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Elaboration (2) ACLINU014

understanding that texts have a purpose, for example, recounts are ways of describing past events (Pada suatu hari…) and greeting cards can convey feelings (Saya cinta padamu)

Elaboration (2) ACLINU015

recognising that greetings vary according to the time of day, for example, Selamat pagi/siang/sore/malam

Elaboration (2) ACLINU016

keeping a class record of words in Indonesian that are borrowed from other languages, including loan words from Aboriginal languages, Torres Strait Islander languages

Elaboration (2) ACLINU017

exploring different cultural practices and related language use through games, for example, suten/suwitan, Semut, gajah, orang, and Hom Pim Pah

interacting with others, such as through greeting cards and shared digital spaces, using language related to special occasions and well-wishing, for example, Selamat Hari Ulang Tahun, Selamat Hari Raya

Elaboration (2) ACLINC019

preparing, rehearsing and conducting public presentations and performances, such as an Indonesian item for assembly, or a presentation about significant event

Elaboration (2) ACLINC020

contributing to preparing and displaying a set of class rules, for example, Jangan berlari di ruang kelas

Elaboration (2) ACLINC021

comparing information about activities and practices across cultures, for example, reading, viewing or listening to texts related to aspects of school life such as timetables, canteen menus, extracurricular activities and sports

Elaboration (2) ACLINC022

presenting information about aspects of culture such as lifestyle, diet or use of transport (for example, Naik apa ke sekolah? Saya naik…), using statistics and visual supports

Elaboration (2) ACLINC023

using movement or actions to reinforce meaning in texts such as a television program, song or game

Elaboration (2) ACLINC024

producing individual imaginative texts such as comics, diary entries and stories using modelled language, to express own ideas and imagination

Elaboration (2) ACLINC025

comparing translations of Indonesian creative works (such as an advertisement, anthem or extract of a wayang script), noticing how words such as Tanah Air, sedikit-sedikit have more than a literal meaning

Elaboration (2) ACLINC027

participating in interactions associated with particular Indonesian practices, for example, etiquette associated with eating such as waiting to be invited to eat (Silahkan makan) and not eating with left hand

Elaboration (2) ACLINC028

comparing own ‘family culture’ with that of peers and considering how family can impact on identity, offering reasons for similarities and differences, for example, Bapak saya suka sepeda motor. Saya juga!

Elaboration (2) ACLINU029

recognising different intonation for statements and questions, for example, Kamu suka apel (with falling intonation) and Kamu suka apel? (with rising intonation)

Elaboration (2) ACLINU030

describing objects using concrete nouns related to home, school and local environment, for example, forms of transport (sepeda, mobil, bis, kereta api, becak, delman, dokar, bendi) and items such as foods (semangka, kelapa)

Elaboration (2) ACLINU031

noticing differences between written and spoken texts (for example, comparing a written story with a spoken version), or comparing how texts within the same mode can differ, for example, a birthday card and an email message

Elaboration (2) ACLINU032

recognising appropriateness of gestures to accompany language when addressing teachers, friends or visitors to school

Elaboration (2) ACLINU033

showing awareness of Indonesian as a ‘real’ language in use in the world, one of multiple languages in the Asia-Pacific region and in the Australian community

Elaboration (2) ACLINU034

showing awareness that language carries cultural ideas, for example, upacara compared to ‘assembly’; padi/beras/nasi compared to ‘cooked/uncooked rice’; and kaki lima, becak, and warung and congklak, which have no equivalent in English

Curriculum Types

Curriculum Elements Types

Cross Curriculum Priorities