Classical Hebrew Continuers 2015 HSC exam pack (archive)
2015 Classical Hebrew Continuers HSC paper (archived)
Marking guidelines
Marking guidelines are developed with the examination paper and are used by markers to guide their marking of a student's response. The table shows the criteria with each mark or mark range.
Sample answers may also be developed and included in the guidelines to make sure questions assess a student's knowledge and skills, and guide the Supervisor of Marking on the expected nature and scope of a student's response. They are not intended to be exemplary or even complete answers or responses.
HSC marking feedback
Select from the link(s) below to view feedback about how students performed in this year’s examination.
Use the feedback to guide preparation for future examinations. Feedback includes an overview of the qualities of better responses. Feedback may not be provided for every question.
Feedback on written examination
Characteristics of better responses:
- translations of the extract demonstrated a thorough understanding of the many Homeric forms and the most appropriate vocabulary for the context was selected (Q.1)
- a thorough knowledge of the Greek text was demonstrated to explain the presentation of Odysseus and his characteristic cunning
- a thorough knowledge of Books VI, VII and VIII was demonstrated in the extended response (Q.3).
Characteristics of weaker responses:
- candidates made translation errors in the prescribed extract. For example, it was not always clear that the finely woven blankets were cast upon the chairs rather than just about the room, and the golden boys stood on altars rather than pedestals (Q.1)
- candidates did not provide enough direct reference to the extracts, nor sufficient detail (Q.2)
- responses were descriptive of Odysseus rather than explaining how the Phaeacians provided a link between the two worlds (Q.3).
Characteristics of better responses:
- translations paid close attention to every word in the Greek text and demonstrated an excellent knowledge of both the vocabulary and the Homeric forms (Q.4).
Characteristics of weaker responses:
- translations contained basic grammatical errors and were compounded by vocabulary mistakes: for example, ‘they all disappeared’ instead of ‘the whole ship has appeared in front of me’; ‘harmless processions’ or ‘festivals’ instead of ‘kindly escorts’ (Q.4).
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Classical Hebrew Continuers syllabus
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