Subject description

Australian Languages — Additional Language is a 10‑credit subject or a 20‑credit subject at Stage 1.

In this subject, ‘Australian Languages’ refers to all Aboriginal and Torres Strait Islander languages and cultures of Australia. (For information about the teaching and learning of Auslan, another Australian language, please see the Auslan Continuers Level subject outline.)

The importance of Aboriginal and Torres Strait Islander languages, cultures, communities, and knowledge is affirmed through the study of Australian Languages. Students can study:

• Australian Languages — First Language. This subject is mainly for students who use an Australian Language as their first language.
• Australian Languages — Additional Language. This subject is mainly for students who wish to study an Australian Language as an additional language. A language chosen for this subject will be a well‑resourced language that has a sizeable first‑speaker base. 
• Australian Languages — Revival Language. This subject is mainly for students with a heritage in an Australian Language that has been marginalised since colonisation.

Australian Languages — Additional Language caters for students who do not speak [Additional Language] as a first language. This may include students with a heritage in the [Additional Language] community, or those students who have little or no previous experience with [Additional Language]. All teaching and learning programs require the approval of the [Additional Language] community.

Students in the senior secondary language classroom bring a diversity of language and learning skills to the classroom; however, the study of an Australian Language as an additional language may occur off‑Country. Learning can be enriched and authenticated by interaction with visiting Elders and community speakers, and, where possible, visits to Country.

The study of Australian Languages— Additional Language develops students’ capacity to communicate in language, and develops their linguistic, cultural knowledge, and understanding. Students respond to and create resources for personal, social, and community contexts and purposes. Students learn about the interdependence of language and culture, and explore issues of self, and linguistic and cultural identity. They develop their understanding of language ecologies, including the ways that languages came into contact with each other historically and the impacts of language contact. They explore factors that affect the language studied, and consider how to support [Additional Language] and other Australian Languages.

Through the study of Australian Languages — Additional Language, students develop an awareness of the oral and written systems and structures of the language and develop skills in analysing linguistic, cultural, and stylistic features of the language. By exploring resources, students interpret meaning in the language they bring and the additional language they are learning.

Students reflect on their personal experiences as both learners and users of an Australian Language, and their own identity.

The study of Australian Languages — Additional Language provides a space in which the knowledge and perspectives of Aboriginal communities are understood and respected. Central to this is collaboration with others in learning the language. Working collaboratively with other students and/or community members, students design and implement a language in action task using [Additional Language] for an intended purpose and audience.

Through the study of Australian Languages, students enhance their linguistic competencies, their respect for Aboriginal peoples and communities, and their ethical considerations and responsibilities as Australian Languages — Additional Language learners.

Principles and protocols

The following guiding principles and protocols have been identified as fundamental to the development of all Australian Languages programs.

It is necessary that:

• each Australian Language is recognised as belonging to a group of people who are its custodians
• program developers (e.g. teachers, school leaders, or schooling sectors) consult, involve, and inform custodians about all aspects of the teaching of their languages
• the wishes of the relevant Aboriginal and Torres Strait Islander communities are canvassed, respected, and adhered to
• the ultimate authority regarding the choice of target language rests with the custodians
• all programs have the approval of the custodians of the target language. Aboriginal and Torres Strait Islander communities differ in their attitudes to teaching a language to people not associated with the home group, especially if it is taught outside its home Country. Some Aboriginal and Torres Strait Islander communities may disapprove of their language being taught in schools. Some communities strongly approve of the teaching of their language to others in different locations, while other groups may endorse the teaching of their language only in its home territory to their own people
• sufficient time is allowed for thorough consultation processes in accordance with local situations
• thorough preparation takes place before any program is established. Preparation may require substantial time and resources, and will depend on factors in the school and community, including existing resources
• the overriding outcomes of all Australian Languages programs are the strengthening of the target language and the promotion of Australian Languages and linguistic diversity in Australia
• appropriate teaching and learning processes are developed according to local situations. A team approach involving community people who are Aboriginal and Torres Strait Islander language and cultural specialists, linguists, and teachers should be adopted in most situations
• Aboriginal and Torres Strait Islander peoples’ input into all aspects of the programs is maximised. Local school programs should encourage cooperation between schools, community members, and organisations with an interest in Australian Languages
• programs should actively encourage the participation of Aboriginal and Torres Strait Islander people as teachers and/or students.

Capabilities

The capabilities connect student learning within and across subjects in a range of contexts.

The SACE identifies seven capabilities.

