Arabic Continuers 2025 HSC exam pack

Students should:

• be prepared to communicate about a variety of topics relating to their personal world
• elaborate and provide relevant details to address the questions in a way that engages with the examiner
• use a range of vocabulary, expressions and language structures to respond appropriately to the questions
• provide information, express ideas and comment on their personal world
• be prepared to respond to questions from a different perspective
• be prepared to respond to questions that relate to past, present and future aspects of their personal world
• manipulate language to fulfil the requirements of the question
• be prepared to be interrupted by the examiner
• use Arabic to ask for repetition and/or clarification of the question.

In better responses, students were able to: 

• speak clearly with excellent syntax, register and intonation

• use language structures and features effectively to enhance their responses, for example, by using rhetorical questions, parallel structures, or other devices to make their points more impactful. For example, the parallel structure of:

  مخلصًا في كلامه، وصادقًا في مشاعره، وأمينًا على أسرارك 
  (Sincere in his words, honest in his feelings, and trustworthy with your secrets)

  creates a rhythmic and powerful statement, making the response more eloquent and memorable

• use past, present, and future tenses accurately

• respond in full sentences, using compound and complex sentences, showing ability to connect ideas and express more complex thoughts. For example,

  على الرغم من أنني كنت أظن أن مادة التاريخ مملة، إلا أنني أصبحت أحبها كثيرًا بعد أن بدأنا بدراسة الحضارات القديمة. 
  (Although I used to think that history was boring, I came to love it a lot after we started studying ancient civilisations).

Areas for students to improve include:

• minimising pauses and filler words, for example, ‘um’

• expanding on points by adding details, examples, and personal opinions. For example,

  أنا أحب القراءة، وخاصةً الروايات الخيالية التي تأخذني إلى عوالم جديدة 
  (I love reading, especially fantasy novels that take me to new worlds)

• developing their responses with detail to demonstrate a wider range of vocabulary. For example,

  Examiner: ماذا ستفعل لو فزت بمليون دولار؟ 
  (What would you do if you won a million dollars?)
  Student (simple): سأشتري سيارة جديدة. (I would buy a new car)
  Student (enhanced): لو فزت بهذا المبلغ، سأستثمر جزءًا منه في مشروع خيري، وسأدخر الجزء الآخر لتعليمي الجامعي. 
  (If I win this amount, I will invest part of it in a charitable project, and I will save the other part for my university education)

• justifying personal opinions. For example,

  مادتي المفضلة هي التاريخ لأني أجد من الرائع أن أتعلم كيف شكّلت الأحداث الماضية عالمنا اليوم. 
  (My favourite subject is history because I find it fascinating to learn about how past events have shaped the world we live in today).

Students should:

• make notes in the Candidate’s Notes column on the right-hand side of the page
• read the question carefully and respond to all parts of the question
• support their responses with relevant evidence from the text
• transcribe their response onto the lines, using the space allocated beneath the question
• use the number of lines as an indication of the required length of the response
• support their responses with reference to relevant content and language.

In better responses, students were able to:

• identify the intended audience correctly and demonstrate understanding of the purpose of the advertisement, using specific clues from the text such as product features or phrases targeting a certain group (Q1)
• explain the reason for the phone call clearly, showing understanding of the sequence of events and relevant details from the text (Q2)
• provide specific and complete ideas that reflect a clear understanding of the characters’ intentions, supported by relevant details from the text (Q4)
• outline clearly two or more strategies suggested by Mr Husam, demonstrating comprehension of the speaker’s viewpoint and proposed solutions (Q5)
• produce a concise summary that captures the main points and key supporting details (Q6)
• determine features of Mona’s character derived from the conversation, and support their insights using relevant textual evidence (Q7)
• present a well-developed argument showing how the speaker’s thoughts and actions reflect the neighbour’s influence (Q8)
• support arguments with relevant textual evidence (Q8).

Areas for students to improve include:

• focusing on specific key points within the text
• identifying the different elements required in the response
• learning and using numbers in Arabic
• explaining the characters’ personal goals and using textual evidence to back up the response
• focusing on a different aspect of the character, for example, their attitude, behaviour, and how they relate to others, and explaining it thoroughly
• using specific quotes or situations from the text that reveal these characteristics (Q7)
• identifying the key moments where the neighbour’s influence shapes the speaker’s words, explaining how the speaker’s language techniques reflect the neighbour’s actions or ideas, and giving specific examples of this influence (Q8)
• making a judgement about the neighbour's impact, making reference to specific examples from the text to illustrate their points.

