Armenian Continuers 2025 HSC exam pack

Before the exam

Students should:

• research and prepare information on all the syllabus prescribed topics
• gain insight into and understanding of all the syllabus prescribed topics from personal, community and global perspectives
• choose one syllabus prescribed topic for discussion in the oral exam
• ensure that their chosen topic can be addressed from a personal, community and global perspective
• be prepared to discuss other syllabus prescribed topics chosen by the examiner.

During the exam

Students should:

• be prepared to communicate on their chosen topic and any of the other syllabus prescribed topics that the examiner may introduce in the course of the discussion
• elaborate and provide relevant information and details to address the examiner’s questions
• provide information, express and justify ideas and opinions and comment on topics from personal, community and global perspectives
• provide a response based on the requirements of the question and avoid using pre-prepared material that may be irrelevant to the question
• be prepared to respond to questions using a range of vocabulary, expressions and language structures and features
• manipulate the language to fulfil the requirements of the question
• respond in a coherent and logical way to the questions asked
• be prepared to be interrupted by the examiner
• use Armenian to ask for repetition and/or clarification of the question.

In better responses, students were able to:

• demonstrate a thorough, in-depth understanding of 2–3 prescribed topics
• discuss and support their ideas and views on topics for discussion from personal, community and global perspectives
• take an analytical approach to the topics discussed rather than responding with pre-prepared information
• come to insightful conclusions regarding issues connected with topics for discussion
• provide logical and well-structured responses to questions
• use specific vocabulary and expressions relating to topics for discussion
• use complex sentences and suitable idiomatic expressions to strengthen and support their ideas and opinions, for example, Մարդիկ աւելի դիւրութեամբ կը ձերբազատուին այս ամէնեն, Այս ամէնը կարելի է մէկուն մօլի դարձնէ, Առաջին քայլը ինքնագիտակցութիւնն է:
• respond using appropriate grammatically accurate vocabulary and expressions, for example, գործօն, աչալուրջ, կանխարգելել, կերտել փայլուն ապագայ
• manipulate the language effectively to support their ideas and justify their point of view from personal, community and global perspectives.

Areas for students to improve include:

• using vocabulary that relates to the prescribed syllabus topics
• using grammar rules and correct sentence structure
• supporting their ideas and opinions with authentic examples, rather than general knowledge
• communicating a range of relevant ideas, opinions and information without repetition
• using Armenian language, rather than using international vocabulary and expressions where there is an Armenian equivalent
• responding directly to the key words in the questions asked, rather than providing general information about the topic.

Questions 1, 2 and 3

Students should:

• make notes in the column on the right-hand side of the page during reading of listening texts
• read the questions carefully and respond to all parts of the question in English or Armenian as instructed
• refer to both listening and written texts when required by question
• transcribe their response onto the lines, using the space allocated beneath the question as an indication of the required length of the response
• read the title, the questions and the whole written text before responding
• support their responses with relevant evidence from the text
• support their responses with reference to relevant 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:

• address the key words such as ‘how’ and ‘why’ in the questions (Q1a,b) (Q2a,b)
• identify that the purpose of Text 3A was to bring into focus the issues arising from the use of artificial intelligence (Q3a)
• identify and summarise the main ideas in Text 3B effectively (Q3c)
• provide a comparison including both similarities and differences of the ways the author (Text 3A) and speaker (Text 3B) presented their views (Q3d)
• refer to content and language of both Text 3A and Text 3B in their response.

Areas for students to improve include:

• addressing the key words and requirements of the question
• comparing the ways the author (Text 3A) and speaker (Text 3B) present their views (Q3d) rather than only listing their views
• ensuring that language examples given align with content and are appropriate in comparing the ways the author (Text 3A) and speaker (Text 3B) presented their views (Q3d)
• demonstrating understanding of how language is used with clear examples from the text, rather than simply listing techniques, for example, metaphors, similes (Q3d)
• using their own words to respond to questions rather than taking words or phrases from the texts and presenting them as their own.

Question 4

Students should:

• read the whole text to respond fully to the question
• plan effectively to organise their thoughts, paying attention to context, purpose and audience, and 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, key points, opinions and/or perspectives raised in the text to respond to comments made, requests for advice, issues discussed, and observations made
• provide a creative and effective response in relation to the text and the question
• use the appropriate register throughout the response
• use a range of vocabulary, expressions and grammatical structures
• edit their work to ensure clarity of the response.

In better responses, students were able to:

• use appropriate format for an email to a friend
• use persuasive language to convince the friend to consider ideas raised in the blog post
• use idiomatic expressions correctly to support their perspective, for example, Երաժշտութիւնը լեզու չի ճանչնար
• show understanding of all ideas raised throughout the whole stimulus text
• show understanding of the cultural aspects and heritage value of Armenian folk music, for example, how it can connect Armenian youth in the diaspora to their roots and help them improve their Armenian language through folk songs.

Areas for students to improve include:

• providing a well-structured email that addresses the requirements of the question
• using vocabulary and expressions from the stimulus text, rather than expressing their own ideas using their own words.
• sequencing responses in a logical manner with consideration of the context, purpose and audience required by the question.

Question 5 and 6

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
• create text applicable to the context, purpose and audience
• manipulate the language to suit the requirements of the task
• commence and conclude appropriately
• use a variety of tenses, phrases and structures appropriate to the requirements of the question
• sequence information, ideas, opinions or perspectives logically for maximum effect
• use the dictionary effectively by selecting vocabulary to suit the context
• adhere to the suggested response length
• proofread and edit their work.

In better responses, students were able to:

• write creatively with appropriate consideration to context, purpose and audience, for example, Դրամը կուգայ ու կ'երթայ, բայց ժամանակն ու առողջութիւնը ետ չի կրնար գալ: Արդի աշխարհը կը պահանջէ նիւթապաշտ անձնաւորութիւններ: Ցաւոք սրտի մարդիկ կորսնցուցած են սէր, ընտանիք, հաւատք որովհետեւ վազած են դրամի ետեւէն: (Q5)
• use Armenian language features and expressions appropriately within the context of the responses, for example, Սեւը Ճերմակէն զանազանել (Q6)
• reflect about their qualities, skills and suitability for leadership using appropriate expressions and grammatical structures (Q6)
• include reference to the visual stimulus in their response (Q5, Q6)
• sequence ideas, opinions and perspectives cohesively within the required word limit. 

Areas for students to improve include:

• presenting a range of well-sequenced ideas without repetition
• using Armenian grammatical features and structures effectively to support their ideas and perspectives.