2013 Notes from the Marking Centre – Filipino Continuers
Introduction
This document has been produced for the teachers and candidates of the Stage 6 Filipino Continuers course. It contains comments on candidate responses to the 2013 Higher School Certificate examination, indicating the quality of the responses and highlighting their relative strengths and weaknesses.
This document should be read along with:
- the Filipino Continuers Stage 6 Syllabus
- the 2013 Higher School Certificate Filipino Continuers examination
- the marking guidelines
- Advice for students attempting HSC languages examinations, and HSC Languages oral examinations – advice to students
- Advice for HSC students about examinations
- other support documents developed by the Board of Studies, Teaching and Educational Standards NSW to assist in the teaching and learning of Filipino Continuers in Stage 6.
Oral examination
Characteristics of better responses:
- fluency and accuracy of intonation and pronunciation
- sophisticated expression and variety of vocabulary
- knowledge of Filipino social, cultural and/or economic issues integrated into research of in-depth study
- variety of resources researched including literary texts.
Characteristics of weaker responses:
- communication marred by inaccuracies in grammar and pronunciation
- repetition of vocabulary and expressions
- use of English in expressions of date, time, number
- lack of breadth and depth in the Discussion
- limited references to texts in the Discussion or lack of appropriate supporting literary texts
- lack of sufficient research.
Written examination
Section I – Listening
Characteristics of better responses:
- detailed and relevant responses supported by clear and appropriate references to the text
- interpreted changing tone effectively with supporting evidence (Q.5).
Characteristics of weaker responses:
- misunderstanding of the term naantala (Q.1)
- insufficient detail or failure to explain (Q.4)
- failure to answer in the language (English or Filipino) as directed in the question.
Section II – Reading and Responding
Part A
Characteristics of better responses:
- relevant details provided to explain Jessie’s mixed feelings (Q.7)
- appropriate response using the text type as specified (Q.8).
Characteristics of weaker responses:
- insufficient detail
- lack of specific references to texts.
Part B
Characteristics of better responses:
- all relevant details from the text were included in the response
- a variety of vocabulary and structures were used
- creative response providing depth and breadth.
Characteristics of weaker responses:
- insufficient detail in responses
- failure to comply with task specification in terms of word limit, task type and/or content
- inaccuracy of language and structures.
Section III – Writing in Filipino
Characteristics of better responses:
- a range of vocabulary and language structures used, including relevant idioms
- effective use of humour for text type, speech (Q.11)
- sophisticated language forms
- relevant and interesting response to task
- appropriate depth of treatment.
Characteristics of weaker responses:
- inaccuracy of language forms
- simplicity of engagement with task.
NSW Government