Part A

Students should:

• read the title, the questions and the whole text before responding
• use only the lines or space beneath the question for their response
• support their responses with reference to content and language, using their own words
• be succinct in their responses, addressing the relevant details required by the question and avoiding repetition
• focus on key words in the question, for example, ‘how’, ‘why’, ‘explain’, ‘justify’ and respond in relation to the context of the text
• identify the key issue(s) and provide examples to substantiate their response when asked to analyse or evaluate information
• draw a conclusion or justify a point of view using their own words
• provide a succinct response of the main points or ideas when asked to summarise
• use the dictionary appropriately to find the correct meaning of the word(s) or expressions in context.

In better responses, students were able to:

• identify Shadia’s internal conflict clearly and explain what two opposing choices or feelings she faced, showing understanding of her emotional state and situation (Q9a)
• provide a specific reason for Shadia’s concern, supported by accurate references to Kamel’s behaviour, circumstances, or emotional changes mentioned in the text (Q9b)
• demonstrate a strong understanding of the meaning and context of Kamel’s statement, clearly explaining how pressure or external challenges led to his reflection and linking their explanation to events or dialogue in the text (Q9c)
• explain how the statement reflects Kamel’s values or growth (Q9c)
• identify the college’s decision accurately and demonstrate understanding of the context and purpose behind it (Q10a)
• explain the range of reactions within the community and refer to specific examples from the text, such as support, disagreement, or emotional responses (Q10b)
• explain how Adel persuades the principal, making appropriate references to the text (Q10c)
• provide a balanced view of the principal’s reasoning and tone, and discuss how factual and persuasive language techniques, inclusive expressions, and appeals to responsibility or community values were used to reinforce authority and justify the decision (Q10d)
• reference both content (the arguments made) and language features (tone, structure, and word choice) (Q10d).

Areas for students to improve include:

• identifying clearly the two opposing choices Shadia faced
• providing specific reasons for Shadia’s concern, and supporting ideas with accurate references to Kamel’s behaviour, words, or emotional changes
• demonstrating clear understanding of what Kamel means and the context of his statement by analysing how the statement shows Kamel’s personal growth, changing values, or self-awareness
• identifying the main reactions in the community
• supporting analysis with textual evidence explaining how language is used to convince Adel (Q10d)
• connecting what the principal says through content with how it is expressed through language.

Part B

Students should:

• read the whole text in order to respond fully to the question
• plan effectively to organise their thoughts, paying attention to context, purpose and audience, as well as the type of text required by the question
• use the conventions of the type of text required by the question
• demonstrate understanding of the whole text in their response
• focus on all relevant information and key points raised in the text to respond to comments made, requests for advice, issues discussed, and observations made
• provide a creative response in relation to the text and the question
• use the appropriate register throughout the response
• use a variety of vocabulary and expressions and a range of grammatical structures
• edit their work to ensure clarity of the response.

In better responses, students were able to:

• understand the key elements of the question and clearly reflect the decision made
• organise and sequence ideas, feelings and opinions using the correct text type of a diary
• use language effectively and creatively.

Areas for students to improve include:

• elaborating on their response by reflecting on the dilemma and the emotions involved in coming to the decision
• demonstrating an understanding of both messages, including details such as Toufiq’s reference to his family’s issues.

Question 12

Students should:

• read the question carefully and address all parts of the question
• use the appropriate register and conventions of the type of text
• commence and conclude appropriately
• use the correct tense for the requirements of the question
• sequence their response logically for maximum effect
• use the dictionary effectively by selecting vocabulary to suit the context
• adhere to the suggested word count
• proofread and edit their work.

In better responses, students were able to:

• include most of the required points in their messages to the family members, for example, your turn to organise dinner, plans for the night including date, time and menu, and reflecting on the importance of getting together
• address the demands of the question effectively
• use appropriate language and structures
• demonstrate good organisation and sequencing of ideas.

Areas for students to improve include:

• writing in modern standard Arabic and the linguistic register appropriate to the task.

Question 13

Students should:

• read the question carefully and address all parts of the question
• plan their response to ensure a clear structure and sequence
• use the appropriate register and conventions of the type of text required
• commence and conclude appropriately
• manipulate language to suit the requirements of the task
• use a variety of tenses, phrases and structures appropriate to the requirements of the question
• adhere to the suggested word count
• proofread and edit their work.

In better responses, students were able to:

• demonstrate clear and deep understanding of the requirements of the question, such as the text type, goals (realised or changed) and the reflection on the memories
• use appropriate vocabulary and language structures creatively and authentically
• sequence and organise ideas coherently.

Areas for students to improve include:

• using accurate spelling, sentence structure and punctuation
• using the appropriate conventions of letter writing
• planning their writing to ensure a logical and sequential flow of ideas.