Literacy

In this subject, students extend and apply their literacy capability by, for example:

• building their skills of listening, speaking, reading, viewing, and writing
• expressing and exchanging ideas, opinions, and experiences in [Additional Language]
• communicating effectively and appropriately in [Additional Language] for different  purposes and audiences
• recognising and experimenting with language patterns and structures.

Numeracy

In this subject students extend and apply their numeracy capability by, for example:

• building their understanding of concepts such as age, time, measurement, and kinship in different cultures as expressed through language
• building their understanding of differences between Aboriginal and non‑Aboriginal number systems
• building their understanding of culturally specific ways of ordering place and space.

Information and communication technology (ICT) capability

In this subject students extend and apply their ICT capability by, for example:

• using technologies to engage with a diverse range of audiences beyond the classroom
• engaging with a variety of digital resources
• using technologies to maintain and sustain [Additional Language]
• learning from Aboriginal and Torres Strait Islander voices through digital, audiovisual, and multimedia sources. 

Critical and creative thinking

In this subject students extend and apply their critical and creative thinking capability by, for example:

• building their understanding of the relationships between language(s), culture, Country, and spirituality
• understanding and creating links between existing and new knowledge
• analysing features of [Additional Language]
• applying their understanding of the power and function of [Additional Language]
• questioning, appreciating, and being open to different perspectives in resources.

Personal and social capability 

In this subject students extend and apply their personal and social capability by, for example:

• exploring and building their understanding of Aboriginal and Torres Strait Islander ways of being and seeing the world
• contributing to social cohesion in the community through the study of [Additional Language]
• exploring their identity and connections through a range of contexts
• collaborating with other learners and users of [Additional Language] to co-construct, exchange, and mediate meaning and advance collaborative skills and capacities.

Ethical understanding

In this subject students extend and apply their ethical understanding capability by, for example:

• appreciating that Australian Languages belong to Country
• understanding and applying cultural norms and protocols associated with learning and using Australian Languages
• making connections between language learning and social justice for Aboriginal and Torres Strait Islander peoples
• reflecting on the impact of their own assumptions, beliefs, values, and perspectives.

Intercultural understanding

In this subject students extend and apply their intercultural understanding capability by, for example:

• appreciating and understanding the diversity and importance of cultural expressions, including language, literature, painting, music, performance, and oral traditions
• respecting and understanding cultural protocols, including intellectual and cultural property rights
• contributing to the reconciliation processes through increased linguistic and intercultural competence
• appreciating that the long-term maintenance of [Additional Language] is of great importance and contributes to the national identity of all Australians
• understanding the importance of ecological understanding for Aboriginal and Torres Strait Islander peoples.

Aboriginal and Torres Strait Islander knowledge, cultures, and perspectives

In partnership with Aboriginal and Torres Strait Islander communities, and schools and school sectors, the SACE Board of South Australia supports the development of high-quality learning and assessment design that respects the diverse knowledge, cultures, and perspectives of Indigenous Australians.

The SACE Board encourages teachers to include Aboriginal and Torres Strait Islander knowledge and perspectives in the design, delivery, and assessment of teaching and learning programs by:

• providing opportunities in SACE subjects for students to learn about Aboriginal and Torres Strait Islander histories, cultures, and contemporary experiences
• recognising and respecting the significant contribution of Aboriginal and Torres Strait Islander peoples to Australian society
• drawing students’ attention to the value of Aboriginal and Torres Strait Islander knowledge and perspectives from the past and the present
• promoting the use of culturally appropriate protocols when engaging with and learning from Aboriginal and Torres Strait Islander peoples and communities.  

Learning requirements

The learning requirements summarise the knowledge, skills, and understanding that students are expected to develop and demonstrate through their learning in Stage 1 Australian Languages — Additional Language.

In this subject, students are expected to:

1. exchange information, experiences, ideas, and/or opinions in [Additional Language]
2. create resources in [Additional Language] to express information, experiences, ideas, and/or opinions
3. respond to resources that are in [Additional Language]
4. understand and apply knowledge of [Additional Language] systems and structures
5. explore and understand relationships between language, culture, and communities.

The history of Australian Languages means that written materials in or about a language being studied may not be extensive. Students are encouraged to use and engage with as wide a range of resources as possible. Resources include, but are not limited to:

• spoken materials, such as talks, conversations, and interviews, whether filmed, recorded, transcribed, or experienced personally
• written materials, such as books, articles, diaries, letters, and administrative records
• artwork, music, songs, and other creative materials
• online materials.

