GUIDE

New K–10 Syllabus

INDONESIAN

Years 7–10
The new Indonesian syllabus has been developed using the established NSW Education
Standards Authority (NESA) syllabus development process. The syllabus includes Australian
Curriculum content and content that clarifies learning for Indonesian from Kindergarten to
Year 10. The Stage statements for Early Stage 1 to Stage 5 reflect the intent of the
Australian Curriculum achievement standards.

The syllabus identifies the knowledge, understanding, skills, values and attitudes students
are expected to develop at each stage, from Kindergarten to Year 10. Teachers will continue
to have the flexibility to make decisions about the sequence of learning, the emphasis to
be given to particular areas of content, and any adjustments required based on the needs,
interests, abilities and prior learning of their students.

The Years 7–10 section of the Indonesian syllabus has been designed to be taught within the
mandatory 100-hour Language requirement for the Record of School Achievement (RoSA)
and supports any additional (elective) study of Indonesian.

NESA continues to promote a standards-referenced approach to assessing and reporting

student achievement. The approaches of assessment for, assessment as and assessment
of learning are important to guide future teaching and learning opportunities and to provide
students with ongoing feedback.

The structure and many of the features of the current Indonesian K–10 syllabus have been
retained, including:
• rationale
• aim
• objectives and outcomes
• Stage statements
• content organised in Stages from Early Stage 1 to Stage 5
• Life Skills outcomes and content.

Indonesian: Guide to new K–10 Syllabus 1

Learning across the curriculum areas include cross-curriculum priorities, general capabilities
and other important learning for all students. These 13 areas are incorporated in the content of
the syllabus and identified by icons. Teachers may identify additional opportunities for students
to learn about these areas.

What is similar?
Students will continue to be provided with opportunities to:
• use language in a range of authentic contexts
• experience Indonesian through the integration of listening, speaking, reading and writing
skills
• build grammar and vocabulary knowledge, and social competence and intercultural
understanding in an integrated way.

What is different?
• Content is organised through strands and objectives, and related outcomes.
• There is a more specific focus on the use of language in authentic ways.
• Content is provided for three broad learner groups:
-- students who are studying the language as second or additional language learners
-- students who have prior learning and/or experience
-- students who have experienced some or all of their formal school education in a
Indonesian-speaking environment.
• There are greater opportunities provided for the use of digital technologies for
communicative purposes in a range of contexts.
• Related Life Skills outcomes are included with Stage 4 and Stage 5 content.

How does the syllabus cater for all students?

The Indonesian K–10 syllabus is inclusive of the learning needs of all students. Particular
advice about supporting students with special education needs, gifted and talented students,
and students learning English as an additional language or dialect is included in the syllabus.

Students with special education needs can access the Indonesian K–10 Syllabus outcomes
and content through a range of ways, including:
• adjustments to teaching, learning and/or assessment activities; or
• selected syllabus outcomes and content appropriate to their learning needs; or
• syllabus outcomes from an earlier Stage, using age-appropriate content; or
• selected Years 7–10 Life Skills outcomes and content appropriate to their learning needs.

Indonesian: Guide to new K–10 Syllabus 2

What is the plan for implementation?
2018 Familiarisation and planning
2019 Start teaching Year 7
Start teaching Year 9 elective course
2020 Start teaching Year 8
Start teaching Year 10 elective course

What materials will be provided to support implementation?

Many existing resources will continue to be useful and relevant. Teaching units will need to
be modified to meet the requirements of the new syllabus, for example to accommodate new
outcomes and content.

For the first time, the Indonesian syllabus will be available in an interactive online format (later in
2018). The online format will be able to be viewed by Stage, outcomes and content.

Support materials will assist teachers in familiarisation and planning of the syllabus and
associated assessment requirements. Program Builder, an online programming tool, will be
available for teachers during 2018.

Initial materials released with the syllabus include:

• this guide
• a parent guide
• assessment advice.

Additional materials to be released throughout 2018 include:

• sample scope and sequences
• sample teaching units
• sample assessment activities.

The NSW Department of Education, Catholic Schools NSW, the Association of Independent
Schools of NSW, and other school systems and professional associations will continue to
assist and support the ongoing implementation of the syllabus.

