French Extension HSC exam papers archive
French Extension 2019 HSC exam pack (archive)
2019 French Extension HSC paper (archived)
HSC 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 practical examination
Oral examination
Monologue
Students should:
- ensure that acronyms are correct, for example, using CDG instead of PDG
- use the seven minutes preparation time to prepare points which can be used to deliver a logical and coherent monologue
- state the question to which they are responding
- speak for approximately for three minutes
- adopt a point of view or stance and provide appropriate examples that links their argument to the question
- avoid solely recounting their own experiences in order to answer the question
- avoid using pre-prepared material that may be irrelevant to the question
- use a variety of vocabulary, sentence structures and expressions which are suitable to the issue addressed in the question
- ensure that the conclusion is not a repetition of the introduction.
Question 1
In better responses, students were able to:
- present a clear standpoint in the introduction and then restate their point in the conclusion
- establish the crux of the argument straight away before getting into the body of the discussion
- present clear arguments about the arrival of new people and the tension (or not) that is created by it
- explain how the examples given showed tension
- approach the question in a logical and structured manner with arguments supported by relevant examples and links to the question; explaining how and why
- use a counter argument effectively to illustrate their point and/or show both sides of the argument
- communicate ideas confidently and fluently, with authentic intonation and pronunciation and with only minor inaccuracies
- demonstrate a high level of linguistic competence with sophisticated vocabulary and sentence structures, as well as a high level of accuracy which was used to manipulate the argument concisely
- make good use of linking words to illustrate the argument, such as, par contre, en revanche
- define the key words of the question, for example, la tension est l’hostilité envers un groupe.
Question 2
In better responses, students were able to:
- make reference to the past or future based on the word aujourd’hui in the question
- present a clear standpoint in the introduction and then reiterate their point in the conclusion
- address both sides of the argument
- address all elements of the question, for example, aujourd’hui, rapport de force (power struggle), entre les hommes et les femmes
- explain the meaning and/or relevance of rapport de force and illustrate it well with examples
- provide examples relevant to the question and explain how the examples support the question, for example, the pay gap and how this gives men more financial power or choice than women.
Areas for students to improve include:
- revising correct sentence construction
- avoiding the use of English syntax and anglicisms, for example, expériencer – expérimenter
- using correct pronunciation, for example, femmes, commun, apparaitre, équilibré
- applying correct grammar conventions, such as, gender; beaucoup de les instead of beaucoup de; discuter de instead of parler de
- using correct linking words, à cause de versus grâce à
- avoiding using of slang vocabulary such as ben, chose, truc, plein de
- using correct idioms appropriate to context of response, such as, un problème brulant versus un thème brulant
- pacing the delivery of the monologue.
Feedback on written examination
Section I
Response to Prescribed Text – Part A
Students should:
- read the whole extract before attempting to answer the questions
- read the questions carefully and address all aspects in their response
- explain the quotes given in [Language] and their significance in the relevant context rather than just translating them
- demonstrate knowledge of all the extracts for study and the whole prescribed text where required
- respond in English using their own words
- use the lines given as an indication of length of response required.
In better responses, students were able to:
- explain Sami’s frightened reaction when he sees the Picasso gang sitting in the principal’s office and his desire to make it very clear that he is not connected to them (Q1a)
- describe how Guilain had tried to use the Picasso gang to frame Sami (Q1b)
- explain the motivation for the Picassos going to the school was to help Sami be reaccepted after being expelled (Q1c)
- explore the notions of social class and cultural background and provide evidence from the film.
Response to Prescribed Text – Part B
Students should:
- address all parts of the question fully
- write in the type of text as specified in the question
- address the specified purpose, context and audience of the question
- write from a particular perspective as required by the question
- demonstrate their knowledge of the chosen extract and other relevant parts of the text when responding to the question
- support their response with evidence from the text
- use their own words and avoid translating the text as part of their response.
In better responses, students were able to:
- address why Guilain wanted to trick Sami and how Guilain and San Pellegrino planned to do it
- write about events that directly and immediately related to the extract
- use the tone, slang/ colloquial language, register and humour typical of Guilain and San Pellegrino
- demonstrate that Guilain was the leader and San Pellegrino the follower
- support Guilain’s and San Pellegrino’s intentional deception with evidence from the text, for example San Pellegrino knocking Sami to drop his food, Guilain pretending to be Jewish, Guilain saying his parents would create a scandal if he had to eat pork, Guilain giving Marie to Sami, Guilain using the brunch to gain Sami’s confidence
- demonstrate knowledge of content and sequence of events
- apply the conventions of a conversation between two friends.
Areas for student to improve include:
- referring to events that have not yet taken place at the time of exchange in the extract given, for example Marie hating violence as this is divulged after the prescribed scene.
Section II
Writing in French
Students should
- address all aspects of the question
- write in the relevant text type required by the question
- use appropriate register throughout the response
- ensure that the content of their response is relevant to the question
- plan and sequence their response to ensure that their response is coherent
- demonstrate knowledge of vocabulary, expressions and where relevant, idiomatic language related to the issues prescribed for study
- support their argument, point of view or opinion with relevant ideas and information
- manipulate the language authentically and creatively with correct use of grammar and syntax to meet the requirements of the task
- use the dictionary to choose appropriate word, expression or phrase for the context, purpose and audience of the question
- ensure there is enough time to edit their work
- manipulate the language authentically and creatively with correct use of grammar and syntax to meet the requirements of the task, such as the use of correct gender, verb endings, tenses, spelling, prepositions and avoiding anglicisms
- plan and sequence their response to ensure that it is coherent.
In better responses, students were able to:
- use appropriate language to address young people
- address the aujourd’hui and inévitables aspect of the question (Q3)
- address l’écart and nuisible aspect of the question (Q4)
- use speech techniques such as rhetorical questions and short sentences to assist putting forward their argument
- commence andconclude appropriately, for example bonjour tout le monde and ending with merci or mercipour votre attention.
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