Classical Hebrew Continuers 2020 HSC exam pack (archive)
2020 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
- show detailed knowledge of the extracts
- refer to any given verses or statements in their response, showing clear and detailed understanding.
In better responses, students were able to:
- show sound knowledge of commentary (Q3, Q4, Q7b)
- provide all required elements when parsing (Q1a, Q7a)
- compare, not just identify, the advice given (Q5a)
- go beyond the translation of the words to explain what they imply (Q5b)
- apply detailed knowledge of context (Q1b,c,6bi)
- provide analysis as opposed to just a description of events (Q5b,c,Q8)
- apply knowledge of prescribed texts beyond the stimulus extracts (Q8).
Areas for students to improve include:
- developing thorough knowledge of grammatical rules (Q1, Q6a, Q7a)
- translating the Hebrew text correctly (Q1,Q2, Q3a,Q8)
- referring in the response to the verses quoted in the question (Q3, Q4, Q5b, Q6b, Q7c)
- developing greater knowledge of context (Q1b, c, 6bi)
- showing detailed knowledge of the prescribed texts (Q8)
- developing a greater understanding of what analysis requires (Q8).
In better responses, students were able to:
- compare the opinions of Bet Shammai and Bet Hillel, not just outline them (Q9)
- give succinct answers in line with the mark allocation (Q10, Q12)
- show sound knowledge of commentary (Q10, Q11, Q12).
Areas for students to improve include:
- referencing the extracts in the responses (Q10a, Q11b)
- avoiding lengthy responses by selecting and incorporating only relevant detail (Q10, Q12).
In better responses, students were able to:
- parse and give meaning of unseen verbs accurately (Q13d, Q13e)
- account for grammatical features (14a)
- analyse rather than just translate or paraphrase the text (Q13f, Q14g).
Areas for students to improve include:
- developing a more thorough understanding of shorashim and binyanim (Q13d, Q13e)
- developing a greater understanding of what analysis requires (Q13f, Q14g).
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Classical Hebrew Continuers syllabus
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