2014 Notes from the Marking Centre – Swedish Continuers
Introduction
This document has been produced for the teachers and candidates of the Stage 6 Swedish Continuers course. It contains comments on candidate responses to the 2014 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 Swedish Continuers Stage 6 Syllabus
- the 2014 Higher School Certificate Swedish 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 Swedish Continuers in Stage 6.
Oral examination
Section I – Conversation
Characteristics of better responses:
- candidates spoke fluently, confidently and spontaneously
- correct grammar, tenses and a variety of complex sentence structures were used
- language was manipulated to address the questions asked
- a range of vocabulary appropriate to the topic was used
- candidates spoke in the correct register
- candidates expressed an opinion and/or justified a point of view
- authentic intonation and pronunciation were used
- standard language of study was used.
Characteristics of weaker responses:
- simple, short sentences or single words were used
- repetitive and/or extended pauses were a feature
- grammatical errors were included
- candidates could not express an opinion or justify a point of view
- candidates included English words and expressions
- language was not manipulated to address the question.
Section II – Discussion
Characteristics of better responses:
- candidates had chosen a topic that allowed in-depth research and scope to propose and articulate a point of view
- the texts chosen to support the topic of discussion were appropriate and were used consistently to support the point of view
- processes involved in obtaining information were discussed
- a thorough understanding of the topic and the researched information was demonstrated
- at least three texts, one of which was a literary text, were included
- sophisticated language was used.
Characteristics of weaker responses:
- poor choice of topic that did not allow for in-depth discussion
- appropriate reference to texts was not made
- over-reliance on general knowledge, personal experience and/or superficial information
- an opinion or point of view was not expressed
- texts and research were not linked to the topic
- there was a lack of evidence of research.
Written examination
Section 1 – Listening and Responding
Part A
Characteristics of better responses:
- suitable reference to the aural stimulus material was made
- a holistic understanding of the texts was demonstrated
- all parts of the question were responded to.
Characteristics of weaker responses:
- inaccurate information was provided
- simple, literal information was given that lacked detail and depth
- the tone or attitude expressed in the text was not understood.
Part B
Characteristics of better responses:
- candidate’s manipulated a range of vocabulary in Swedish to respond to the aural text accurately.
Characteristics of weaker responses:
- words and expressions from the aural text were repeated without answering the question.
Section 2 – Reading and Responding
Part A
Characteristics of better responses:
- responses were supported with evidence from the text
- a thorough understanding of content was demonstrated
- a perceptive understanding of the nuances in the text was shown.
Characteristics of weaker responses:
- a limited understanding of the text was displayed
- the text was translated rather than answering the questions asked.
Part B
Characteristics of better responses:
- the candidate’s own words and expressions were used to respond to the stimulus text
- a thorough understanding of the stimulus text was demonstrated by responding to all main points.
Characteristics of weaker responses:
- the main points raised in the text were not addressed
- some information in the text was not understood
- expressions from the stimulus text were copied
- a limited range of vocabulary was used and there were errors in Swedish grammar
- the required word limit of the question was not met.
Section 3 – Writing in Swedish
Characteristics of better responses:
- candidates demonstrated breadth and depth in expressing their opinions, which related to the question
- language was manipulated authentically and creatively.
Characteristics of weaker responses:
- a limited range of vocabulary was used
- there were frequent grammatical errors
- candidates did not write in the required text type.
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