Years 3 to 4
Languages
ASLANINDF10Y34
Years 3 to 4 Indonesian Achievement Standard
9 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 Year 4, students use Indonesian language to initiate structured interactions to share information related to the classroom and their personal worlds. They use modelled language to participate in spoken and written activities that involve planning. They locate and respond to key items of information in texts using strategies to help interpret and convey meaning in familiar contexts. They use modelled language and basic syntax to create texts.
Students imitate sound combinations and rhythms of spoken Indonesian. They demonstrate understanding that Indonesian has non-verbal, spoken and written language conventions and rules to create and make meaning. They recognise that some terms have cultural meanings. They identify patterns in Indonesian and make comparisons between Indonesian and English. They understand that the Indonesian language is connected with culture, and identify how this is reflected in their own language(s) and culture(s).
Foundation to Year 10 sequence
The 9 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 Year 4, students use Indonesian language to initiate structured interactions to share information related to the classroom and their personal worlds.
Content descriptorAC9LIN4C01 Communicating meaning in Indonesian
initiate exchanges and respond to modelled questions about self, others, and classroom environment, using formulaic expressions
Elaborations (9)
- Elaboration asking and responding to questions about self, related to daily routine, family and friends, pastimes and aspects of school and home, for example, Saya tinggal di Darwin dengan keluarga saya. Rumah saya besar, Saya bermain bola basket, Saya suka es krim, Saya berasal dari ..., Saya berumur … tahun, Saya anggota klub …, Saya anak ke … di keluarga saya.
- Elaboration participating in class routines such as giving extended responses to Apa kabar?, for example, Kurang baik? Mengapa? Saya sakit kepala; saying the day and date, and describing the weather and the day’s schedule, for example, Hari ini hari Senin tanggal 20 Mei. Cuaca hari ini mendung.
- Elaboration interacting with classmates and teacher using formulaic expressions and appropriate gestures, for example, bending and saying permisi when passing someone, responding to Di mana ...? by pointing appropriately
- Elaboration sharing feelings with others using modelled language, for example, Saya merasa sedih karena ...
- Elaboration making and responding to requests, for example, Boleh pinjam …? and asking for rephrasing, repetition and clarification, for example, Maaf Bu/Pak, apa artinya …? Tolong ulangi. Sekali lagi?
- Elaboration exchanging best wishes and congratulations with others through greeting cards or through shared secure online environments, using language related to special occasions and well-wishing and responding appropriately, for example, Selamat Hari Ulang Tahun! Selamat Hari Raya Idul Fitri! Selamat Tahun Baru! Terima kasih!
- Elaboration using kinship terms and names in place of personal pronouns, for example, using Bapak and Ibu for ‘you’ and ‘your’ when speaking to adults and using a person’s name instead of kamu or saya in some contexts, for example, John (you) mau makan?, Mary (I) tidak suka bermain bola basket.
- Elaboration asking and responding to questions, for example, Mau yang mana? Saya mau yang biru. Kamu lebih suka yang mana? Saya lebih suka yang pendek
- Elaboration commenting positively on own and others’ learning, for example, Hebat! Bagus!
They use modelled language to participate in spoken and written activities that involve planning.
Content descriptorAC9LIN4C02 Communicating meaning in Indonesian
participate in activities that involve planning with others, using a range of familiar phrases and modelled structures
Elaborations (8)
- Elaboration contributing to preparing and displaying a set of class rules, for example, Jangan berlari di ruang kelas
- Elaboration participating in group activities such as role-plays, and asking and responding to questions and invitations, for example, Mau ke mana? Mau ikut? Mau beli apa? Saya mau beli dua kilo ape
- Elaboration negotiating with others to make decisions such as choosing ways to get around in Indonesia on a simulated trip, for example, Mau naik apa? Saya mau naik becak. Berapa ongkosnya? Mau pergi jam berapa? Jam empat.
- Elaboration creating wayang puppets and discussing character traits and appearance in preparation for a collaborative performance, for example, Wayang saya bernama ...; Apakah wayang kamu sportif? Wah, wayangmu berhidung besar!
