructs
conclusions
 identifies some linguistic,
and cultural features of
authentic texts
 identifies few or no features
of language and culture in
authentic and unfamiliar
contexts
 identifies few or no
interconnections between own
beliefs, practices, and ideas
represented or expressed in
authentic and/ or extended texts
 displays knowledge and
understanding of the target
language as a system and
responds with occasional
confidence and sensitivity
 applies conventions of
texts to represent experiences
appropriate to audience and
purpose
 displays some versatility
and accurate language use and
a range of vocabulary and
grammar both orally and in
writing
 displays knowledge of the
target language; however lacks
confidence and/ or sensitivity in
responses
 displays little or no
confidence or sensitivity in
responses to knowledge of the
target language
 applies some conventions of
texts to represent experiences
appropriate to audience and
purpose
 displays a range of
vocabulary and uses grammar
with some accuracy both orally
and in writing in a sustained text
 applies few conventions of
texts to represent experiences
appropriate to audience and
purpose.
 displays a range of
vocabulary and uses grammar
with limited accuracy both orally
and in writing in disjointed texts
 explains concepts and
perspectives represented in texts
from literature and the media
18
 identifies some concepts and
perspectives represented in texts
from literature and the media
 creates texts displaying some
breadth in the treatment of the
topic and constructs conclusions
 identifies few or no
concepts and perspectives
represented in texts from
literature and the media
 creates texts displaying
some knowledge of the topic
Unit Grade Descriptors for Advanced T Courses – Year 12
Communicating
Understanding
A student who achieves an A grade
typically
A student who achieves a B grade
typically
A student who achieves a C
grade typically
 critically analyses particular
linguistic, cultural and stylistic
features of authentic texts
 evaluates language and culture
in a wide range of authentic and
unfamiliar contexts

