Permainan Sekolah (School Games)
Band of development:
Early childhood
Curriculum organiser:
Year level(s):
Proposed duration:
20 lessons
Essential Learning Achievements
15. The student communicates with intercultural understanding.


Thank you to teachers from Curtin Primary School for developing and sharing this unit.

This is a sample unit of work. Teachers need to consider its usefulness within the context of their own students’ needs and school’s curriculum plan and adapt it accordingly.


December 2008



20 Lessons




In this unit students will compare Indonesian and Australian games played at school and the language used while playing these games. They will consider that while the game is often the same, the vocabulary used in the games reflects each culture.


At the end of this unit students will be able to:
  • recognise differences and similarities between the games they play and those played by Indonesian children.
  • use some of the target language while they are playing the games.
  • realise that some of the games they play to decide who will go first are very much the same as those played in Indonesia.



In this unit students have opportunities to:
· develop and demonstrate respect for different cultures, beliefs and value systems
· value cultural and linguistic diversity in society
· enjoy learning about and understanding other cultures and languages
· appreciate the ability of people to communicate in more than one language or language variant.



ELA 15: The student communicates with intercultural understanding
In the early childhood band of development, students have opportunities to understand and learn about:
15.EC.1: similarities and differences in the ways individuals and families live according to their
cultural backgrounds (e.g. the role of children)
15.EC.4: features of other cultures (e.g. games)
In the early childhood band of development, students have opportunities to learn to:
15. EC.9: use common phrases in simple interactions in different languages.


ELA 1: The student uses a range of strategies to think and learn
In the early childhood band of development, students have opportunities to:
5. use imagination, pictures and diagrams to help thinking and learning
7. practise and rehearse their learning.

ELA 5: The student contributes to group effectiveness
In the early childhood band of development, students have opportunities to:
2. play and work with others in pairs or small groups.


This unit assess the four-macro skills of reading, writing, listening and speaking. The assessment tasks appear at the end of the unit except for the writing tasks, which appear in lessons seven and fourteen. The writing tasks are reflections that aim to assess students’ intercultural understanding.











Lessons 1-3 are set out in detail; the remaining twelve are outlined briefly.


Teaching Points:
  • Start from the familiar. What do you like to play at school?
  • Provide the basis for children to compose a simple Indonesian sentence. Illustrate the sentence to provide support for recalling the meaning and also some memorization of vocabulary.
  • To have the children think about their own games.
  • To expose the children to some Indonesian vocabulary associated with play.
  • To have the children make up an Indonesian sentence using words from the list and based on a model provided by the teacher.
  • Brainstorm a list of Indonesian words for games.
  • Have children write their own sentence, read it aloud to each other and, as many as possible, read to the teacher, and then illustrate.
Language elements:
  • Lompat tali, alip-alipan, patung, sepak bola, menganggap diri, bola tangan, kelereng, mengejar, congklak

Saya suka bermain ___ di sekolah.


Teaching Points:
  • The children will focus on visual cues to notice significant aspects of Indonesian children at play. In the discussion and question time following the video they will be asked to reflect on the differences and similarities between what they do and what Indonesian children do while playing.
  • To have the children recognize differences and similarities between the games they play and those played by Indonesian children.
  • To review and consolidate the Indonesian sentence introduced in the previous lesson.
  • View the video, Pulang dari Sekolah.
  • Discussion and questions.
- What games did the children in this video play?
- Do they seem to have as many toys as you do?
- Can you think of a reason for this?
  • Listen to the reading of three pages (96-98) from Membaca Bersama-sama
  • Look at the pictures. What do the sentences mean?
  • Using model introduced last week, have children complete the sentence:
Saya suka bermain .
  • Children fill in the word on whiteboard and then read to the class. The class follows up by reading the sentence with the child.
Language Elements:
  • Saya suka bermain__.
- p 96 Saya suka bermain kelereng. Saya suka bermain kasti.
- p 97 Saya suka bermain lompat tali. Saya suka bermain sepeda.
- p 98 Saya suka bermain layang-layang.


