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General Senior External Examination Syllabus

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Introduction

Rationale

This curriculum is designed for candidates who wish to learn Indonesian as an additional language and have studied the Australian Curriculum P–10: Indonesian or similar. Indonesian is a general external examination subject suitable for candidates interested in pathways leading to tertiary study, vocational education or work. For example, those who value knowledge of an additional language and the cross-cultural understanding it encompasses, such as business, hospitality, law, science, technology, sociology and education.

Learning area structure

Course structure

Teaching and learning

  • Syllabus objectives
  • Underpinning factors
  • Aboriginal perspectives and Torres Strait Islander perspectives
  • Pedagogical and conceptual frameworks
  • Subject matter

21st century skills — attributes and skills that candidates need to prepare for higher education, work and participation in a complex and rapidly changing world. They encompass the knowledge, skills, abilities, behaviors and dispositions that will help candidates live and work successfully in the 21st century. These aspects of literacy knowledge and skills are included in the curriculum objectives, unit objectives and the Indonesian subject.

These aspects of arithmetic knowledge and skills are embedded in the syllabus objectives, unit objectives and subject matter. The 21st century skills identified in the following table reflect a common understanding, both in Australia and internationally, about the skills and attributes candidates need to prepare them for higher education, employment and engagement in a complex and fast-paced changing world. Where applicable, Aboriginal perspectives and Torres Strait Islander perspectives are embedded in the subject matter.

It is specific to each unit of study and forms the basis for the candidate's learning experiences. Therefore, resources and stimulus texts should be authentic; however, texts can be adapted for use in the educational environment to give the candidate access to ideas and information where. While training providers may use formative assessment in class that addresses specific topics, it is expected that candidates will demonstrate their knowledge and skills externally.

There should be a range and balance in the texts that candidates read, listen to and watch, which embody the interculturality of the language.

Assessment — general information

Formative assessments — Units 1 and 2

Summative assessments — Units 3 and 4

Reporting standards

The candidate demonstrates a fragmented understanding of information in Indonesian, and a fragmented application of knowledge of Indonesian language elements, structures and text conventions, responding to and creating texts in different contexts. They communicate their understanding and experiences of relationships through the use of information and ideas in texts and language, such as formal and informal colloquialisms, and develop a variety of strategies to maintain communication. Candidates generate and compare information about their own identity and that of others, and the cultural values ​​associated with personal and wider lifestyles, leisure and education in the community.

The subject engages candidates with aspects of language and textual conventions - to communicate similarities and differences, and to develop opinions about the lives and interests of young people - in familiar and unfamiliar educational and domestic settings.

Unit objectives

Topic 1: Family/carers and friends

Topic 2: Lifestyle and leisure

Topic 3: Education

Assessment guidance

In Unit 2, candidates move beyond their personal world to how they interact with the world. They do this by exploring opportunities for personal travel and tourism in Indonesian-speaking communities and Australia, and by considering related cultural conventions. Their study focuses on the increasingly central role and influence of technology and media in their own lives and the lives of their Indonesian-speaking peers.

This provides the opportunity to develop knowledge and understanding of a variety of linguistic elements and textual structures; to communicate similarities and differences; and to develop opinions about travel, technology and media, and the contribution of Indonesian culture to the wider world.

Unit objectives

Topic 1: Travel

Topic 2: Technology and media

Topic 3: The contribution of Indonesian culture to the world

Assessment guidance

Unit description

Unit objectives

Topic 1: Roles and relationships

Topic 2: Socialising and connecting with my peers

Topic 3: Groups in society

Assessment

Senior external examination 1 (SEE 1): Examination (25%)

Senior external examination 2 (SEE 2): Examination (75%)

These include celebrating the end of study, candidates' plans for their immediate future and how these plans, responsibilities and aspirations compare with those of young Indonesian speakers. As candidates research and discuss, and then create texts relevant to those completing their training, they consolidate their knowledge and understanding of a range of language elements, structures and text types. Candidates are given opportunities to use Indonesian, to explore their perspectives on issues relevant to their future and the future of their peers, and to reflect on the next phase of their lives.

