Stage 1 | Subject outline | Version control
Australian Languages — Revival Language
Version 2.0 for teaching in 2022. Accredited in August 2019 for teaching at Stage 1 from 2020.
Stage 1 | Subject outline | School assessment | Assessment Type 1: Language Folio
Assessment Type 1: Language Folio
For a 10‑credit subject, students undertake three language folio tasks comprising:
- one resource performance
- one response to resources
- one reclamation skills task.
For a 20‑credit subject, students undertake four language folio tasks comprising:
- at least one resource performance
- at least one response to resources
- at least one reclamation skills task.
At least one task should involve students working collaboratively. 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 a combination of both.
Each student undertaking a collaborative task is required to submit an individual reflection reflecting on their role in, and contribution to, the collaborative task. The reflection should include discussion about own learning from and with Aboriginal people and language resources.
Students perform a task in which they move between a written and a spoken resource in [Revival Language]. Although the resource should be primarily in [Revival Language], English may be used where students are providing explanations of language and/or cultural features, or in comparisons between languages.
The performed resource may be created for a variety of purposes, including language sharing and exchange, sharing information, expressing creativity and imagination, and/or interpreting other resources.
Students may either make use of an existing resource in [Revival Language] or, where appropriate and in keeping with language protocols, create their own resource.
Students demonstrate their understanding of how the written form of [Revival Language] represents the sound system of the language.
In using language to communicate accurately and appropriately, they demonstrate understanding of features of language structures and cultural knowledge of [Revival Language].
Possible resource types include, but are not limited to:
- performance in [Revival Language] of a short play
- autobiography or biography
- welcome to or acknowledgment of Country speech.
Response to resources
Students explore and interpret one or more resources in [Revival Language] by responding to questions on the resources in English and/or [Revival Language], as appropriate.
Students explore and explain language and cultural features of resources and demonstrate their understanding of the relationship between written and oral systems in [Revival Language].
A resource may be a full resource or part of a resource, and may be an oral, written, or multimodal resource.
Students may use dictionaries and/or word lists as supports.
Students explore the processes and protocols of language reclamation and demonstrate their understanding.
Students make connections between language, culture, and community and ensure that they adhere to the appropriate practice and protocols, respecting and understanding the custodians of [Revival Language].
Students reflect on the relationship between the revival of [Revival Language] and the processes of cultural renewal and reconciliation.
Tasks should be presented in multimodal form, and each student’s response or contribution should be the equivalent of a maximum of 4 minutes in English, with examples in [Revival Language], as appropriate.
Tasks could include, for example:
- community discussion about the principles and protocols of language revival
- language building using available resources
- expanding vocabularies based on known language and grammatical patterns and structures
- investigation of language variation and change
- investigation of domains for language use
- developing collaborative strategies and/or resources for reintroducing revival languages.
For this assessment type, students provide evidence of their learning primarily in relation to the following assessment design criteria:
- identities and ecologies.