Assessment Type 2: Language in Action

For a 10‑credit subject, students undertake one language in action task.

For a 20‑credit subject, students undertake at least one language in action task.

Students work collaboratively to use and apply their [Additional Language] knowledge, understanding, and skills in creating a language in action task. The focus is on taking action, or transmission and/or development of [Additional Language].

Students may work in a school or community-based group, or any other appropriate collaboration. The group may collaborate face to face or in a digital environment, including social media forums, or in a combination of both. Students need to adhere to the principles and protocols of engaging with [Additional Language] and as appropriate seek the advice of the language custodians.

The language in action task may include, for example:

• development of [Additional Language] resources for a tourism site or public place (e.g. an interactive story map, place names with bilingual descriptions)
• an [Additional Language] retelling of a historical event
• presentation of new learning about [Additional Language] from a visit to Aboriginal communities and/or organisations or engagement with primary or secondary sources
• an exhibition of learning regarding [Additional Language] narratives, knowledge and/or issues that are of significance to Aboriginal peoples and/or communities
• creation of an online [Additional Language] tool or resource (e.g. digital dictionary, digital curation of resources, interactive game or app)
• a bilingual school assembly or performance.

Students should consider the context, purpose, and audience for their task.

Each student presents individual evidence of their contribution to planning and development of the task and collaboration.

Evidence such as annotated photographs and movie clips, resources, digital products, and peer assessment may support the student’s evidence of their contribution.

The task may be presented in [Additional Language], English, or a combination of [Additional Language] and English. It should be a maximum of 4 minutes if oral, 400 words if written, or the equivalent in multimodal form.

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

• communicating
• awareness and exploration.