Stage 1 | Subject outline | Version control

Australian Languages — Revival Language Stage 1
Subject outline

Version 2.0
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 2: Language inquiry

Assessment Type 2: Language inquiry

For a 10‑credit subject, students undertake one language inquiry.

For a 20‑credit subject, students undertake two language inquiries.

In a language inquiry, students investigate the post-colonial decline and/or revival of [Revival Language], using available resources of [Revival Language].

The inquiry should focus on one or more of the following:

  • the pre‑colonial community of [Revival Language] speakers and their relations with surrounding Australian Aboriginal and Torres Strait Islander language groups
  • the process of language reclamation, including the value of existing written documents and/or recordings, and/or first‑hand knowledge to the revival process
  • how knowledge about the structures of other Australian Languages might inform the revival of [Revival Language]
  • the processes of language loss, including reference to what is known of the last speakers of the [Revival Language] and at what stage the language’s records were collected.

Students produce an oral, written, or multimodal response in which they communicate their:

  • understanding of the context in which the [Revival Language] has been lost and/or is now being revived
  • exploration and explanation of language and cultural features.

The response should be written in English, with examples in [Revival Language] as appropriate. It should be a maximum of 5 minutes if oral, 500 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:

  • understanding
  • identities and ecologies.