analyses particular linguistic,
cultural and stylistic features of
authentic texts
 analyses language and culture in
range of authentic and unfamiliar
contexts
 explains some linguistic,
cultural and stylistic features of
authentic texts
 explains language and
culture in a range of authentic
and unfamiliar contexts
 describes linguistic,
cultural and stylistic features of
authentic texts
 describes some language
and culture in authentic and
unfamiliar contexts
 analyses and synthesises
complex interconnections between
own values, beliefs, practices, and
ideas represented or expressed in
authentic and/ or extended texts
 explains and compares and
contrasts complex interconnections
between own values, beliefs,
practices, and ideas represented or
expressed in authentic and/ or
extended texts
 analyses concepts and
perspectives represented in texts
from literature and the media
 explains interconnections
between own values, beliefs,
practices, and ideas represented
or expressed in authentic and/
or extended texts
 describes interconnections
between own beliefs, practices,
and ideas represented or
expressed in authentic and/ or
extended texts
 explains concepts and
perspectives represented in
texts from literature and the
media
 creates texts displaying
breadth in the treatment of the
topic and constructs conclusions
 describes concepts and
perspectives represented in
texts from literature and the
media
 creates texts displaying
some breadth in the treatment
of the topic and constructs
conclusions
 displays knowledge and
understanding of the target
language as a system and
responds with confidence and
sensitivity
 applies conventions of texts
to represent experiences
appropriate to audience and
purpose
 displays some versatility
and accurate language use and a
range of vocabulary and
grammar both orally and in
writing
 displays knowledge of the
target language and responds
with some confidence and/ or
sensitivity
 displays little or no
confidence and/ or sensitivity in
responses to knowledge of the
target language
 applies some conventions
of texts to represent
experiences appropriate to
audience and purpose
 displays a range of
vocabulary and uses grammar
with some accuracy both orally
and in writing in a sustained
text
 applies few conventions of
texts to represent experiences
appropriate to audience and
purpose
 displays a range of
vocabulary and uses grammar
with limited accuracy both orally
and in writing in disjointed texts
 evaluates concepts and
perspectives represented in a range
of texts from literature and the
media
 creates insightful texts
displaying independence, depth and
breadth in the treatment of the
topic, substantiates decisions and
constructs conclusions
 displays clear and thorough
knowledge and understanding of the
target language as a system and
responds with a high degree of
confidence and sensitivity
 applies to a high degree
conventions of texts and takes risks
to represent ideas and experiences
appropriate to audience and purpose
 displays versatility and accurate
language use, clarity of expression
and a wide range of vocabulary and
grammar both orally and in writing
 creates complex texts displaying
breadth and some depth and
independence in the treatment of
the topic and constructs conclusions
 displays thorough knowledge
and understanding of the target
language as a system and responds
appropriately and with a good degree
of confidence and sensitivity
 applies conventions of texts and
takes some risks to represent ideas
and experiences appropriate to
audience and purpose
 displays a degree of versatility
and accurate language use and a
wide range of vocabulary and
grammar both orally and in writing
19
A student who achieves a D
grade typically
A student who achieves an E
grade typically
 identifies some linguistic,
cultural and stylistic features of
authentic texts
 identifies some features of
language and culture in
authentic and unfamiliar
contexts
 identifies some
interconnections between own
beliefs, practices, and ideas
represented or expressed in
authentic and/ or extended
texts
 identifies concepts and
perspectives represented in
texts from literature and the
media
 creates texts displaying
some knowledge of the topic
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.
20
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.
Visual evidence for judgements made about practical performances
(also refer to BSSS Website Guidelines)
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 12).
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)
21
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.
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
22
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.
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
23
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
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
Internet access
Ipads
Interactive White Boards
Other technologies
These were accurate at the time of publication.
Proposed Evaluation Procedures
Course evaluation will be a continuous process. Teachers will meet regularly to discuss the content
of the course and any requirements for modification of activities, teaching strategies and assessment
instruments. The current trends and innovations in the teaching of insert name of course will be
considered as teachers attend workshops, seminars and participate in discussion groups with other
teachers such as on Moderation Day.
Teachers will monitor student performance and progress and student responses to various teaching,
learning and assessment strategies. Students and teachers will complete evaluation questionnaires
at the end of each unit. The results of these will be collated and reviewed from year to year. There
will also be a continuous monitoring of student numbers between Years 11 and 12.
Informal discussions between teachers and students, past students, parents and other teachers will
contribute to the evaluation of the course.
In the process of evaluation; students, teachers and others should, as appropriate, consider:
24
 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
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:
 apply complex language structures to communicate using formal and informal language in a
range of situations relevant to young people
 analyse, synthesise and evaluate ideas and perspectives on developing an understanding of
adolescent issues in Indonesia and Australia
 reflect on and respond critically to a range of stimulus materials relating to the role of youth in
Indonesian history and contemporary life.
Content
Students will communicate in a range of situations with their peers. Students will express ideas
connected with adolescent and school life. They will also explore the role of youth in Indonesian
society and history.
Content reflecting the huge diversity in ethnicities, religions and cultures in Indonesia will be
incorporated throughout these topics.
Topics:
Students will study the individual’s experience.
Topic may include:
 relating and interacting with others
 adolescent issues
 role of youth in Indonesian contemporary society
 youth as an agent for change in Indonesian history
Teaching and Learning Strategies
Refer to page 10.
Assessment
Refer to page 12.
26
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 page 21.
27
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 Relating to Others (0.5) 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:
 apply complex language structures to communicate using formal and informal language in a
range of situations relevant to young people
 analyse, synthesise and evaluate ideas and perspectives on developing an understanding of
adolescent issues in Indonesia and Australia.
Content
Students will communicate in a range of situations with their peers. Students will express ideas
connected with adolescent and school life.
Content reflecting diversity in ethnicities, religions and cultures in Indonesia will be incorporated
throughout these topics.
Suggested topics:
 relating and interacting with others
 adolescent issues
Teaching and Learning Strategies
Refer to page 10.
Assessment
Refer to page 12.
28
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 page 21.
29

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 The Individual’s Experience 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:
 apply complex language structures to communicate using formal and informal language in a
range of situations relevant to young people
 reflect on and respond critically to a range of stimulus materials relating to the role of youth in
Indonesian history and contemporary life.
Content
In this unit students will explore the role of youth in Indonesian society and history.
Content reflecting diversity in ethnicities, religions and cultures in Indonesia will be incorporated
throughout these topics.
Suggested topics:
 role of youth in Indonesian contemporary society
 youth as an agent for change in Indonesian history
Teaching and Learning Strategies
Refer to page 10.
Assessment
Refer to page 12.
30
General Capabilities
Evidence could be in:
Student Capabilities
Goals
Content
Teaching and
Learning
Assessment
Literacy