- Elaboration working collaboratively and sharing decisions about content and vocabulary when designing a poster for a specific event, creating a picture book or word wall, for example, Saya pikir …; Lebih baik …
- Elaboration designing a treasure hunt, developing instructions and giving and following directions, for example, Dari pintu belok ke kiri, jalan terus sampai meja guru.
- Elaboration exchanging opinions when negotiating roles and responsibilities for a class performance, for example, Kamu suka ...? Saya kurang suka ..., Saya lebih suka ... daripada ...
- Elaboration preparing, rehearsing and presenting an Indonesian-themed item at the school assembly
They locate and respond to key items of information in texts using strategies to help interpret and convey meaning in familiar contexts.
Content descriptorAC9LIN4C03 Communicating meaning in Indonesian
locate and respond to key information related to familiar content obtained from spoken, written and multimodal texts
Elaborations (9)
- Elaboration gathering information about activities of others such as surveying peers about time spent on activities, and presenting the results to the class, for example, Berapa jam kamu menonton televisi/membaca buku/bermain komputer/bermain olahraga/makan/belajar/tidur? Kamu naik apa ke sekolah?
- Elaboration responding to information in texts about aspects of culture such as lifestyle, cuisines or use of transport, for example, Naik apa ke sekolah? Saya naik …, Kamu lebih suka ... atau ...? Saya lebih suka ..., Makan apa untuk sarapan/makan malam? Kadang-kadang saya makan ...
- Elaboration comparing information about activities and practices of a school in Indonesia with those of their own school, for example, listening to, reading or viewing texts related to aspects of school life, such as timetables, canteen menus, extracurricular activities and sports, and making a Venn diagram or infographic
- Elaboration learning that First Nations Australian languages change according to connections and relationships between people, and giving examples of how this occurs in Indonesian
- Elaboration working collaboratively to obtain and use information from texts related to other learning areas, for example, following instructions for a simple science experiment or skill-building in Health and Physical Education such as Pertama-tama kita harus ...; Lompat tiga kali, Letakkan tangan di belakang kepala, Lempar bola ke keranjang.
- Elaboration listening to, reading or viewing texts and responding to questions about characters, ideas and events in Indonesian or English, for example, Kamu paling suka karakter siapa? Mengapa? Apakah … merasa senang sesudah bertemu temannya? Mengapa?
- Elaboration responding to an imaginative text and demonstrating understanding by performing a role-play or illustrating and captioning aspects of the plot
- Elaboration responding to an informative text about geography or arts and crafts, etc., by answering true or false questions, completing crossword puzzles or by creating their own questions for a trivia quiz
- Elaboration responding to imaginative texts by expressing personal opinions about and reactions to the characters or plot, for example, Tokoh favorit saya Sinta karena dia cantik. Saya pikir Arjuna hebat karena dia berani dan pandai.
Content descriptorAC9LIN4C04 Communicating meaning in Indonesian
develop strategies to comprehend and adjust Indonesian language in familiar contexts to convey cultural meaning
Elaborations (9)
- Elaboration using texts such as public signs to understand gist and adapting to their own environment, for example, changing Awas gajah! to Awas kangguru! Hati-hati banyak sepeda motor! Hati-hati banyak mobil!
- Elaboration learning to use print and online dictionaries, for example, finding unknown words in texts to assist comprehension
- Elaboration using context in texts such as greeting cards, invitations or public signs to predict the meaning of unknown words and expressions
- Elaboration collecting and using Indonesian words and expressions that do not translate easily into English, for example, kaki lima, warung, Kamu anak keberapa di keluargamu?
- Elaboration compiling a glossary or word bank of common Indonesian expressions and idioms that convey Indonesian cultural practices
- Elaboration devising simple activities that involve alternating or combining repeated words or phrases in Indonesian and English, for example, using questions, idiomatic expressions, responses, etc. to develop skills in adjusting language to cultural contexts, for example, Makan apa sekarang? song with food items
- Elaboration using multimodal resources to compile customised word banks that students can utilise when talking about areas of personal interest
- Elaboration experiencing different types of children’s texts and appreciating the elements of humour and drama, use of sound effects and facial expressions, and responding to the characters and events depicted in the texts
- Elaboration responding to informative and imaginative print and digital books, short-scripted plays, or animations that use familiar Indonesian words, by creating a class display of the key information and providing a glossary of new words and expressions
They use modelled language and basic syntax to create texts.