How can I access the new Indonesian K–10 Syllabus?

The Indonesian K–10 Syllabus is available on the NESA website.

Indonesian: Guide to new K–10 Syllabus 3

 Features of Indonesian 7–10 content pages

Stage 4

Content is
organised in
Content for Stage 4 Stages.

Content is Communicating
organised
through strands,
objectives
Interacting
and related
outcomes. Outcome
A student:
Life Skills › uses Indonesian to interact with others to exchange information, ideas and opinions, and make
outcomes plans LIN4-1C
related to Stage
4 and Stage 5 Related Life Skills outcome: LINLS-1C
outcomes are
included.
Content Australian
Content Students: Curriculum
describes • interact with peers and known adults on topics of interest, for example: (ACLINC086, ACLINC088) content is
the intended identified by
learning. – exchanging personal details with real or imagined visiting students from Indonesia or a buddy codes.
school, eg name, age, phone number, social media profile, family members
– describing and comparing aspects of personal world such as home and family, teachers and
school, interests and friends, eg Teman saya baik hati dan setia. Outcomes
– interacting in Indonesian to perform routine social tasks in the classroom, eg responding to are coded
praise, requests or commands, encouraging and instructing and linked to
– interacting with peers to express likes and dislikes and preferences, and exchange and content.
explain opinions, eg Saya paling suka sejarah karena menarik.
– seeking peers’ opinions on topics of interest, eg Kamu lebih suka berbelanja atau bermain
Stage 4
olahraga?
Content is
provided for engage
•Content forinstudents
collaborative
with activities that involve
prior learning and/orplanning and making arrangements, for example:
experience
three broad (ACLINC087)
Students:
student groups. – negotiating and making decisions about goods and services, eg Bisa kurang? Bagaimana
• interact
kalauwith
kitapeers and known adults on a range of topics and experiences, for example:
naik taksi?
–(ACLINC052, ACLINC054)
giving, accepting or declining invitations including making excuses to avoid causing offence or Language-
– embarrassment,
asking for clarification,
eg Maaf,such as how
saya tidakto spellsaya
bisa, a word,
harusegkeBagaimana
rumah nenekejaannya, Pak?
pada hari or asking
Sabtu. specific
for meaning, eg Apa arti kata itu? examples
–– determining
apologising and makingsocial
an agreed requests, egwith
activity Maafpeers,
saya eg
terlambat Bu.on
going out Boleh saya ke kantor? Tolong
the weekend clarify the
jangan dihapus,
– planning a sharedPak.
classSaya
eventbelum selesai.
or virtual experience, eg class party, virtual excursion to Bali expected level
– making comparisons between their own daily routine and that of peers, family and students in of language
Indonesia,
– making egto
plans Tugas
go onsaya memelihara
an imaginary anjing
shared sedangkan
holiday tugas Wayan
in Indonesia, menjaga
negotiating mode adik.
of required, where
transport and places to stay, considering eco-friendly options appropriate.
– exchanging opinions about family, friends, teachers, subjects, entertainment, sport andStage 4
leisure, eg Saya rasa guru ideal pandai. rajin dan humoris.
– engaging in an online or face-to-face conversation with Indonesian speakers to share
Contentinformation
for students witha asignificant
about backgroundevent inor
Indonesian
special occasion, eg Tahun lalu saya berlibur ke Bali
Students:dengan keluarga.
Learning across
interact with peers and known adults to exchange information, opinions and preferences relating
• the curriculum
Content engage
to•social in collaborative
issues activities
and cultural that involve
experiences, planning, making decisions and negotiating, for
for example:
examples clarify example: (ACLINC053)
content is
– talking to the teacher, expressing opinions about their new high school life incorporated
the intended –– discussing
participating in class activities,
similarities eg word,
and differences board or
between digital games,
Australian using phrases
and Indonesian such as giliran
neighbourhoods
learning. kamu, klik di sini, kami menang and identified by
Indonesian K–10 Draft Syllabus 73
and schools, eg Daerah tempat tinggal saya di Macksville jauh lebih sepi dibandingkan
– Bandung.
organisingSaya a class event, such as a lunch, icons.
pikir hubungan antara guruparty or performance,
dan siswa and akrab.
Australia lebih negotiating and making
decisions,
– sharing eg Kita pergi
experiences ke how
about mana? Bagaimana
their kalau kita
cultural practices are…maintained or adapted, eg at home,
– school,
expressing preferences
sports, music/dancefor plans,
lessonsegoutside
Ide bagus. Saya
school, andsetuju.
in the neighbourhood and
– community
responding to an invitation to an event by accepting or declining and giving excuses, eg
Sayang, saya
– exchanging harus ke rumah
information nenek.
about the unusual or surprising aspects of their life in Australia and
– how
collaborating
to overcome to create a digital set of guidelines for young visitors to Indonesia, including
any difficulties
Indonesian: Guidemodes
to new
– discussing of transport,
aK–10 places
Syllabus
significant to stay
event, 4 andoccasion
special places toorvisit, and considering
milestone, aspectsorang
eg Saya bangga of responsible
Australia
tourism
merayakan Hari Harmoni. Idulfitri penting bagi orang Islam baik di Indonesia maupun di
Australia.
 Features of the Indonesian Years 7–10 Life Skills content pages
Indonesian Life Skills outcomes and content are:
• developed from the Indonesian K–10 objectives
• selected based on the needs, strengths, goals, interests and prior learning of the students.

