So how do you assess this? The year 9s had to recreate the daily routine of the archiduchesse. It revises what we have learnt, relies on the perfect tense , adjectives, reflexive verbs, activities, what we did last year when we made up a little mysterious person in French, includes lessons on Marie -Antoinette and the French revolution…and also engages them with technology and visual literacy. They could choose how they presented the daily routine of their archiduchesse and part of it was naming her and finding suitable accommodation for her. We made the archiduchesse, we photographed her and we changed her visually. This archiduchesse is a real character who develops and becomes more colourful as the presentation progresses. I am marking it according to languages criteria. With the national curriculum I can say it has included things on personal and social capability, intercultural learning, ICT. I can tick the box on different national curriculum indicators for French. I was looking at this and was thinking, there has been an ingenious use of French and a carefully thought out plan for visual progression too. Where are those sorts of criteria? The presentation is 25 sentences and I am still just marking the French, acknowledging use of other skills and domains but not really assessing the real impact and achievement. 2015. We need a national discussion. What actually are we assessing now? Content? Which content? Skills? Which skills? How much it involves cross-curricula practices? We know which competencies and capabilities thanks to the good work by ACARA. This archiduchesse is not just about French. She is about communication in multiple modes and literacies.