Croatian 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:

• communicate on their chosen topic and any of the other syllabus prescribed topics that the examiner introduces 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
• respond to questions using a range of vocabulary, expressions and language structures and features
• manipulate language to respond in a coherent and logical way to the questions asked
• be prepared to be interrupted by the examiner
• use Croatian to ask for repetition and/or clarification of the question.

In better responses, students were able to:

• demonstrate a thorough understanding of 2–3 prescribed topics
• state clearly their chosen topic for discussion
• express and justify their point of view
• elaborate and respond fluently
• present and support their ideas and views on topics
• discuss topics from personal, community and global perspectives
• take an analytical approach to the topics
• draw insightful conclusions regarding issues connected with topics for discussion, for example, zavisi kako se koriste, treba staviti granice, u negativnom smjeru
• provide logical and well-structured responses to questions
• use specific vocabulary and expressions relating to the topics for discussion, for example, uklopiti, gubi smisao, korak po korak,
• use complex sentences and suitable idiomatic expressions to strengthen and support their ideas and opinions, for example, skužila sam, osloni se na ono što voliš, imati smisao za
• respond using a high level of grammatical accuracy, vocabulary and expressions, for example, correct use of tenses, pronouns and conjugation of verbs
• manipulate language effectively to support their ideas and justify their point of view from personal, community and global perspectives.

Areas for students to improve include:

• providing a response based on the requirements of the question and avoiding using pre-prepared material that may be irrelevant to the question
• elaborating with details and examples that demonstrate deep understanding and knowledge of the chosen topic
• using appropriate verb tense in line with the question, and avoiding moving from present to past where it is not correct
• using cases correctly in sentence structures, and avoiding incorrect noun adjectival agreement, for example, saying katolička vjeri, instead of katolička vjera or negativna smjer, instead of negativan smjer
• using a range of Croatian vocabulary, including words specific to the topic
• expressing ideas clearly with some detail, rather than responding with general phrases such as I znaš sve to or znaš, ti.

Questions 1, 2 and 3

Students should:

• make notes in the column on the right-hand side of the page during the reading of listening texts
• read the questions carefully and respond to all parts of the question in English or Croatian as instructed
• refer to both listening and written texts when required by question
• transcribe the response onto the lines, using the space allocated beneath the question
• read the title, the questions and the whole written text before responding
• support their responses with relevant evidence from the text
• 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, 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 ‘explain’, ‘how’ and ‘why’ in questions (Q1a,c, Q2a,b)
• refer to the use of descriptive language such as ‘unique and different,’ ‘magical landscapes,’ ‘pictures were colourful and full of emotions,’ to indicate how the speaker showed his enthusiasm (Q1c)
• demonstrate understanding of language features, for example, hyperbole ‘I was left speechless,’ a rhetorical question ‘Did you know?’ (Q1c)
• link the speaker’s current travel experiences with feelings of nostalgia for Naïve art (Q1c)
• provide specific examples as required by the question (Q2b)
• respond in Croatian or English as required by the question
• include both content and language examples when explaining the usefulness of the article (Q3e).

Areas for students to improve include: 

• supporting responses with relevant details
• using words, phrases and expressions from listening and written texts, rather than using their own words
• providing details and using a wide range of vocabulary
• focusing on the usefulness of the article, rather than paraphrasing the conversation (Q3e)
• referring to both the written and listening text (Q3e)
• referring to both content and language and providing relevant examples.

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 to 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 authentic 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:

• demonstrate understanding of both the written and visual texts in their response
• make suggestions to show understanding of the visual stimulus, for example, ‘… would be great to play a soccer match as we have a whole field…’ and ‘… have a sit down and support the school band …’
• use the appropriate register and language to address the year advisor
• use language to persuade and justify reasons for suggestions and ideas throughout the response
• use the conventions of an email format as required
• use a range of vocabulary and expressions, for example, što više, igra skrivača, našeg srednjoskolskog obrazovanja, smatram, bit će genijalno, s dužnim poštovanjem.

Areas for students to improve include:

• using Croatian grammatical structures correctly
• using a wide range of vocabulary
• using Croatian words, phrases and expressions, rather than English
• avoiding making up Croatian words from English ones
• using the appropriate register
• providing suggestions and ideas as a response to the school’s notice
• linking the suggestions for activities to both the visual and written stimulus
• using language of persuasion
• using their own words, rather than aspects of the written text as part of their response.

Questions 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 for 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 relevant 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:

• use the conventions of a blog format as required (Q5)
• write effectively using the appropriate register to engage readers of a school website
• express and support their opinions using examples and descriptive and informative language (Q5)
• address how technology changed the way students learn and study and support their perspective with specific examples (Q5)
• use a range of vocabulary, for example, izvrstan, sveukupno, učinkovitito, što više, ubrzani tempo života, na kraju krajeva, punim izazova, naročito umjetna inteligencija, svakodnevene prakse, nemaju pojma, truditi se iz petnih žila (Q5)
• use correct syntax throughout the whole response (Q5)
• write creatively and effectively for the context, purpose and audience (Q6)
• use the quote ‘I knew you had it in you’ in an original and creative way (Q6).

Areas for students to improve include:

• addressing the key points of the question, rather than discussing the positive and negative impact of technology in general (Q5)
• using correct Croatian terms, for example, umjetna inteligencija (artificial intelligence) (Q5)
• using Croatian structures and vocabulary, rather than English
• addressing how technology has changed the way students learn, rather than listing examples of technology (Q5)
• developing a well-constructed story, rather than simply recounting a series of events (Q6)
• using language features, for example descriptive language, to develop an effective and engaging story (Q6).