Stage 2 | Subject outline | Version control
Australian Languages — Revival Language
For teaching in 2022. Accredited in August 2019 for teaching at Stage 2 from 2020.
Stage 2 | Subject outline | School assessment | Assessment Type 1: Language Folio
Assessment Type 1: Language Folio (40%)
Students undertake one language folio that comprises four tasks:
- at least one resource performance and commentary
- at least one language analysis
- at least one reclamation skills task.
Resource performance and commentary
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.
Accompanying the resource performance, students produce a commentary in English explaining the challenges and limitations of producing resources in a revived language.
Students should consider ways in which the revived language is likely to differ from the language spoken prior to colonisation, and reasons for these differences.
Students may also consider the:
- differences between the sound and writing systems of [Revival Language] and English
- structural differences between [Revival Language] and English
- differences between the cultural knowledges and worldviews carried in [Revival Language] and English.
Students analyse and interpret one or more resources in [Revival Language] by responding in English and/or [Revival Language], as appropriate.
Students analyse 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 a written, spoken or multimodal resource in [Revival Language].
Students may use dictionaries and/or word lists as supports.
Students explore the processes and protocols of language reclamation and demonstrate their understanding by applying those skills individually and/or collaboratively.
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].
Tasks should be presented in multimodal form, and each student’s response or contribution should be the equivalent of a maximum of 6 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:
- understanding and analysis
- identities and ecologies.