2015 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 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 Swedish Continuers Stage 6 Syllabus
- the 2015 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 responded to questions confidently and fluently, using a range of pronouns and prepositions
- a wide range of vocabulary was included
- candidates demonstrated an ability to respond appropriately to questions and discuss their personal world
- an opinion and point of view relating to their experiences was clearly expressed.
Characteristics of weaker responses:
- sentences were not structured correctly
- verb endings (tempus) were used incorrectly
- there was a limited use or incorrect use of prepositions
- responses were simple and brief and did not include a range of vocabulary
- language was not manipulated consistently or authentically
- elements of English were included, either in terms of vocabulary or sentence structures.
Section II – Discussion
Characteristics of better responses:
- three texts, one of which was a literary text, were used
- a knowledge of the topic was demonstrated and source material was confidently linked to the topic
- insightful references to the texts and sound conclusions were made
- different perspectives in relation to the topic and sources were discussed
- a sophisticated analysis of source materials was provided throughout the response.
Characteristics of weaker responses:
- a simplistic view or opinion on the selected topic was presented
- candidates did not link research and information from their sources to the topic.
Written examination
Section I – Listening and Responding
Part A
Characteristics of better responses:
- good comprehension skills were demonstrated by including all relevant details in the response
- insightful comments regarding the presenter's use of language were included
- candidates provided a point of view.
Characteristics of weaker responses:
- an explanation of how the woman was affected by the changes was not provided
- the text was simply translated and the response did not answer the question.
Part B
Characteristics of better responses:
- all aspects of the question were answered and candidates responded using their own words, rather than just translating the text
- the text was well analysed, sound conclusions were reached and the information conveyed appropriately.
Characteristics of weaker responses:
- an understanding of relevant aspects of the text was not demonstrated and logical conclusions were not made.
Section II – Reading and Responding
Part A
Characteristics of better responses:
- a comparison and contrast was made and a discussion of the use of language in the two texts was included
- good examples to justify an answer were provided.
Characteristics of weaker responses:
- there was no justification of why the visits were recommended
- the benefits of a visit to the resort were simply listed
- candidates focused on what Gunnar liked to do on holidays rather than his concerns with ‘get healthy’ vacations.
Part B
Characteristics of better responses:
- a good understanding of the text was demonstrated by including all relevant information
- language was manipulated creatively and authentically to meet the requirements of the question.
Characteristics of weaker responses:
- language was not used correctly
- candidates relied on English syntax and word order.
Section III – Writing in Swedish
Characteristics of better responses:
- the correct text type was used and all elements of the question were addressed
- language was manipulated creatively and authentically
- extensive knowledge of vocabulary, correct sentence structure and grammar was demonstrated.
Characteristics of weaker responses:
- language was not manipulated with authenticity and creativity
- repetitive, simple expressions and vocabulary were used.
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