1. Home
  2. HSC
  3. HSC Exams
  4. 2015 HSC Exam papers
  5. 2015 HSC Notes from the Marking Centre — Spanish Continuers
Print this page Reduce font size Increase font size

2015 Notes from the Marking Centre – Spanish Continuers

Introduction

This document has been produced for the teachers and candidates of the Stage 6 Spanish 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:

Oral examination

Characteristics of better responses:

  • the conversation conveyed factual information, thoughts, feelings and opinions
  • an appropriate range of varied vocabulary to suit the context was used
  • thought-provoking questions were addressed with explanations and clear reasons
  • complex sentences, with one or more subordinate clauses were used and verb, adjective, gender and number agreements were respected
  • a wide range of verbal tenses were used and manipulated accurately.

Characteristics of weaker responses:

  • only the basic and the familiar was expressed
  • the discussion of a topic was not extended, with no additional information or comment provided – candidates answered simply and waited for the next question
  • vocabulary or tenses were not manipulated beyond that which had been rote-learned and verb, adjective, gender and number agreements were ignored
  • some of the questions were not understood, even when re-phrased into the most basic form
  • anglicisms and/or English vocabulary were used.

Section 1 – Listening and Responding

Characteristics of better responses:

  • the ability to extract important details and identify essential information was demonstrated
  • relevant information was identified to complete the form clearly
  • the main purpose was identified (Q5)
  • the ability to analyse ‘how’ was demonstrated, rather just listing or translating information (Q7)
  • a perceptive understanding of the change of reactions was demonstrated.

Characteristics of weaker responses:

  • only one detail or limited information was identified
  • the location of the pain was not understood (Q3)
  • the text was retold, without analysis or support
  • limited answers and at times information in isolation were provided
  • the text was translated or disparate details were listed without analysis or explanation.

Section II – Reading and Responding (Part B)

Question 11

Characteristics of better responses:

  • all or most points raised in the stimulus text were addressed
  • good organisation and planning was evident
  • ideas and information were sequenced to produce a coherent response
  • authentic and creative language was included, using a range of tenses
  • connectives were used, including subordinate clauses.

Characteristics of weaker responses:

  • only one or two points raised in the stimulus text was addressed
  • information from the stimulus text was included in the response but was not developed
  • organisation was lacking, and the lack of connectives prevented the flow of ideas; logical sequence was not evident
  • poor language skills and some incomprehensible vocabulary (made-up words) made the text incoherent at times.

Section III – Writing in Spanish

Characteristics of better responses:

  • the purpose of the message was clearly outlined (Q12)
  • the interview flowed naturally and included interesting questions
  • the text type was developed with both poignant questions and reflective answers, giving the interview a coherent structure from beginning to end
  • a range of tenses was manipulated well
  • control of a good repertoire of vocabulary and authentic expressions was demonstrated
  • creativity was displayed.

Characteristics of weaker responses:

  • candidates did not convey the idea that the parents were away (Q12)
  • descriptive language was used without including any reflection
  • mostly the present tense and emotive language were used
  • little/no evidence of planning was demonstrated, therefore ideas and information were not sequenced coherently
  • many English words or made-up words were used
  • the ability to write with creativity was not evident.
Print this page Reduce font size Increase font size