Students studying Life Skills are not required to complete all content to demonstrate
achievement of an outcome.

Life Skills

Content is Communicating
organised
through strands,
objectives Composing
and related
outcomes. Outcome Outcomes
A student: are coded
Stage 4/5 › composes texts in a range of formats LINLS-4C and linked to
outcomes content.
related to Life Related Stage 4/5 outcomes: LIN4-4C, LIN5-4C
Skills outcomes
are included.
Content
Students:
Content is
• compose texts in a variety of formats, using modelled language, for example:
suggested.
– participating in creating a text on a familiar topic, eg a family tree
– labelling photographs from a real or virtual school excursion in Indonesian for a classroom
display
Content is
– creating a greeting card to a friend to say ‘hello’, ‘thank you’ or wish them ‘Happy Birthday’
provided for two
– completing speech bubbles in a comic strip, eg Di mana anjing saya?
broad student – composing a self-introduction for meeting new students
groups. – creating a shopping list of ingredients required to cook a simple Indonesian meal from a
recipe
– creating an Indonesian menu using images, word banks and sample sentence patterns for a
class restaurant
– creating a timetable of weekly or monthly activities, eg house-cleaning timetable Life Skills
– creating a visual text using simple Indonesian words or phrases, eg a poster of Indonesian
festivals using photographs and descriptions
Content for students
– composing with prior
a simple learning,
recount, poem, experience
or narrative and/or background
in Indonesian about a recent event, eg a Language-
holiday, an outing or a celebration specific
Students:
examples
• compose texts in a variety of formats for different contexts and purposes, for example: clarify the
• create bilingual texts, for example:
– creating an Indonesian menu with some details about each item for a class restaurant expected level
– matching Indonesian words with corresponding English words
Content – labelling familiar objects in Indonesian and English, eg classroom objects of language
examples clarify – composing a recount, eg a school excursion or event for a school newsletter, eg Pada tanggal required, where
– creating a visual display of new vocabulary, using digital technology as appropriate, eg
the intended 4 Juni kami ke Museum Maritim. appropriate.
flashcards
learning. – composing a diary entry, eg about a day’s experience at school including phrases about how
– creating a bilingual picture dictionary of new words
they felt
– creating a bilingual poster, eg of a school map or school canteen menu Learning across
– producing an advertisement, eg to promote a class restaurant or a cultural event
– making a dictionary of learned vocabulary for the class, using digital technologies the curriculum
– creating own version of a popular game involving numbers
content is
incorporated
• create bilingual texts for the classroom and the wider community, for example:
and identified by
– creating a bilingual notice, eg for the school to notify parents of a school dance
icons.
– creating a digital presentation for the class, eg about favourite people and things, spoken in
Indonesian with English subtitles
– creating a bilingual version of a well-known story using illustrations and basic language

– creating a bilingual poster for the classroom

Indonesian: Guide to new K–10 Syllabus 5