Assessment Type 1: Creating and Responding (50%)

Students complete one creating and responding assessment type comprising:

• two resource creations
• two responses 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)
• an oral performance
• 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 assessments 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
• poems
• online resources
• non‑fiction resources
• narratives, including geographic narrative texts
• advocacy resources (i.e. those that seek to change attitudes or actions)
• biographical resources.

Responses may focus on, but are not limited to, analysis of:

• language and linguistic structures
• the relationship between language, culture, communities, and identity
• sociocultural representations (i.e. culture‑specific terminology)
• grammar
• textual features (e.g. tone, register, stylistic features, geographic reference).

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

• an oral presentation
• an interview
• a conversation or exchange
• a performance
• a role‑play
• a review
• answers to questions about a resource
• a digital text (e.g. blog entry/entries, vlog, visual representations with captions)
• a performance
• an artistic product (i.e. painting, drawing, 3D representation) with annotations.

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

The combined evidence from all four assessments in this assessment type should comprise a maximum of 12 minutes if oral, 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 analysis.