Content descriptorAC9LIN4C05 Communicating meaning in Indonesian
create and present informative and imaginative spoken, written and multimodal texts using formulaic expressions, simple phrases and sentences and modelled textual conventions
Elaborations (11)
- Elaboration sequencing modelled texts, for example, creating a storyboard using pictures and captions
- Elaboration using formulaic expressions to create a personalised greeting card such as a birthday card or Idul Fitri card
- Elaboration designing Indonesian signs and instructions in the classroom and around the school, for example, Cuci tangan, Tong sampah, Selamat Datang di sekolah kami
- Elaboration creating simple descriptions in Indonesian and matching them to appropriate First Nations Country/Place locations in their local area or elsewhere in Australia
- Elaboration presenting information such as a display or side show about home, school and local environment, for example, rumah saya, di sekolah kami, desa kami
- Elaboration writing a series of simulated diary entries using modelled language to talk about their personal worlds and express own ideas, for example, Pada hari Sabtu keluarga saya berenang di …
- Elaboration creating a personal profile such as an avatar or montage with self-introduction, and making choices about the design, content and language to be included
- Elaboration listening to, reading or viewing a text and creating a profile of the main characters, for example, Rama kuat dan berani. Dia suami Sinta.
- Elaboration composing a role-play scenario associated with Indonesian practices such as using appropriate language and gestures at a meal, for example, Silahkan makan, tambah lagi and using the right hand
- Elaboration creating a new version of a known imaginative text, for example, adding characters, changing setting or composing a different ending
- Elaboration performing a play for classmates or the wider school community using wayang puppets made in class
Students imitate sound combinations and rhythms of spoken Indonesian.
Content descriptorAC9LIN4U01 Understanding language and culture
recognise and use modelled combinations of sounds, pronunciation and intonation patterns of Indonesian to form words and phrases
Elaborations (6)
- Elaboration using Indonesian pronunciation for trilled r, c (ch), u (as in ‘put’), a (as in ‘aqua’), e (as in enak, telur, sore) and unaspirated sounds p, t and k when reading aloud from written text
- Elaboration pronouncing aa sound, for example, maaf, saat and words from Arabic, for example, Jumat (Jum’at)
- Elaboration imitating Indonesian pronunciation of initial ny sounds, for example, nyamuk, Nyoman
- Elaboration recognising different intonation for statements and questions, for example, Kamu suka apel (with falling intonation) and Kamu suka apel? (with rising intonation)
- Elaboration recognising imperatives, for example, Angkat tangan! Buka bukumu! Ayo cepat!
- Elaboration identifying onomatopoeic words such as those related to transport, for example, tut-tut (toot toot – car horn), brum-brum (brum brum – bus), jes-jes (choo choo – puffing train), kring-kring (ding ding – bike bell)
They demonstrate understanding that Indonesian has non-verbal, spoken and written language conventions and rules to create and make meaning.
Content descriptorAC9LIN4U02 Understanding language and culture
recognise Indonesian language conventions, grammatical structures and basic syntax in familiar texts and contexts
Elaborations (11)
- Elaboration understanding the rules for subject+verb+object sentence construction, for example, Saya tinggi. Saya makan nasi. Ayah masak nasi goreng.
- Elaboration using pronouns and adjectives of character and appearance to describe people and animals, for example, Ini bapak saya. Dia tinggi dan baik hati. Gajah itu marah.
- Elaboration using possessive word order to describe objects related to home, school and local environment, for example, Kota saya kecil.
- Elaboration using prepositions to describe position, for example, Ada monyet di atas meja; and prepositions dengan and untuk, for example, Jus ini untuk siapa? Untuk saya!
- Elaboration describing actions using base verbs, for example, tinggal, bangun, mandi, naik and ber verbs, for example, bermain, berjalan, bersepeda, berenang
- Elaboration using questions, for example, Siapa ...? Apa? Di mana? Berapa?
