German Continuers 2021 HSC exam pack

In 2021, due to COVID-19, the HSC examinations for some courses were cancelled or the requirements adjusted, and no HSC feedback is available.

Please refer to marking feedback previously published for this component.

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:

• provide all the necessary textual evidence to support their response, and not add extra (incorrect) information
• respond succinctly within the allocated space while including all necessary details
• complete a table using dot points, not sentences (Q3)
• identify the correct multiple-choice answer (Q4) by eliminating the distractor words Hotel, Zug, Bahnhof and identifying some key words Stau, Unfall, Reiseführer, aussteigen which lead to the correct choice
• describe the change of feelings of the speaker, and the reason for the change (Q5) wir hatten eine private Führung. Ich habe endlich begriffen, wie interessant Kunst sein kann
• look for commonalities as well as differences when comparing the feelings of two speakers (Q7) Ja, ich finde es auch nicht schlecht, …. Nein, das finde ich gar nicht
• identify the innovation (Q6), the discussion topic (Q7) and the new facility (Q8) to demonstrate understanding of the topics being spoken about (Q6) mein neues Auto fährt mich…mein Auto macht den Rest. Es fährt, es parkt, es bringt mich hin, es holt mich ab (Q7)…auch von zu Hause arbeitest  (Q8) das Jugendzentrum, Wasserwelt.

Areas for students to improve include:

• using the Candidate’s Notes section effectively
• using their dictionary effectively
• cross-checking their understanding of expressions in the dictionary
• ensuring that their responses are succinct and do not include extra information that is not required to answer the question
• proof-reading their responses so that they are logical, plausible and not contradictory
• improving on vocabulary words that caused students difficulty: Schach, anmelden, inbegriffen, Stau, Reiseführer, (private) Führung, begriffen, Steckdose, fix und fertig, Termin, Techniker, (Ideen) austauschen, klatschnass, baden (swim, not bath or wash).

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 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:

• show understanding that the email was sent to invite Kristina to the Christmas market as well as give her information (an advertisement and two visitor reviews) so that she can make a decision
• show that they recognised that Brigitte had a change of heart about Christmas markets after attending Winterzauber (9c)
• recognise the issues in part (9d) which were raised by both Brigitte and Felix as these issues needed to be stated clearly before suggesting a solution
• recognise the importance of the deadline dates (10b)
• link Kai’s suitability for school captain back to the criteria in the original article, the comparison with Emma was irrelevant (10d)
• refer to language techniques, (10d) students could identify some of the following: imperatives, colloquial language, rhetorical language, exclamatory language, short sharp retorts and tone
• clearly express the link between these features and his suitability for the school captain role.

Areas for students to improve include:

• translating all German quoted into English
• using language techniques and explaining their use, not just quoting text
• understanding vocabulary: Stollen Spielzeuge, Spiess, Schlange stehen, Lautsprecher, Kerzen, dröhnen, sich bewerben, Schülermitverwaltung Einsatzbereitschaft.

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:

• demonstrate an excellent understanding of the whole text by addressing the key points in depth, including:
  • new living situation including location, expense and independence
  • advice regarding moving out
  • Alex’s successful job with some reference to languages
  • following in mother’s footsteps (unexpected)
  • acknowledging the slow response to email (reference without elaboration required).
• weave a story around the key points creatively and have natural links between these
• manipulate language accurately and include a broader repertoire of vocabulary and grammatical structures.

Areas for students to improve include:

• being explicit in the treatment of each point rather than simply repeating key words and phrases from the source text
• treating each point in depth and structuring the flow of ideas logically, before moving on to the next idea
• allowing time to re-read and edit the text more carefully, specifically checking word order, case and tenses
• paying attention to lexical accuracy, specifically Ich bin ein Arzt; the difference between ausziehen and umziehen; use of sein as auxiliary for ausziehen, capitalisation and punctuation.

5 mark question

Students should:

• address all parts of the question
• use the appropriate register and conventions of the type of text
• commence and conclude appropriately
• use the correct tense for the requirements of the question
• sequence their response logically for maximum effect
• use the dictionary effectively by selecting vocabulary to suit the context
• proof-read and edit work
• adhere to the suggested word length.

In better responses, students were able to:

• write a relevant and creative response in the correct context using the correct register
• use a range of expressions and structures
• manipulate language structures with high accuracy
• use vocabulary creatively and authentically to express their ideas.

Areas for students to improve include:

• planning the response for a clear sequence of ideas
• ensuring that the correct text type and register is used, as the question stipulated the text being a notice to be addressed to ‘senior students’, which requires the informal plural register (‘ihr’)
• avoiding the inclusion of irrelevant information and ideas.

10 mark question

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
• proof-read and edit their work
• adhere to the suggested word length.

In better responses, students were able to:

• compose a speech that engaged the audience in the relevant context (speaker being on exchange in Germany)
• manipulate language authentically to persuade the respective audience
• sequence and structure their response effectively
• use a wide variety of relevant vocabulary and structures creatively and authentically.

Areas for students to improve include:

• avoiding the inclusion of irrelevant pre-learnt material
• planning the response logically to meet the requirements of the task
• ensuring that the response addresses the purpose of the task, for example, to persuade the audience rather than describe travel destinations
• avoiding just listing some points
• avoiding anglicised syntax and structures.