Unit objectives

Topic 1: Future pathways, plans and reflections

Topic 2: Responsibilities and moving on

Assessment

Senior external examination 1 (SEE 1): Examination (25%)

This assessment is used to determine the candidate's performance in the following criteria and associated objectives. This section requires candidates to respond spontaneously to unseen open-ended questions in Indonesian related to their response to the QCAA-provided unseen stimulus text/s and Unit 3 and Unit 4 topic.

Senior external examination 2 (SEE 2): Examination (75%)

This criterion requires candidates to: respond to three to six Indonesian stimulus texts, which:. related to Unit 3 and 4 topic. include at least one written text and one audio or audiovisual text. is 500–800 words long when combined as written text/s and transcript/s. respond in English and Indonesian to unseen questions, scenarios and/or problems, e.g. interpreting graphs, tables or diagrams. completing items that require short and/or extended answers. respond to invisible stimulus texts. interpretation of ideas and information in Indonesian texts. analyze, synthesize and evaluate questions, scenarios and/or problems in response to Indonesian text/s. write in full sentences, where appropriate, and construct a response so that ideas are maintained, developed and justified. This measure requires candidates to respond to unseen stimulus, questions, scenarios and/or problems in Indonesian. written short answers, up to 100 words per item. written short answers up to 100 words per item. written extended responses of 200–300 words. Other: no supporting material is allowed. highly trained or skilled in a particular activity; perfect in knowledge or training; authority. the state or quality of being true, correct, or exact; freedom from error or defect; accuracy or precision; correctness;. in science, the degree to which a measurement result represents the quantity it purports to measure; an accurate measurement result includes an estimate of the true value and an estimate of the uncertainty. accurate precise and precise; to the point; correspond to or exactly. to conform to a truth, standard, rule, model, convention or known fact; free from errors or defects; closely; correct in all details additional language acquisition process by which a language other than a person's mother tongue. language is learned, including culturally appropriate communicative habits; also referred to as 'second language acquisition'. skilled very/highly skilled or skilled in something; expert sufficiently satisfactory or acceptable in quality or quantity equivalent to the. dissect to identify and examine constituent parts and/or their relationships; break down or examine to identify the essential elements, features, components or structure; determine the logic and reasonableness of information;. examine or consider something in order to explain and interpret it, with the aim of finding meaning or relationships and identifying patterns, similarities and differences. the acquisition and application of knowledge, understanding and skills in real or life-like contexts which may include workplace, industry and community situations; it emphasizes learning by doing and includes both theory and the application of theory, linking subject knowledge and understanding with the development of practical skills. a subject whose primary focus is work and vocational education; it emphasizes applied learning and community connections;. a subject for which a syllabus has been developed by the QCAA with the following characteristics: results of courses developed from Applied Syllabus contribute to the QCE; results can contribute to ATAR calculations. apply knowledge and understanding in response to a given situation or circumstance; perform or use a procedure in a given or specific situation. evaluate evaluate the value, meaning or status of something; assess or consider a text or piece of work. recognize or make a judgment about its worth or value. appropriately acceptable; suitable or appropriate for a particular purpose, circumstance, context, etc. suitable for the purpose or occasion; appropriate, appropriate study area a section of, or a section within a unit. argue give reasons for or against something; challenge or debate an issue or idea; persuade, prove or try to prove by giving reasons aspect a particular part of a characteristic of something; a facet, phase or part of. assess measure, determine, evaluate, estimate or make a judgment about the value, quality, outcomes, results, size, significance, nature or extent of something. assessment purposeful and systematic collection of information about candidates' achievements. assessment instrument an instrument or device used to gather information about candidate performance. assessment objectives drawn from the unit objectives and contextualised for the requirements of the assessment tool. see also 'syllabus objectives', 'unit objectives') assessment technique the method used to gather evidence about candidate.

Figure

Figure 1: Learning area structure
Figure 2 outlines the structure of this course of study.

References

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