Assessment Type 2: Collaborative Project (30%)

This assessment type consists of two parts:

• a collaborative project
• an individual reflection.

Students work collaboratively to apply their knowledge and understanding of [Revival Language] in the planning and implementation of a project, activity, or performance that raises public awareness about [Revival Language] cultural renewal and reconciliation.

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.

The collaborative project could be made up of a combination of oral, written, and multimodal forms.

The collaborative project may include, for example:

• developing [Revival Language] resources for a public place, such as a tourism site, historical site, or conservation reserve
• presenting an exhibition of learning that celebrates [Revival Language] narratives and/or issues that are of significance to Aboriginal and Torres Strait peoples and/or communities
• creating an online [Revival Language] tool or education pack
• organising an activity related to the building, transmission, and/or maintenance of [Revival Language].

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

Each group should present evidence of their project, such as photographs, a video recording, electronic and/or hard‑copy materials, or other products.

Each student should present individual evidence of reflection on their own learning from the collaborative project, including evidence of their contribution to planning and collaboration.

The collaborative project, including reflection, may be presented in [Revival Language] or English, or a combination of [Revival Language] and English. It should be presented in multimodal, oral, or written form.

The project should be a maximum of 6 minutes if oral, 1000 words if written, or the equivalent in multimodal form.

Each student’s reflection should be a maximum of 2 minutes if oral, 300 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
• understanding and analysis
• identities and ecologies.