2010 HSC Notes from the Marking Centre — Swedish Continuers
Contents
- Oral Examination
- Written Examination
- Section I – Listening and Responding
- Section II – Reading and Responding
- Section III – Writing in Swedish
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 2010 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 relevant syllabus, the 2010 Higher School Certificate examination, the marking guidelines and other support documents which have been developed by the Board of Studies to assist in the teaching and learning of Swedish.
General comments
Teachers and candidates should be aware that examiners may ask questions that address the syllabus outcomes in a manner that requires candidates to respond by integrating their knowledge, understanding and skills they have developed through studying the course.
Candidates need to be aware that the marks allocated to the question and the answer space (where this is provided on the examination paper), are guides to the length of the required response. A longer response will not in itself lead to higher marks. Writing in excess of the space allocated may reduce the time available for answering other questions.
Candidates need to be familiar with the Board’s Glossary of Key Words which contains some terms commonly used in examination questions. However, candidates should also be aware that not all questions will start with or contain one of the key words from the glossary. Questions such as ‘how?’, ‘why?’ or ‘to what extent?’ may be asked, or verbs may be used which are not included in the glossary, such as ‘design’, ‘translate’ or ‘list’.
Oral Examination
Conversation
In the best responses, candidates responded fluently and accurately to the questions and manipulated language effectively. These responses demonstrated depth of treatment by expanding on ideas and opinions. In weaker responses, candidates could maintain a conversation but responses were characterised by weaknesses in language, in particular prepositions and verb forms, and the interference of English vocabulary and word order. For the highest marks, candidates need to go beyond a minimal response and provide detail, expand on ideas, and give and justify opinions.
Candidates need to be prepared to manipulate language and respond to questions that are from all topics in the syllabus, within the bounds of their personal world. Candidates who had rote-learned responses found difficulty manipulating language to effectively answer some of the questions asked. Weaker responses showed attempts to use a set reply, even when it was not relevant to the question.
Discussion
Candidates presented a variety of appropriate topics. In the best responses, candidates demonstrated both sophistication and depth in the discussion of their study. These candidates made specific and detailed references to texts and could offer opinions based on these and present and justify arguments.
Most candidates were able to demonstrate that they could make appropriate references to ‘at least three texts, one of which is a literary text, such as a novel, play, film or poem’ (Assessment and reporting in Swedish Continuers, p 9). This year, these included novels and biographies as well as other text types such as articles, editorials and documentaries. Candidates need to be reminded that a literary text enables them to bring different perspectives to the study and provides a better platform for a discussion than webpages, conversations with family members, travel brochures and personal experiences.
Candidates are advised that, when choosing the topic for the in-depth study, to consider the aspect of the topic that will enable them to take part in a discussion. Topics such as a town or an historical figure need to be researched from the point of view of their strategic significance for example, rather than a simple presentation of a town’s historical landmarks or the personal profile of an artist.
Written Examination
Section I – Listening and Responding
Part A
Question 2
Most candidates answered the question correctly, with the weaker responses failing to include the quantity of items on the list.
Question 3
Weaker responses stated what the reporter said rather than referring to the techniques used.
Question 4
While this was handled well by most candidates, some responses mistakenly stated that Albin’s last behavioural change was to become a ‘good boy’.
Question 5
- Most candidates handled this question well. In weaker responses, candidates failed to mention that Thomas was not able to visit his sister due to his limited income.
- Better responses answered the question rather than merely translating what Gunilla said. Better responses also commented on the change in Gunilla’s emotions throughout the conversation.
Part B
Question 6
Weaker responses lacked detail such as gate numbers and time of departure.
Question 7
- Some candidates omitted that the reason for Ingrid’s conversation with Thomas was that she needed his help.
- Better responses included an appropriate apology, clearly stating how Stig could be compensated and inviting Stig to come to the office. Weaker responses failed to include the details, and had less command of the language.
Section II – Reading and Responding
Part A
Question 8
- Better responses included both causes for the shock.
- Most candidates responded well to the question. Weaker responses failed to include specific details about Jenny’s performance in competitions.
- Most candidates answered the question to some extent. Candidates often outlined how Jenny was portrayed in the article. Better responses expressed an additional purpose for the article, such as the reporter informing readers that the newspaper will continue to investigate or that the reporter did not want the readers to feel sorry for Jenny.
Question 9
- Most candidates managed to express one reason why Jenny decided to write to Peter. Weaker responses tended to translate sections of the text, rather than interpreting.
- Weaker responses presented only one side. Better responses presented both the positive and negative aspects of the relationship between Jenny and her coach.
- Some candidates focused on comparing the two texts, or translated aspects of the texts, rather than answering the question.
Part B
Question 10
Strong responses were creative, showed a depth of knowledge in regards to vocabulary, expressions and the ability to manipulate language authentically, and structured responses effectively.
Weaker responses lacked appropriate sentence structures, and candidates tended to copy passages directly from the stimulus text. They relied heavily on using the dictionary to find vocabulary, without checking the appropriateness of word or word form, such as verb tense.
Section III – Writing in Swedish
There was a broad range of responses. Most candidates wrote responses that were relevant to the set question. Stronger responses used appropriate conventions of the text type, and demonstrated both breadth and depth in the treatment of the task. These responses also showed a broad range of vocabulary and structures, and manipulated language in an authentic and creative way.
Weaker responses dealt with the topic in an elementary way, often showing limited understanding of grammar and a poor command of vocabulary. Some of these responses had spelling errors, or inappropriate choices of words in terms of form or meaning. There was the influence of English words – both in terms of vocabulary and syntax. Weaker responses tended to describe rather than show any expansion of ideas asked for in the questions.
Some responses were much longer than required. These long responses often included sections that did not add any depth or breadth, and these candidates may have benefited from composing a shorter, better-planned and polished answer.
20110115
NSW Government