2010 HSC Notes from the Marking Centre – Ukrainian Continuers
Contents
Introduction
This document has been produced for the teachers and candidates of the Stage 6 course in Ukrainian Continuers. 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 Ukrainian Continuers.
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 the knowledge, understanding and skills they 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
The best responses demonstrated candidates’ ability to respond fluently and accurately to the questions and to manipulate language effectively, with vocabulary appropriate to the topics of conversation. These responses also demonstrated depth of treatment by expanding on ideas and opinions. Weaker responses, whilst the candidates could maintain a conversation, were characterised by weaknesses in language; in particular, use of cases such as the genitive and dative, adjectival agreements, gender and use of prepositions such as those used before ‘sport’and ‘instruments’. There was minimal interference from English or Russian, apparent in previous years’ examinations.
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 have rote-learned responses found difficulty manipulating language to effectively answer some of the questions asked.
Discussion
Candidates presented a variety of appropriate topics. The best responses demonstrated both sophistication and depth in a discussion of their study. These candidates made specific and detailed references to texts and offered opinions and presented and justified arguments: They were able to talk about aspects of the topic, rather than simply presenting pre-learned information. Their responses were particularly impressive in the use of descriptive language, technical language and idiom appropriate to the topic.
Most candidates made 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 Ukrainian continuers, page 9). Candidates referred to films and novels as well as other text types such as newspaper articles, websites, research papers and historical documents. Candidates could be encouraged to refer to other literary text types such as poems and songs. A literary text enables candidates 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, in choosing the topic for the in-depth study, they consider the aspect of the topic that will enable them to take part in a discussion. Topics about 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
Questions 1 to 3 were answered satisfactorily.
In Questions 4 and 5 the best responses showed how tone, language and the content influence how feelings are expressed, and effectiveness of purpose.
Part B
Candidates are advised to make appropriate references to the text to support their answers. They should link argument, feelings and impressions to the language used in the text. For example, the implied connotation of ‘one star rating’ indicates a disappointment in the film.
Section II – Reading and responding
Part A
Question 8 (b)
Candidates needed to support answers with evidence from the text.
Question 9 (a)
Some candidates did not identify Roman’s professional achievements and instead made mention of personal achievements.
Question 9 (b)
This question required reference to family influences while question (c) required candidates to focus on Roman’s character and ability with supporting evidence. Some candidates did not provide the necessary detail or textual evidence.
Part B
Candidates will always benefit from revising the features and language techniques of different text types. Writing a letter to a close friend should be informal, with the appropriate language register.
Responses showed a generally good understanding of the stimulus text. Candidates should refer to all issues raised in the text to meet the ‘depth of treatment’ requirement. The better persuasive responses addressed the issues raised in the text. Most responses showed use of a range of vocabulary. Some responses demonstrated problems in the use of the genitive and dative cases, noun/adjective agreements, first and second conjugations, and agreement of nouns of the third declension.
Section III – Writing in Ukrainian
In Question 11 the better responses dealt with the concerns in greater depth as they related to parents and siblings. In Question 12, the better responses addressed the impact on Australian life rather than on the individual or the Ukrainian community.
20110117
NSW Government