Assessment Type 2: Language in Action

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

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

A language in action task has two parts:

• a language in action project
• a reflection on the language in action project.

Students work collaboratively to apply their linguistic and intercultural knowledge, understanding, and skills of [First Language] in creating a language in action project that focuses on the survival, transmission, and/or maintenance of [First 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.

The language in action project may include, for example:

• developing [First Language] resources for a tourism site or a public place (e.g. an interactive story map, place names with bilingual descriptions)
• working with younger students to develop their knowledge and understanding of [First Language] (e.g. a series of language lessons, a collaboration in a performance)
• visiting Aboriginal and Torres Strait Islander communities and/or organisations and presenting new learning about [First Language]
• presenting an exhibition of learning that celebrates [First Language] narratives and/or issues that are of significance to Aboriginal and Torres Strait Islander peoples and/or communities
• creating an online [First Language] tool or education pack (e.g. digital dictionary, digital curation of resources, interactive game or app)
• organising a bilingual school assembly or performance.

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

As the second part of the task, students reflect on their language in action project. The reflection may include discussion about:

• self as language learner and language user
• relationship between language, culture, and communities
• language variation and change
• issues relating to transmission and survival of [First Language] and how the project aims to address these issues
• effectiveness of the collaboration.

Each student presents individual evidence of their:

• language in action project, such as photographs and movie clips, resources, and digital products
• reflection on their own learning from the language in action project, including evidence of their contribution to planning and collaboration.

The reflection may be presented in [First Language], English, or a combination of [First 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
• identities and ecologies.