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 [First Language] to communicate information, ideas, and perspectives accurately and appropriately to an intended audience.

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

• a recount of an event or narrative
• an imaginative narrative
• a description of Country
• a biography or autobiography
• a speech
• a poem or song
• a digital curation of resources, such as a series of social media postings based on a subject that is linked to a particular context
• a blog post, email, or journal entry
• a newspaper or magazine article
• an interactive digital children’s story
• a multimedia display to educate a target group about an issue
• an artistic product (e.g. painting, drawing, 3D representation), including a designer’s statement explaining the interpretation and meaning of visual and/or physical representations.

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 [First Language] with responses predominantly in [First Language]. However, English, or a combination of [First Language] and English may be appropriate in some contexts.

Resources and responses may focus on any form of expression of [First Language] to interpret and explain meaning, and to analyse linguistic, cultural, and stylistic features.

Resources for responding to may include, for example:

• narratives, including geographic narrative resources
• imaginative resources
• online resources
• non‑fiction resources
• prose resources (or extracts)
• speeches or oral presentations
• visual resources
• dramatic resources
• advocacy resources (i.e. those seeking to change attitudes or actions)
• biographical resources
• poetry.

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

• language and linguistic structures
• language variation and change
• relationship between language, culture, and communities
• sociocultural representations (e.g. culture‑specific terminology)
• grammar
• resource features (e.g. tone, register, stylistic features, geographic reference).

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

• an evaluation of a resource
• an oral presentation with visual images
• an interview
• an essay
• a digital curation (e.g. blog entry/entries, vlog, visual representations with captions)
• a performance (e.g. role‑play, monologue)
• an artistic product (e.g. painting, drawing, 3D representation), including a designer’s statement explaining the interpretation and meaning of visual and/or physical representations.

Responses to resources 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 12 minutes if oral, or 2000 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 24 minutes if oral, or 4000 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
• identities and ecologies.