Filipino Continuers 2023 HSC exam pack (archive)

Section 1 – Listening and Responding

Students should:

• make notes in the Candidate’s Notes column on the right-hand side of the page
• read the question carefully and respond to all parts of the question
• support their responses with relevant evidence from the text
• transcribe their response on to the lines, using the space allocated beneath the question
• 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
• avoid translating the text as part of their response.

In better responses, students were able to:

• distinguish between the amount to be raised by friends and family and amount to be raised by the whole school (Q1a)
• include all the reasons why Harvey’s parents participated in the event including not missing the opportunity to join the walkathon as it was the first time they were invited (1b)
• identify that both the students and teachers were the intended audience (Q2a)
• identify that the main purpose of the announcement was to remind everyone about their responsibilities regarding how they leave the classroom and wearing the school uniform (Q2b)
• demonstrate an understanding of Joseph’s emotions and how they changed during the course of the day by identifying the language used by the speaker to express his overconfidence in the beginning. For example, ‘other dancers may have a stiff body’, then his worry and later frustration and emotion of anxiety, ‘pocket has a hole’ and use of rhetorical questions, ‘what if I cannot make it on time’ to show his sense of doubt (Q3)
• correctly identify all the details of the original event, for example, walong kilometro, 18 Hunyo, 2023, ala sais ng umaga (Q4)
• provide all the reasons why Ana was hesitant in joining the competition, for example, nagalala si Anna na sasali muli si Cosme dahil sya ay mahusay at natalo na sya nito (Q5a)
• describe that Balagtagisan is a competition that involves competitors being given a topic and debating quickly in poetic verse and using appropriate tone of voice to beat their fellow competitors (Q5b)
• describe the inspiration behind Lailo’s invention, for example, ayaw niyang masayang ang bungangkahoy na napakamarami at sa labis nyang panonood sa pagluluto ng kanyang nanay noong kabataan nya (Q6a)
• provide details of the possible future directions for the business. For example,selling online nationwide and worldwide, makapagbenta online para makarating sa lahat ng isla at ibayong dagat;, selling a variety of desserts to increase sales, benta ng iba’t ibang uri ng panghimagas na gamit ang bungangkahoy upang palaguin ang benta; and include the possibility that Lailo could complete a course in technology (Q6b).

Areas for students to improve include:

• explaining in English any reference to Filipino language in sections to be answered in English. For example, hindi ako makaupo ng maayos shows that the speaker is feeling anxious and is unable to sit still (Q3)
• reading the question carefully, for example, providing details of the original event rather than providing the changes made
• focusing on the key words of the question, for example, ‘why’, ‘how’, ‘describe’, ‘compare’, ‘refer to both language and content’
• avoiding translating what they hear rather than answering the question
• using their own words and avoiding repeating the same vocabulary and expressions from the text
• learning common Filipino expressions and sayings, for example, matigas ang katawan, butas na ang bulsa ko (Q3)
• revising range of vocabulary and expressions related to the prescribed topics for study in the syllabus.

Section 2 – Reading and Responding – Part A

Students should:

• read the title, questions and the whole text before responding
• use only the lines or space beneath the question for the response
• support their responses with reference to 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
• read the whole text in order to demonstrate understanding of relevant information and ideas
• 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 main points or ideas when asked to summarise
• avoid providing a literal translation of the text
• use the dictionary appropriately to find the correct meaning of the word(s) or expressions in context. 

In better responses, students were able to:

• refer to the language used by the company to persuade prospective clients that they were there to help them, for example, ‘trust us’, use of repetition in ‘let us, let you’, ‘fly high’ (Q7)
• explain that the company had vast experience of more than 30 years, more than 200 educational institutions, and also that they were migrants themselves and so knew how to assist clients in streamlining the process of coming to Australia (Q7)
• include both similarities and differences in the comparison of Mariem’s experiences of living in the city and living in the province (Q8).

Areas for students to improve include:

• supporting their answer with reference to both content and language when required by the question
• avoiding using expressions and sentences from the text as part of their response
• providing an explanation in English of any expressions used in Filipino in their response, for example, lumipad ng matayog (fly high) (Q7).

Section 2 – Reading and Responding – Part B

Students should:

• respond to the question asked in relation to the text
• read the entire text in order to respond fully to the question
• use the conventions of the type of text required by the question
• demonstrate understanding of the whole text in their response and not just respond to questions asked in the text
• focus on all relevant information and key points raised in the text in order to respond to comments made, requests for advice, issues discussed and observations made
• use the appropriate register throughout the response
• provide a creative and authentic response in relation to the text and question
• use a variety of vocabulary and expressions and a range of grammatical structures
• plan effectively to organise their thoughts, paying attention to purpose, audience, context and the type of text required in question
• edit their work to ensure clarity of the response.

In better responses, students were able to:

• respond using the conventions of a blog post
• use vocabulary and sentence structures appropriate to the topic of fake news
• use their own words, such as Marites, chismosa/chismoso to describe the source of the fake news
• use alliteration in their blog title, for example, Beshy Blog ni Bless
• address all the issues raised in the text. For example, how fake news is so prevalent and acceptable, people losing judgement, providing entertainment at the expense of truth and journalism losing its standards.

Areas for students to improve include:

• using the correct text type of a blog post in their response
• responding to all the questions raised by the author in the text
• using vocabulary and sentence structures appropriate to the topic
• applying accurate syllabification which affects verb tenses
• avoiding responding with information that does not relate to stimulus text
• avoiding transcribing sections of the stimulus text in their response
• avoiding using English sentence structures when writing in Filipino.

Section 3 – Writing in Filipino

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
• commence and conclude appropriately
• manipulate the language to suit the requirements of the task
• use a variety of tenses, phrases and structures appropriate to the requirements of the question
• use the dictionary effectively by selecting vocabulary to suit the context
• proofread and edit their work
• adhere to the suggested word length.  

In better responses, students were able to:

• respond using the conventions of an informal letter (Q10) or an article for a youth column (Q11)
• address the relevant context, purpose and audience required by the question
• provide a comprehensive description of several experiences they had when they visited the Philippines for the first time (Q10)
• include expressions that showed excitement, experience of the unexpected, and surprise and/or disappointment (Q10)
• provide examples of their experiences in the Philippines and explain similarities and differences to Australia (Q10)
• provide a good reflection of their grandparents living with them rather than just a recount (Q11)
• provide an explanation of the values they learnt from their grandparents’ stay (Q11)
• use complex sentences with appropriate linking words to express their ideas and opinions in the response, for example, Sa aking palagay, Ang aking opinyon, Kung ako ang tatanungin, dapat ay …
• respond using original ideas
• use appropriate vocabulary, grammar and syntax.

Areas for students to improve include:

• revising the conventions of text types prescribed in the syllabus
• using a variety of vocabulary appropriate for the topic of the question
• using connectives, for example, Subalit, Ngunit, Bagkus, Sapagkat, Datapuwat
• addressing all the parts of the question, for example, writing about their first ever trip to the Philippines and experiences during their visit (Q10) and writing an article to reflect on their experiences during grandparents stay (Q11)
• revising grammatical rules and applying them in their writing.