Assessment Type 2: Language in Action (20%)

Students complete one language in action project.

This assessment type has two parts:

• Part 1: Language in action project — collaborative task
• Part 2: Review — individual task.

Part 1: Language in action project

Students work collaboratively to share and build their [Additional Language] knowledge, understanding, and skills in creating a language in action project. They also develop their linguistic and intercultural knowledge to produce a presentation/performance or product.

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 project should be different to the Stage 1 language in action project and may include, for example:

• an [Additional Language] retelling of a historical event
• presentation to peers on new learning about [Additional Language] arising from a visit to Aboriginal communities and/or organisations or engagement with primary or secondary sources
• 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
• curation and presentation of an exhibition of art or design works
• celebrating [Additional Language] narratives.

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

The project may be presented in [Additional Language], English, or a combination of [Additional Language] and English. It should be a maximum of 5 minutes if oral, 500 words if written, or the equivalent in multimodal form.

Part 2: Review

Students individually review their language in action project and their learning.

The review may include discussion about:

• self as a language learner and a language user in the complex Australian Languages context
• issues relating to learning about advocacy for [Additional Language] and how the project addressed these
• the knowledge and skills developed through the collaboration process
• the impact of the project on audience and self
• the power of language.

Evidence to support the individual review of the project and learning may include annotated photographs, movie clips, peer assessment, interview transcripts or digital files, annotated resources, journal notes, and analysis of the collaboration process. 

The review may be presented in [Additional Language], or English, or a combination of [Additional Language] and English. It should be a maximum of 4 minutes if oral, 300 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 analysis.