German Beginners 2015 HSC exam pack
2015 German Beginners HSC exam papers
German Beginners HSC exam paper 2015 – Audio
Section I – Listening
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.
Marking feedback
Select from the sections below to view feedback from HSC markers 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
Characteristics of better responses:
- relevant in-depth information with opinions and comment was provided
- good pronunciation and intonation were used
- the conversation was engaging
- a wide range of vocabulary and a variety of sentence structures were used
- good control of grammatical points, knowledge of cases, a variety of tenses, and the correct use of subordinate clauses, adjective endings, subject–verb inversion and modals were evident.
Characteristics of weaker responses:
- third-person verb endings were incorrectly used
- past tense was not used or was incorrectly formed
- information and vocabulary such as interessant and nett were repeatedly used
- prepared responses were relied on
- English words and syntax were used
- long pauses were evident and incomplete sentences were used
- wie, wer, gewesen, Zukunft, hast du vor were unknown to students
- bekommen, magst/machst were misunderstood
- kochen was mispronounced.
Feedback on written examination
Characteristics of better responses:
- relevant and more specific details were provided
- responses were logical
- the correct tense was used
- a wide range of vocabulary was demonstrated.
Characteristics of weaker responses:
- the intent of the message was misunderstood (Q4)
- students merely translated and did not demonstrate a global understanding of the text
- vocabulary, including Möglichkeiten, alles ist so nah and mieten, was misunderstood.
Characteristics of better responses:
- relevant details from the texts were included to support responses when necessary
- a global understanding of the entire text was demonstrated
- responses were well structured and sequenced
- tense was correctly used.
Characteristics of weaker responses:
- students misinterpreted who the text was about or to whom the action was occurring
- tenses were not understood
- the dictionary was not used or was incorrectly used
- German quotes were included in the answers without English translations
- vocabulary, including Erdkunde, Halsschmerzen, Gefühle and Abenteuer, was misunderstood.
Characteristics of better responses:
- planning of responses was evident
- ideas were relevant and the writing was coherent
- grammar and punctuation were used correctly
- a wide range of relevant vocabulary and sentence structures were used
- the dictionary was used correctly.
Characteristics of weaker responses:
- the word limit was not met
- English syntax was constantly used
- irrelevant information was included
- verb conjugation and placement were not correct
- the dictionary was incorrectly used
- text was incoherent
- phrases were copied from the reading texts
- tenses were misused making the text difficult to understand.
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