Assessment Type 3: Language Exploration (30%)

Students work collaboratively with others (e.g. peers, members of the community, linguists) to explore their understanding of language‑building processes used in the revival of [Revival Language], and how this contributes to the ongoing processes of cultural renewal and reconciliation.

Individually, students develop, refine, and present a response to their language exploration.

The language exploration may build on the work from Assessment Type 1: Language Folio, but must not repeat any of the work.

Students develop and extend their understanding of [Revival Language] by:

• exploring how language is revived, reclaimed, and/or reconstituted
• exploring existing language resources
• experimenting with and applying language‑building techniques
• reflecting on the relationship between language, culture, and community
• reflecting on the relationship between language revival and the ongoing processes of cultural renewal and reconciliation
• reflecting on their own learning with and from Aboriginal people and communities.

Students provide evidence of their learning in a study that comprises:

• evidence of language exploration and application of language‑building processes
• reflection on the relationship between language, culture, and community
• reflection on the ongoing process of reconciliation.

The language exploration may be presented in oral, written, or multimodal form. It should be a maximum of 9 minutes if oral, 1500 words if written, or the equivalent in multimodal form.

The following specific features of the assessment design criteria for this subject are assessed in the language exploration:

• communicating — C1
• understanding and analysis — UA1, UA2
• identities and ecologies — IE2, IE3.