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2015 Notes from the Marking Centre – Filipino Continuers

Introduction

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 2015 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 2015 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

Section I – Conversation

Characteristics of better responses:

• candidates spoke fluently and with correct intonation
• language was manipulated correctly and authentically
• responses were well developed and expressed points of view
• a wide range of vocabulary and grammatical structures were used.

Characteristics of weaker responses:

• responses were limited
• simple, repetitive language was used
• language was not manipulated appropriately
• a limited range of vocabulary was used.

Section II – Discussion

Characteristics of better responses:

• candidates chose topics which allowed in-depth discussion
• responses were supported with evidence from three texts, one of which was a literary text
• research was linked to the topic.

Characteristics of weaker responses:

• inappropriate texts were selected
• general knowledge rather than research was presented.

Written examination

Section I – Listening and Responding

Part A

Characteristics of better responses:

• good comprehension skills were demonstrated by providing all details needed to answer the question
• information in texts was used appropriately to answer the question.

Characteristics of weaker responses:

• candidates did not include all information required
• texts were translated rather than used to answer the question.

Part B

Characteristics of better responses:

• opinions were justified and supported with reference to the text
• well-structured and grammatically correct Filipino was used.

Characteristics of weaker responses:

• inaccuracies in grammar and a limited range of vocabulary were apparent.

Section II – Reading and Responding

Part A

Characteristics of better responses:

• language techniques were identified and explained
• detailed responses demonstrated an understanding of the text.

Characteristics of weaker responses:

• essential information was omitted from the answer
• opinions were not supported with reference to the text.

Part B

Characteristics of better responses:

• a good understanding was demonstrated by including all key elements of the text
• language was manipulated creatively and authentically
• the correct text type was used.

Characteristics of weaker responses:

• grammatical structures were not used correctly
• responses were repetitive and did not address the question.

Section III – Writing in Filipino

Characteristics of better responses:

• the correct text type was used
• language was used creatively and authentically
• a range of vocabulary was used and sentences were sequenced coherently.

Characteristics of weaker responses:

• errors in grammar and English syntax were common
• the incorrect text type was used
• the word limit requirements of the task were not met.