Numeracy




ethical behaviour


intercultural understanding


collaborative team members


information and communication
technology (ICT) capability

critical and creative thinking


personal and social capability


Resources
Refer to page 21.
31
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:
 demonstrate and apply complex language structures relating to the understanding of
appropriate register for activities related to tourism and travel
 investigate and evaluate a range of resources to plan and organise travel in Indonesia and
Australia
 analyse, synthesise and evaluate ideas and perspectives on understanding of health issues in
Indonesia and Australia
 demonstrate and apply complex language structures relating to the exchange information on
health and wellbeing.
Content
Students will develop skills to navigate around Indonesia. Students will interpret texts, enabling them
to organise travel within Indonesia. They will reflect on and discuss health issues in Indonesia and
Australia.
Content reflecting diversity in ethnicities, religions and cultures in Indonesia will be incorporated
throughout these topics.
Suggested Topics:
 travelling in Australia and Indonesia
 tourism issues
 traditional and modern medicine
 perception of health and lifestyle in Indonesia and Australia
Teaching and Learning Strategies
Refer to page 10.
Assessment
Refer to page 12.
32
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 page 21.
33

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 Society and Community 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:
 demonstrate and apply complex language structures relating to the understanding of
appropriate register for activities related to tourism and travel
 investigate and evaluate a range of resources to plan and organise travel in Indonesia and
Australia.
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 diversity in ethnicities, religions and cultures in Indonesia will be incorporated
throughout these topics.
Suggested topics:
 travelling in Australia and Indonesia
 tourism issues
Teaching and Learning Strategies
Refer to page 10.
Assessment
Refer to page 12.
34
General Capabilities
Evidence could be in:
Student Capabilities
Goals
Content
Teaching and
Learning
Assessment
Literacy


Numeracy


ethical behaviour


intercultural understanding


collaborative team members



information and communication technology
(ICT) capability
critical and creative thinking

personal and social capability
Resources
Refer to page 21.
35

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 Society and Community 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, synthesise and evaluate ideas and perspectives on understanding of health issues in
Indonesia and Australia
 demonstrate and apply complex language structures relating to the exchange information on
health and wellbeing.
Content
In this unit students will reflect on and discuss health issues in Indonesia and Australia in both English
and Indonesian.
Content reflecting diversity in ethnicities, religions and cultures in Indonesia will be incorporated
throughout these topics.
Suggested topics:
 traditional and modern medicine
 perception of health and lifestyle in Indonesia and Australia
Teaching and Learning Strategies
Refer to page 10.
Assessment
Refer to page 12.
36
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 page 21.
37

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:
 apply complex language and structures to communicate appropriately in a range of
employment situations
 research, analyse and evaluate the issues surrounding poverty and wealth in Indonesia
 investigate and respond critically to a range of stimulus materials relating to the relationship
between Indonesia and Australia
 analyse, synthesise and evaluate ideas and perspectives on a range of environmental issues
 reflect on, respond and critically analyse a range of Indonesian media items on globalisation.
Content
Students will interact with others in formal contexts. Students will develop vocabulary and language
structures appropriate to workplace situations and career aspirations. They will demonstrate a
strong awareness of environmental issues and the relationship between Indonesia and Australia.
Content reflecting diversity in ethnicities, religions and cultures in Indonesia will be incorporated
throughout these topics.
Suggested Topics:
 career aspiration
 relation between Indonesia and Australia
 poverty and wealth
 environmental issues
 industrialisation and globalisation
Teaching and Learning Strategies
Refer to page 10.
Assessment
Refer to page 12.
38
General Capabilities
Evidence could be in:
Student Capabilities
Goals
Content
Teaching and
Learning
Assessment
Literacy


Numeracy


ethical behaviour


intercultural understanding


collaborative team members



information and communication technology
(ICT) capability
critical and creative thinking

personal and social capability
Resources
Refer to page 21.
39

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 The World Around Us 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:
 apply complex language and structures to communicate appropriately in a range of
employment situations
 research, analyse and evaluate the issues surrounding poverty and wealth in Indonesia
 investigate and respond critically to a range of stimulus materials relating to the relationship
between Indonesia and Australia.
Content
In this unit students will interact with others in formal contexts. Students will develop vocabulary and
language structures appropriate to workplace situations and career aspirations. Students will
explore the relationship between Indonesia and Australia. They will also look at poverty and wealth
issues in Indonesia.
Content reflecting diversity in ethnicities, religions and cultures in Indonesia will be incorporated
throughout these topics.
Suggested topics:
 career aspiration
 relation between Indonesia and Australia
 poverty and wealth
Teaching and Learning Strategies
Refer to page 10.
Assessment
Refer to page 12.
40
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 page 21.
41

The Environment
Value: 0.5
Insert “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 The World around Us 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, synthesise and evaluate ideas and perspectives on a range of environmental issues
 reflect on, respond and critically analyse a range of Indonesian media items on globalisation.
Content
In this unit students will demonstrate a strong awareness of environmental issues and globalisation.
Content reflecting diversity in ethnicities, religions and cultures in Indonesia will be incorporated
throughout these topics.
Suggested topics:
 environmental Issues
 industrialisation and globalisation
Teaching and Learning Strategies
Refer to page 10.
Assessment
Refer to page 12.
42
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 page 21.
43