Content

Stage 1 Australian Languages — Additional Language is a 10‑credit subject or a 20‑credit subject that consists of the following three focus areas:

• self and community — using [Additional Language] to interact with others and create resources about the students’ own worlds
• [Additional Language] community — understanding community life, connections, Country protocols, stories, and histories
• Australia and the wider world — exploring the cultures and languages of Aboriginal and Torres Strait Islander communities, and their relationships with other Australians and the wider world.

For a 10‑credit subject and a 20‑credit subject, students study all three focus areas using a range of cultural resources. Not all focus areas will require the same amount of study time.

The focus areas are broad to allow flexibility in school programs, but specific enough to be of practical assistance to students and teachers.

The length of time and depth of treatment for each focus area will depend on a number of factors, including the:

• particular learning requirement(s) being covered
• needs and interests of the students
• access to cultural resources
• nature of the language itself
• linguistic and conceptual complexity of the resources selected for study
• linguistic and sociocultural distance between the focus area and the student’s own world and experience
• assessments (including ways in which they are structured and the conditions under which they are set)
• language of the response.

The three focus areas are discussed in more detail below.

Self and community

In the focus area of self and community, students engage with [Additional Language] to share information, experiences, ideas, and/or opinions about the students’ own worlds. This may include connections with the [Additional Language] community. They may focus their study on, for example:

• meeting and greeting
• interests and leisure activities
• friendships
• relationships
• kinship
• family
• daily life
• health, body, and spirit (e.g. feelings and emotions, healthy living)
• identity as an Australian Language learner
• exploration and analysis of relationship between language, culture, and communities.

[Additional Language] community

In the focus area of [Additional Language] community, students explore and engage with [Additional Language] to develop an understanding of community life, protocols, stories, and histories. Students develop an understanding of the interdependence of language, identity, and community. They may focus their study on, for example:

• Aboriginal family and kinship connections
• connection between [Additional Language] and Country
• personal identifiers (e.g. skin groups, moieties, totems)
• family histories
• naming protocols
• music and art of the community
• community projects and/or programs
• significant events, celebrations, and ceremonies in the life of the community
• Australian Languages ecology.

Australia and the wider world

The focus area of Australia and the wider world enables students to engage with the broader context of Australian Languages and cultures. Students develop an understanding of language change and consider ways to support [Additional Language]. Students may investigate:

• bringing [Additional Language] knowledge to the wider world
• connections with other Australian Languages
• connections and collaboration between [Additional Language] communities and other communities
• [Additional Language] history and status
• reconciliation
• the impact of national and international matters on [Additional Language] communities
• supporting [Additional language] understanding with Australians and the wider world.

Evidence of learning

Assessment at Stage 1 is school based.

The following assessment types enable students to demonstrate their learning in Stage 1 Australian Languages — Additional Language:

• Assessment Type 1: Creating and Responding
• Assessment Type 2: Language in Action.

For a 10‑credit subject, students provide evidence of their learning through three or four assessments. Each assessment type should have a weighting of at least 20%. Students complete:

• two or three creating and responding tasks (at least one resource creation, and at least one response to resources)
• one language in action task.

For a 20‑credit subject, students provide evidence of their learning through six assessments. Each assessment type should have a weighting of at least 20%. Students complete:

• at least four creating and responding tasks (at least one resource creation, and at least one response to resources)
• at least one language in action task.

Assessment design criteria

The assessment design criteria are based on the learning requirements and are used by teachers to:

• clarify for students what they need to learn
• design opportunities for students to provide evidence of their learning at the highest possible level of achievement.

The assessment design criteria consist of specific features that:

• students should demonstrate in their learning
• teachers look for as evidence that students have met the learning requirements.

For this subject the assessment design criteria are:

• communicating
• awareness and exploration.

The specific features of these criteria are described below.

The set of assessments, as a whole, must give students opportunities to demonstrate each of the specific features by the completion of study of the subject.

Communicating

The specific features are as follows:

Awareness and Exploration

The specific features are as follows:

School assessment

The school assessment component for Stage 1 Australian Languages — Additional Language consists of two assessment types:

• Assessment Type 1: Creating and Responding
• Assessment Type 2: Language in Action.

Assessment Type 1: Creating and Responding

For a 10‑credit subject, students complete two or three creating and responding tasks comprising:

• at least one resource creation
• at least one response to resources.

For a 20‑credit subject, students complete at least four creating and responding tasks comprising:

• at least one resource creation
• at least one response to resources.