Teaching Points:
  • Start from the familiar. Have the conversation on a chart so that children can refer to it when playing the game. Keep the conversation very simple so that it maximises the chances of the children using it when they play the game.
  • To have the children learn two very simple games played by Indonesian children.
  • To have the children use some of the target language while they are playing the games.
  • To have the children realize that some of the games they play to decide who will go first are very much the same as those played in Indonesia.
  • What games or methods do you use to determine who will go first in a game? List children’s responses.
  • Choose three children to play with the teacher and demonstrate two simple games which Indonesian children use to decide who will go first.
  • Divide the class into groups of four children and get them to play the game, asking them to use the phrases Aku nomor satu, Aku nomor dua etc.
  • Ask the children if they can remember another word we often use instead of aku.
Language Elements:
  • For the first game:
Hana, Tini, Edi dan Yasin : Hom pim pah
Hana: Aku nomor satu.
Tini, Edi dan Yasin: Hom pim pah
Edi: Aku nomor dua.
Tini: Yasin kita suten sekarang. Kita uten tiga kali,
Yasin: Ayo kita mulai.
  • For the suten game three additional vocabulary items:
Gajah (elephant),
orang (person) and
semut (ant).

Lesson 4
  • Letter in English from Indonesian boy explaining a game.
  • Play game.
  • Review last week’s games.

Lesson 5
  • Bermain kelereng (Playing marbles). Modified conversation from Indonesian Children’s Games.

Lesson 6
  • Games from lessons 4&5 reviewed and played.
  • Counting 1-10.

Lesson 7
  • Reflection. How are Indonesian children’s games different from the games played in Canberra? Do you think Indonesian children are as happy as Australian children?

Lessons 8&9
  • Bermain congklak. (Playing congklak) Modified conversation from Indonesian Children’s Games.
  • Review: Saya suka bermain….
  • New language element: Kami suka bermain congklak. Kami bermain congklak dengan biji. (We like to play congklak. We play congklak with seeds)

Lesson 10
  • Bermain Kobok. (Playing a coin throwing game). Modified conversation from Indonesian Children’s Games.

Lesson 11
  • Oral question and answer: Apa permainan favoritmu? (What’s your favourite game?) Permainan favorit saya adalah…. (My favourite game is….)

Lesson 12
  • Children will have been given an at home task to make a toy from recycled materials. Children present their toys and write and illustrate a simple report.
  • Language element: Saya membuat mainan ini dari…. (I made this toy from…)

Lesson 13
  • Read book, Keluarga Saya by Chiau Gee. (About sports played by different family members, simple language structures appropriate to this level)
  • Add to book by writing their own answer to the last question. Olahraga apa yang kamu sukai? (What sport do you like?)

Lesson 14
  • Reflection: What did you learn about Indonesian children’s games and their toys? (Question and answer in English).
  • Make a class list of Indonesian words relating to the unit of work.

Lesson 15 - 20: Assessment
  • Intercultural understandings will be assessed by looking at the comments made by the children in Lessons 7 and 14. For some children in Year 1/2 this assessment will need to be done orally. Evidence that the students have considered some aspect of the differences or similarities between their play and that of Indonesian children will be sought.
  • Listening: the children will have a worksheet with 6 pictures of children playing games. They will need to listen for the name of a game and mark the appropriate picture with a number.
  • Speaking: the children will be asked individually to answer a question with which they are already familiar. (See Lesson 11 Apa permainan favoritmu? Permainan favorit saya adalah).
  • Reading: the children will each be asked to read two sentences from Keluarga Saya. (See Lesson 13), requiring correct pronunciation and some fluency.

· Echols, John M. and Shadily, Hassan, Kamus Inggris-Indonesia, Penerbit Gramedia, Jakarta,1990
· Echols, John M. and Shadily, Hassan, Kamus Indonesia-Inggris Penerbit Gramedia, Jakarta,1990
· Quinn, George, The Learner’s Dictionary of Today’s Indonesian Allen and Unwin, 2001

· Pulang dari Sekolah a segment from A Look At Indonesia Curriculum Corporation, Carlton, 1998 (The commentary on this video is in English which makes it more easily understood by beginners but some Indonesian dialogue can be heard in the background giving the children exposure to the target language in context.)

· Membaca Bersama-sama Suara Siswa Stages A&B, Curriculum Corporation, Carlton,1992

· Sujatna, Dede, Indonesian Children’s Games, Paradigm Books, Curtin University of Technology,1996

· Gee, Chiau, Keluarga Saya. Privately published, available from the author

Evaluation of resources, content, activities related to the unit; recommendations for further action. In this unit how has the teaching and learning demonstrated:

that every student can learn?

the maximising of student learning?

sustained opportunities for students to learn?

depth of student understanding and expertise?

equitable and inclusive opportunities for learning?

ethical practice?

content, assessment and pedagogy that is coherent and aligned?

a dynamic and responsive approach?