Assessment Type 1: Creating and Responding

For a 10‑credit subject, students complete two or three creating and responding tasks comprising:

• at least one resource creation
• at least one response to resources.

For a 20‑credit subject, students complete at least four creating and responding tasks comprising:

• at least one resource creation
• at least one response to resources.

Resource creation

Students create oral, written, and/or multimodal resources using [Additional Language] to communicate information, experiences, ideas, and/or opinions accurately and appropriately to an intended audience.

Resources may be created for a variety of purposes and audiences. For example:

• a dialogue (basic conversation or exchange)
• a role‑play
• a short speech
• a song
• a personal profile
• a story
• a blog post, email, or journal entry
• a description of Country
• a multimedia display to educate a target group about an issue
• an artistic product (e.g. painting, drawing, 3D representation), with annotations in [Additional Language].

The design of the tasks should specify:

• a context
• an audience
• the purpose of the resource (e.g. informative, imaginative, narrative, personal, persuasive, evaluative, or descriptive)
• the resource type for creation.

Resource creations may be in oral, written, or multimodal form.

Response to resources

Students respond to a resource or resources that are in [Additional Language] with responses predominantly in [Additional Language]. However, English or a combination of [Additional Language] and English may be appropriate in some contexts.

Resources for study may include, for example:

• talks
• conversations 
• interviews
• drawings and/or paintings
• film extracts
• songs
• online resources
• non‑fiction resources
• biographical resources.

Responses to resources demonstrate an awareness and understanding of language, cultural meanings, and language structures. Responses may focus on, but are not limited to, exploration and understanding of:

• culturally specific terminology
• grammar
• textual features (e.g. tone, register, stylistic features, geographic reference)
• contemporary language
• the relationship between language, culture, and communities.

Teachers may negotiate the form of the responses with students. Responses to resources could include, but are not limited to:

• a talk
• an interview
• a conversation or  exchange
• a performance 
• a role‑play
• a review
• answers to questions about a resource 
• a digital curation (e.g. blog entry/entries, vlog, visual representations with captions).

Responses may be in oral, written, or multimodal form.

For a 10‑credit subject, the combined evidence from all assessments in this assessment type should comprise a maximum of 6 minutes if oral, or 1000 words if written, or the equivalent in multimodal form (where 6 minutes is equivalent to 1000 words).

For a 20‑credit subject, the combined evidence from all assessments in this assessment type should comprise a maximum of 12 minutes if oral, or 2000 words if written, or the equivalent in multimodal form (where 6 minutes is equivalent to 1000 words).

For this assessment type, students provide evidence of their learning primarily in relation to the following assessment design criteria:

• communicating
• awareness and exploration.