- Elaboration linking ideas using conjunctions, for example, dan, karena, tetapi, atau, dengan
- Elaboration locating events in time using adverbs, for example, hari ini, kemarin, besok, sudah, belum
- Elaboration recognising language features associated with texts such as sequencing phrases, for example, Pertama-tama ... lalu ... akhirnya ...
- Elaboration using ordinal numbers, for example, pertama, kedua, and using cardinal numbers in a range of contexts such as arithmetic or saying prices, for example, Saya anak ketiga di keluarga saya. Satu tambah dua sama dengan tiga. Harganya lima ribu rupiah.
- Elaboration exploring the connection between spelling convention and meaning in duplicated verbs expressing leisurely action, for example, comparing melihat with melihat-lihat; berjalan with jalan-jalan
They recognise that some terms have cultural meanings.
Content descriptorAC9LIN4U04 Understanding language and culture
identify connections between Indonesian language and cultural practices
Elaborations (13)
- Elaboration exploring the use of kinship words for terms of address, for example, Bapak and Ibu, Kak Mira, Dik Sri, Mbak Wati and comparing with other cultures
- Elaboration exploring how gestures differ between cultures, for example, Indonesian people beckon with palm down and moving all fingers
- Elaboration participating in interactions associated with Indonesian practices, and applying appropriate etiquette such as waiting to be invited to eat, for example, Silahkan makan, and not eating or giving or receiving with left hand
- Elaboration making connections between the languages of First Nations Australians from northern Australia and words and phrases in Indonesian such as the connection with food and cuisine, for example, susu, makan, sambal, semur, and making a wall display with images and labels
- Elaboration exploring representations of information used in cultural expressions of First Nations Australians and making connections with those of Indonesian language and culture, for example, discovering different regional words used by First Nations groups to identify themselves such as Zenadth Kes, Koori, Koorie, Noongar and Nunga, and finding out if similar identification occurs in Indonesian-speaking cultural groups
- Elaboration recognising that there are regional differences in language and cultural practices throughout Indonesia
- Elaboration comparing own ‘family culture’ with that of peers and considering how family can impact on identity, offering reasons for similarities and differences, for example, comparing different ways birthdays are celebrated
- Elaboration discussing the connection between culture and naming systems, for example, Balinese birth order for names, or Javanese ending i for girl names – Dini, Sari and o for boy names – Joko, Budiono
- Elaboration understanding that facial expressions can vary across cultures and that the same expression can convey various emotions, for example, in Indonesia smiling may also reflect confusion, shyness or embarrassment, and eye-contact may be perceived as confrontational
- Elaboration showing awareness that language carries cultural ideas, for example, upacara compared with assembly, padi/beras/nasi compared with cooked/uncooked rice, and kaki lima, becak, warung and congklak, which have no equivalent in English
- Elaboration noticing how their Indonesian language learning has enriched their understanding of ‘untranslatable terms’, for example, using becak in English language conversation
- Elaboration identifying character traits and values in Indonesian stories, for example, Kancil stories feature animals native to Indonesia, and comparing these with familiar Australian stories such as Diary of a Wombat, Bawang Putih dan Bawang Merah
- Elaboration discussing how Australian terms and expressions might be understood from an Indonesian perspective, for example, ‘bushwalking’, ‘kick a footy’, ‘No worries!’ or ‘BBQing’
They identify patterns in Indonesian and make comparisons between Indonesian and English.
Content descriptorAC9LIN4U03 Understanding language and culture
recognise familiar Indonesian language features and compare with those of English, in known contexts
Elaborations (6)
- Elaboration recognising that Indonesian and English have the same punctuation rules, for example, using capital letters and full stops for sentences
- Elaboration recognising similarities and differences between Indonesian and English ways of showing politeness, for example, making requests and expressing gratitude, Tolong/Silahkan …, Terima kasih. Boleh saya ...
- Elaboration recognising how own language influences expectations about Indonesian language, for example, perceiving word order as ‘back to front’ compared with English, wanting to use one word for ‘you’
- Elaboration identifying examples of how Indonesian has influenced Australian English, for example, sarong, satay, batik, orangutan, nasi goreng
- Elaboration noticing that Indonesian uses affixes to change parts of speech, for example, kolam renang and berenang; sepeda and bersepeda; makan and makanan
- Elaboration identifying and explaining expressions which do not easily translate into English, for example, Sudah mandi? Makan di warung. Selamat jalan.
