Foundation
Languages
ASLANINDF10FY
Foundation Indonesian Achievement Standard
3 statements aligned to content descriptors and elaborations
Achievement standard (as ACARA publishes it)
Achievement standard
Click any sentence to jump to its statement and linked content descriptors.
By the end of the Foundation year, students use play and imagination to interact and create Indonesian texts, with support. They identify that Indonesian and English look and sound different. They recognise that there are languages and cultures as well as their own, and that aspects of language and culture contribute to their own and others’ cultural identity.
Foundation to Year 10 sequence
The 3 achievement standard statements
Open a statement to see the content descriptors ACARA links to it, then open a descriptor's elaborations.
By the end of the Foundation year, students use play and imagination to interact and create Indonesian texts, with support.
Content descriptorAC9LINF01
with support, recognise and communicate meaning in Indonesian
Elaborations (10)
- Elaboration greeting teacher and peers using appropriate forms of address and body language, for example, Selamat pagi kelas, Selamat pagi Bu/Pak, Apa kabar? Baik sekali, baik-baik saja, biasa saja, kurang baik
- Elaboration introducing themselves with Nama saya ..., either directly or through a puppet or toy
- Elaboration responding to classroom instructions, for example, duduk, berdiri, diam, ambil lem, ambil gunting
- Elaboration using formulaic phrases in routine exchanges, for example, terima kasih, sama-sama, sampai jumpa
- Elaboration participating in songs and chants by singing and performing actions, for example, Topi Saya Bundar, Lingkaran Kecil and Satu satu aku sayang Ibu
- Elaboration engaging with imaginative texts such as stories, rhymes and songs through play-acting, movement, illustrating, responding to questions in English
- Elaboration demonstrating early literacy skills by labelling, matching, tracing, copying and drawing, for example, labelling items in the classroom, drawing a picture to match animal words, tracing colour words with the corresponding colour
- Elaboration using mime and actions to demonstrate understanding, for example, miming a cat pose in response to the word kucing, engaging in movement games such as jumping to a coloured spot, forming groups corresponding to teacher commands such as merah, tiga
- Elaboration responding to simple verbs such as berlari, putar, angkat tangan with gesture, or to questions Apa itu? and Apa ini? accompanied by a prompt such as a flashcard image or toy
- Elaboration playing number games such as buzz and bingo, and using Indonesian to count places in dice games such as snakes and ladders
They identify that Indonesian and English look and sound different.
Content descriptorAC9LINF02
explore, with support, language features of Indonesian noticing similarities and differences between Indonesian and English
Elaborations (9)
- Elaboration noticing that Indonesian has the same alphabet as English, for example, singing displayed alphabet songs, sequencing alphabet cards
- Elaboration tracing letters and simple words in both Indonesian and English, noticing similarities and differences
- Elaboration repeating words and phrases to imitate authentic Indonesian pronunciation, intonation and rhythm, and clapping or tapping
- Elaboration observing similarities in raising intonation at end of questions and understanding the difference between statements, questions and exclamations
- Elaboration exploring differences in onomatopoeia for animal sounds in Indonesian and other languages represented in the classroom, for example, gong-gong (woof, woof), meong (miaow)
- Elaboration recognising that Indonesian uses different words for cardinal numbers and sequencing number cards in Indonesian or matching a numeral with an Indonesian word
- Elaboration recognising words that have been borrowed from Indonesian, for example, rambutan, orangutan
- Elaboration noticing Indonesian words that have been borrowed from English, and recognising sound differences, for example, favorit and ‘favourite’; kelas and ‘class’
- Elaboration observing noun+adjective word order differences, for example, kucing hitam, mobil merah, bis besar
They recognise that there are languages and cultures as well as their own, and that aspects of language and culture contribute to their own and others’ cultural identity.
Content descriptorAC9LINF03
explore connections between language and culture
Elaborations (11)
- Elaboration sharing with the class words and phrases they know in other languages and cultures, for example, greetings, numbers
- Elaboration locating Indonesia and countries/places of significance to students in the class, on a digital or print world map
- Elaboration recognising that Indonesia is the largest archipelago in the world and consists of thousands of islands
- Elaboration exploring and discussing the position and/or location of Indonesia compared with the lands of First Nations Australians in northern Australia on map of Australasia
- Elaboration using the Australian Institute of Aboriginal and Torres Strait Islander Studies (AIATSIS) map of the languages of Australia to notice the language(s) of First Nations Australians in their local area and/or across Australia
- Elaboration noticing how local names of streets, places and landmarks can have their origins in language(s) of First Nations Australians
- Elaboration exploring food words and their origins, for example, nasi goreng, sushi, lasagne
- Elaboration observing that Indonesian primary school uniforms are red and white, comparing with the colours of the Indonesian flag, learning that the flag is named Sang Merah Putih, and noticing the representation of colours in different cultures
- Elaboration learning Indonesian terms through the arts, for example, topeng when making masks, batik when making modified batik art, wayang when playing with leather puppets
- Elaboration engaging with and comparing celebrations in Indonesian-speaking communities (traditions, customs, costumes, food, etc.), and choosing an interesting fact to present to the class
- Elaboration noticing difference in spontaneous exclamations in Indonesian and English, for example, Wah! Aduh!
This achievement standard describes the expected learning for Foundation Indonesian · Foundation to Year 10 sequence. Use it to plan teaching and assessment with the Australian Curriculum v9.
At a Glance
| Strand | Substrand | CDs | Elaborations |
|---|---|---|---|
| Foundation Indonesian | — | 3 | 30 |
| Total | 3 | 30 | |
Frequently Asked Questions
What should students know by the end of Foundation Indonesian?
By the end of the Foundation year, students use play and imagination to interact and create Indonesian texts, with support. They identify that Indonesian and English look and sound different. Read the full standard
How many Content Descriptors support this standard?
3 Content Descriptors support this Achievement Standard (Foundation Indonesian: 3).
Is this from the latest Australian Curriculum?
Yes, this Achievement Standard is from the Australian Curriculum version 9.0 (AC v9), the most current version published by ACARA.