Classical Hebrew Continuers 2019 HSC exam pack (archive)
2019 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
Students should:
- use the marks allocated to a question as an indication of the depth and length of response required
- focus on key words in order to address the requirements of the question, for example, explain, account for, compare, analyse, assess
- address all parts of the question, in particular those relating to reference to other parts of the text or commentary
- refer to any given verses or statements in their response, showing clear and detailed understanding.
In better responses, students were able to:
- show a sound knowledge of the extract (Q1b)
- refer to both tone and style of speech in accounting for God’s response to Moses’ plea (Q2a)
- show their understanding of the relationship between God and the Israelites at that particular point in Jewish history (Q3b)
- refer to the given statement, the chapter and commentary (Q3b)
- go beyond a mere description or paraphrase in order to explain Solomon’s personal journey (Q4a)
- show knowledge of both parts of the rule relating to the vocalisation of the conjunctive vav (Q4b)
- explain both why Jeroboam deserved to be king and why Solomon’s family lost the exclusive monarchy (Q5a)
- address the requirements of the question in full by showing knowledge of the shoresh and what it indicates (Q5b)
- refer to the two examples of the teaching (Q6)
- go beyond identification of the days to explain their significance (Q7a)
- show knowledge of commentary (Q1b, Q3b, Q5a, Q7a, Q8a)
- provide a thorough analysis as opposed to just an outline of how the commandments in the extract have been both adhered to and challenged (Q9).
Areas for students to improve include:
- acquiring thorough knowledge of the rules of pey-yud shoresh (Q1a)
- translating the Hebrew text correctly (Q1b)
- referring to the given verses in the response (Q2a, Q3)
- showing knowledge of context (Q3b)
- showing detailed knowledge of grammatical rules (Q4b)
- showing detailed knowledge of the prescribed texts (Q9)
- developing a greater understanding of what analysis requires (Q9).
In better responses, students were able to:
- compare the opinions of Rabbi Yehudah and Rabbi Meir, not just outline them (Q10b)
- demonstrate a sound understanding of the rule, taking into account the 3 mark allocation (Q11b).
Areas for students to improve include:
- identifying key words (for example ‘compare’) in a question in order to deal effectively with its requirements (Q10b).
In better responses, students were able to:
- identify both the construct state and the absolute state (Q13f)
- analyse, not just state, Yael’s actions, linking them to character (Q13g)
- show understanding of the ongoing nature of the words (Q14b)
- explain thoroughly the reasons for the people’s response (Q14g).
Areas for students to improve include:
- developing a more thorough understanding of grammatical rules (Q13f,14f).
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Classical Hebrew Continuers syllabus
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