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:
 analyse, synthesise and evaluate ideas and perspectives on the importance of changing
traditions and ceremonial life in Indonesia
 investigate and evaluate the role of food in a traditional context or in ceremonial life
 reflect and evaluate on a range of relationships in Indonesia
 analyse, synthesise and evaluate on an awareness of traditional art forms/literature and/or
popular culture.
Content
Students will demonstrate an understanding of the changing cultural traditions and ways of life in
Indonesia. They will also explore the concept of human rights in Indonesia. They will also develop a
deep understanding of a range of relationships with reference to Indonesian and Australian society.
Students will become familiar with traditional art forms and will respond to aspects of Indonesian
popular culture.
Content reflecting diversity in ethnicities, religions and cultures in Indonesia will be incorporated
throughout these topics.
Suggested Topics:
 changing Worlds –Tradition and Modernity
 human Rights
 relationships
 traditional Art forms and popular culture
Teaching and Learning Strategies
Refer to page 10.
Assessment
Refer to page 12.
44
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 page 22.
45

Traditions
Value: 0.5
Theme: Lifestyles and Traditions
This half unit (0.5) combines with Relationships (0.5) to equate to one standard unit – these should
be delivered together as a semester unit. Students are expected to study the accredited semester 1.0
unit unless enrolled in a 0.5 unit due to late entry or early exit in a semester.
Prerequisites
Nil.
Duplication of Content Rules
Students cannot be given credit towards the requirements for a Year 12 Certificate for a unit that
significantly duplicates content in a unit studied in another course. The responsibility for preventing
undesirable overlap of content studied by a student rests with the principal and the teacher
delivering the course. Substantial overlap of content is not permitted and students will only be given
credit for covering the content once.
Specific Unit Goals
This unit should enable students to:
 analyse, synthesise and evaluate ideas and perspectives on the importance of changing
traditions and ceremonial life in Indonesia
 investigate and evaluate the role of food in a traditional context or in ceremonial life.
Content
In this unit students will demonstrate an understanding of the changing cultural traditions and way
of life in Indonesia. They will also explore the concept of human rights in Indonesia.
Content reflecting diversity in ethnicities, religions and cultures in Indonesia will be incorporated
throughout these topics.
Suggested topics:
 changing worlds –tradition and modernity
 human rights
Teaching and Learning Strategies
Refer to page 10.
Assessment
Refer to page 12.
46
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
Content

