Students write a 1500 – 2000 word document (in a form decided by the convenor) in the language being taught. This is paired with an oral presentation based on the written piece. Students are assessed on grammatical proficiency and their ability to conform to stylistic conventions of the written genre.

In addition to producing their own piece of creative or academic writing, students work in pairs to provide a detailed feedback report of their partner's draft written assessment. Students are assessed on both the final written piece and on the report they produce for their student partners.

Informed by an embodied pedagogy, this task sees students assume disciplinary stakeholder roles attempting to secure project funds through a grant application to a specific organisation. Students design a project and craft a grant application consistent with the funder's actual requirements and formatting.

In groups, students deliver a performance piece on a topic arising from the course. Focusing on creative modalities, students develop an imaginative approach to their presentation such as a video submission, theatrical performance, role play, art exhibition, movie pitch etc. This is accompanied by an individual 500 word critical reflection .

In small groups students prepare an oral presentation in which they draw on key disciplinary outputs to discuss a topic relevant to the course content. Additionally, students must individually provide peer feedback/reflections for two other group presentations, the form of which is to be decided by the student.

Students work in teams to collate and critically analyse a building site, and precedent building designs, that they will use for an individual design later in semester. They learn to work quickly in teams and to critically reflect on their own and team-mates work, in studio. The work is jointly presented in modified 'pecha kucha' style (20 slides for 30 seconds each only) to further share their ideas with the rest of the studio cohort.

As a class, students participate in a real-world translation project which may be published subject to the editor's and author's approval. Students are placed in teams and work collaboratively to translate an allocated portion of the text.

In place of a practical exam groups of 4 students record 4 x 7 min video tasks (each student takes the lead role in one task but shares responsibility across all tasks). Filming the video is less stressful than a prac exam, encourages repeated practice and peer assisted learning. Moderation with fewer examiners achieves more consistent marking/feedback.

Collectively worth 10%, this assessment replaces tutorial participation marks. It encourages collaborative reflexivity through weekly electronic group journals and peer assessment. In small groups students craft 200-300 word responses to experiential questions, uploading to Blackboard. Suited to introductory/elective courses, this technique focuses on applying foundational disciplinary knowledge to personal experience.

In this major research piece, students create a historical research project (in place of a traditional essay ) that can be disseminated to a wider, non-academic audience. Approximately 3500 words (or equivalent), the project can take multiple formats including a website, exhibition proposal, eBook, oral history report , travel brochure, or documentary.