Resource creation

Students create oral, written, and/or multimodal resources using [Additional Language] to communicate information, experiences, ideas, and/or opinions accurately and appropriately to an intended audience.

Resources may be created for a variety of purposes and audiences. For example:

• a dialogue (basic conversation or exchange)
• a role‑play
• a short speech
• a song
• a personal profile
• a story
• a blog post, email, or journal entry
• a description of Country
• a multimedia display to educate a target group about an issue
• an artistic product (e.g. painting, drawing, 3D representation), with annotations in [Additional Language].

The design of the tasks should specify:

• a context
• an audience
• the purpose of the resource (e.g. informative, imaginative, narrative, personal, persuasive, evaluative, or descriptive)
• the resource type for creation.

Resource creations may be in oral, written, or multimodal form.

Response to resources

Students respond to a resource or resources that are in [Additional Language] with responses predominantly in [Additional Language]. However, English or a combination of [Additional Language] and English may be appropriate in some contexts.

Resources for study may include, for example:

• talks
• conversations 
• interviews
• drawings and/or paintings
• film extracts
• songs
• online resources
• non‑fiction resources
• biographical resources.

Responses to resources demonstrate an awareness and understanding of language, cultural meanings, and language structures. Responses may focus on, but are not limited to, exploration and understanding of:

• culturally specific terminology
• grammar
• textual features (e.g. tone, register, stylistic features, geographic reference)
• contemporary language
• the relationship between language, culture, and communities.

Teachers may negotiate the form of the responses with students. Responses to resources could include, but are not limited to:

• a talk
• an interview
• a conversation or  exchange
• a performance 
• a role‑play
• a review
• answers to questions about a resource 
• a digital curation (e.g. blog entry/entries, vlog, visual representations with captions).

Responses may be in oral, written, or multimodal form.

For a 10‑credit subject, the combined evidence from all assessments in this assessment type should comprise a maximum of 6 minutes if oral, or 1000 words if written, or the equivalent in multimodal form (where 6 minutes is equivalent to 1000 words).

For a 20‑credit subject, the combined evidence from all assessments in this assessment type should comprise a maximum of 12 minutes if oral, or 2000 words if written, or the equivalent in multimodal form (where 6 minutes is equivalent to 1000 words).

For this assessment type, students provide evidence of their learning primarily in relation to the following assessment design criteria:

• communicating
• awareness and exploration.

Assessment Type 2: Language in Action

For a 10‑credit subject, students undertake one language in action task.

For a 20‑credit subject, students undertake at least one language in action task.

Students work collaboratively to use and apply their [Additional Language] knowledge, understanding, and skills in creating a language in action task. The focus is on taking action, or transmission and/or development of [Additional Language].

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 in a combination of both. Students need to adhere to the principles and protocols of engaging with [Additional Language] and as appropriate seek the advice of the language custodians.

The language in action task may include, for example:

• development of [Additional Language] resources for a tourism site or public place (e.g. an interactive story map, place names with bilingual descriptions)
• an [Additional Language] retelling of a historical event
• presentation of new learning about [Additional Language] from a visit to Aboriginal communities and/or organisations or engagement with primary or secondary sources
• an exhibition of learning regarding [Additional Language] narratives, knowledge and/or issues that are of significance to Aboriginal peoples and/or communities
• creation of an online [Additional Language] tool or resource (e.g. digital dictionary, digital curation of resources, interactive game or app)
• a bilingual school assembly or performance.

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

Each student presents individual evidence of their contribution to planning and development of the task and collaboration.

Evidence such as annotated photographs and movie clips, resources, digital products, and peer assessment may support the student’s evidence of their contribution.

The task may be presented in [Additional Language], English, or a combination of [Additional Language] and English. It should be a maximum of 4 minutes if oral, 400 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
• awareness and exploration.

Performance standards

The performance standards describe five levels of achievement, A to E.

Each level of achievement describes the knowledge, skills, and understanding that teachers refer to in deciding how well students have demonstrated their learning on the basis of the evidence provided.

During the teaching and learning program the teacher gives students feedback on their learning, with reference to the performance standards.

At the student’s completion of study of a subject, the teacher makes a decision about the quality of the student’s learning by:

• referring to the performance standards
• taking into account the weighting of each assessment type
• assigning a subject grade between A and E.

Performance standards

Stage 1 performance standards for Australian Languages — Additional Language can be viewed below. You can also download in Word format [DOC 238KB].

To learn more about what performance standards are, how they are used, and other general information, see performance standards and grades.

Subject changes

Any changes to this subject will be recorded here.