critical and creative thinking
personal and social capability

Resources
Refer to page 22.
47

Relationships
Value: 0.5
Theme: Lifestyles and Traditions
This half unit (0.5) combines with Traditions (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:
 reflect and evaluate on a range of relationships in Indonesia
 analyse, synthesise and evaluate on an awareness of traditional art forms/literature and/or
popular culture.
Content
In this unit students will develop a deep understanding of a range of relationships with reference to
Indonesian and Australian society. Students will become familiar with traditional art forms and will
respond to aspects of Indonesian popular culture.
Content reflecting diversity in ethnicities, religions and cultures in Indonesia will be incorporated
throughout these topics.
Suggested topics:
 relationships
 traditional Art forms and popular culture
Teaching and Learning Strategies
Refer to page 10.
Assessment
Refer to page 12.
48
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 page 21.
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
50
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
analyse,
synthesise and
evaluate
organise,
sequence and
explain
identify,
summarise and
plan
apply
ideas and procedures in unfamiliar situations, content and processes in nonroutine 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
Appendix C – Common Curriculum Elements
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 suggested activities are not board endorsed. Assessment for T courses must enable students to
demonstrate higher order thinking skills.
The Individual’s Experience
The suggested activities are not board endorsed. Assessment for T courses must enable students to
demonstrate higher order thinking skills.
 Prepare a brochure/blog/podcast promoting your school to Indonesian students
 Present a speech describing the life style of an Indonesian teenager
 Read and respond to poems, films, songs and stories dealing with the role of youth in Indonesian
society and history
 Interview another student about school and social life
 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 debate on an unseen topic relating to adolescent lifestyle
 Prepare and present a radio program addressing a range of youth issues
Writing
 Write an article for an Indonesian newspaper or magazine about the effects of Reformasi on
Indonesian society
 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)
 View and respond critically to a range of Indonesian and Australian advertisements
Relating to Others
The suggested activities are not board endorsed. Assessment for T courses must enable students to
demonstrate higher order thinking skills.
 Prepare a brochure/blog/podcast promoting your school to Indonesian students
 Present a speech describing the life style of an Indonesian teenager
 Read and respond to poems, films, songs and stories dealing with the role of youth in Indonesian
society and history
Suggested Assessment Tasks
Speaking
 Participate in a debate on an unseen topic relating to adolescent lifestyle
Writing
- 53 -
 Write an article for an Indonesian newspaper or magazine about the effects of Reformasi on
Indonesian society with particular reference to youth and adolescents
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.
 Interview another student about school and social life
 Write/respond to a problem letter in a teen magazine
 Write a kontak jodoh (personal ad searching for love)
Suggested Assessment Tasks
Speaking
 Prepare and present a radio program addressing a range of youth issues
Writing
 Write a conversation between Rangga and Cinta for a possible sequel to the film Ada Apa Dengan
Cinta?
Responding
 View and respond critically to a range of Indonesian and Australian advertisements
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 a series of blogs reporting on your travel experiences around Australia
 Create an itinerary for a group of Australian students visiting an area in Indonesia
 Formulate a questionnaire/quiz on fitness and wellbeing
 Respond to texts on Indonesian medicine
Suggested Assessment Tasks
Speaking
 Present an informative tour including cultural advice for Indonesians travelling around Australia
 Assume the role of an Indonesian sports star or health professional and respond to impromptu
questions
Writing
 Write a series of blog entries narrating some unique travel experiences in Australia
 Write an article for an airline magazine about traditional Indonesian medicine
 Write an article about the huge international market for Indonesian alternative therapies, spas
Responding
 Read and respond to a range of articles about tourism issues in Indonesia
- 54 -
 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 a series of blogs reporting on your travel experiences around Australia
 Create an itinerary for a group of Australian students visiting an area in Indonesia
Suggested Assessment Tasks
Speaking
 Present an informative tour or video clip including cultural advice for Indonesians travelling around
Australia or vice versa
Writing
 Write a series of blog entries narrating some unique travel experiences in Australia
Responding
 Read and respond to a range of articles about tourism issues in Indonesia.
Health
The suggested activities are not board endorsed. Assessment for T courses must enable students to
demonstrate higher order thinking skills.
 a debate about the merits of traditional and modern medical approaches
 an article on the perception of health and lifestyle in Indonesia and Australia
Suggested Assessment Tasks
Speaking
 Assume the role of an Indonesian sports star or health professional and respond to impromptu
questions
Writing
 Write an article for an airline magazine about traditional Indonesian medicine
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 articles in Australian and Indonesian newspapers
- 55 -
 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 a set of public awareness materials relating to issues studied in this unit e.g. brochures,
posters, slogans
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.
Suggested strategies for this unit include:
 Role play a job interview
 Respond to a job advertisement
 Other strategies can be found on page 13.
Suggested Assessment Tasks
Speaking
 Role play an interview between a career’s advisor and a student (e.g. Bersama-sama Senior, Karir,
page 3)
Writing
 Write a letter to the editor of an Indonesian newspaper commenting on a current issue affecting
Indonesia/Australia
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
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
- 56 -
 Compare articles 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
Writing
 Create a set of public awareness materials relating to issues studied in this unit e.g. brochures,
posters, slogans
Responding
 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.
 Perform impromptu role plays with Indonesians and Australians interacting at a social function e.g.
BBQ or Lebaran celebration
 Compare Indonesian and Australian proverbs
 Research different conventions on gift giving
 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 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 or Australian 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.
 Watch an Indonesian film or documentary and write a review
- 57 -
Traditions
The suggested activities are not board endorsed. Assessment for T courses must enable students to
demonstrate higher order thinking skills.
 Research different conventions on gift giving
 Respond to some Indonesian romantic literature e.g. pantun/pop songs
Suggested Assessment Tasks
Speaking
 Give a presentation on a traditional Indonesian art form or an aspect of popular culture
Writing
 Write a story using an Indonesian or Australian proverb as the title
Responding
 Watch an Indonesian film or documentary and write a review
Relationships
The suggested activities are not board endorsed. Assessment for T courses must enable students to
demonstrate higher order thinking skills.
 Perform impromptu role plays with Indonesians and Australians interacting at a social function e.g.
BBQ or Lebaran celebration
 Compare Indonesian and Australian proverbs
Suggested Assessment Tasks
Speaking
 Role play an unscripted interaction between an Indonesian and an Australian student demonstrating
understanding of customs and etiquette
Writing
 Using procedural language, write a recipe for romance or friendship (see Bersama-sama 2, Langkah
4)
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.
- 58 -