They understand that the Indonesian language is connected with culture, and identify how this is reflected in their own language(s) and culture(s).
Content descriptorAC9LIN4U04 Understanding language and culture
identify connections between Indonesian language and cultural practices
Elaborations (13)
- Elaboration exploring the use of kinship words for terms of address, for example, Bapak and Ibu, Kak Mira, Dik Sri, Mbak Wati and comparing with other cultures
- Elaboration exploring how gestures differ between cultures, for example, Indonesian people beckon with palm down and moving all fingers
- Elaboration participating in interactions associated with Indonesian practices, and applying appropriate etiquette such as waiting to be invited to eat, for example, Silahkan makan, and not eating or giving or receiving with left hand
- Elaboration making connections between the languages of First Nations Australians from northern Australia and words and phrases in Indonesian such as the connection with food and cuisine, for example, susu, makan, sambal, semur, and making a wall display with images and labels
- Elaboration exploring representations of information used in cultural expressions of First Nations Australians and making connections with those of Indonesian language and culture, for example, discovering different regional words used by First Nations groups to identify themselves such as Zenadth Kes, Koori, Koorie, Noongar and Nunga, and finding out if similar identification occurs in Indonesian-speaking cultural groups
- Elaboration recognising that there are regional differences in language and cultural practices throughout Indonesia
- Elaboration comparing own ‘family culture’ with that of peers and considering how family can impact on identity, offering reasons for similarities and differences, for example, comparing different ways birthdays are celebrated
- Elaboration discussing the connection between culture and naming systems, for example, Balinese birth order for names, or Javanese ending i for girl names – Dini, Sari and o for boy names – Joko, Budiono
- Elaboration understanding that facial expressions can vary across cultures and that the same expression can convey various emotions, for example, in Indonesia smiling may also reflect confusion, shyness or embarrassment, and eye-contact may be perceived as confrontational
- Elaboration showing awareness that language carries cultural ideas, for example, upacara compared with assembly, padi/beras/nasi compared with cooked/uncooked rice, and kaki lima, becak, warung and congklak, which have no equivalent in English
- Elaboration noticing how their Indonesian language learning has enriched their understanding of ‘untranslatable terms’, for example, using becak in English language conversation
- Elaboration identifying character traits and values in Indonesian stories, for example, Kancil stories feature animals native to Indonesia, and comparing these with familiar Australian stories such as Diary of a Wombat, Bawang Putih dan Bawang Merah
- Elaboration discussing how Australian terms and expressions might be understood from an Indonesian perspective, for example, ‘bushwalking’, ‘kick a footy’, ‘No worries!’ or ‘BBQing’
This achievement standard describes the expected learning for Years 3 to 4 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 |
|---|---|---|---|
| Communicating meaning in Indonesian | Interacting in Indonesian | 2 | 17 |
| Communicating meaning in Indonesian | Mediating meaning in and between languages | 2 | 18 |
| Communicating meaning in Indonesian | Creating text in Indonesian | 1 | 11 |
| Understanding language and culture | Understanding systems of language | 3 | 23 |
| Understanding language and culture | Understanding the interrelationship of language and culture | 1 | 13 |
| Total | 9 | 82 | |
Frequently Asked Questions
What should students know by the end of Years 3 to 4 Indonesian?
By the end of Year 4, students use Indonesian language to initiate structured interactions to share information related to the classroom and their personal worlds. They use modelled language to participate in spoken and written activities that involve planning. Read the full standard
How many Content Descriptors support this standard?
9 Content Descriptors support this Achievement Standard (Communicating meaning in Indonesian: 5, Understanding language and culture: 4).
How does this compare to Years 1 to 2?
The Years 1 to 2 Indonesian standard (ASLANINDF10Y12) covers the preceding curriculum level. Standards build progressively, with Years 3 to 4 expectations extending what was introduced in Years 1 to 2.
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.