German Extension 2023 HSC exam pack

Students should:

• 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 three minutes
• address all parts of the question
• adopt a point of view or stance and provide appropriate examples that link 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
• provide a conclusion that is not a repetition of the introduction.

In better responses, students were able to:

• ensure that their response remains relevant to the question throughout, by consistently linking analysis and examples back to the task rather than just listing opinions and ideas
• use a range of advanced grammatical structures appropriately and accurately
• present and develop a logical and well-structured argument, demonstrating a sophistication of vocabulary and sentence structure, whilst demonstrating a consistently high level of grammatical accuracy
• demonstrate correct use of the present tense verb conjugation (subject-verb agreement); adjectival endings; modal verbs; correct word order after coordinating conjunctions such as und, aber, denn, oder, sondern; (and, but, because, or, but rather) after subordinating conjunctions such as weil, da, obwohl, dass; (because, as, although, that) after adverbs or adverbial phrases, for example, ausserdem, normalerweise, jedenTag, vielleicht (besides, normally, every day, perhaps)
• show mastery of the perfect tense with the correct auxiliary verb choice, appropriately using haben (to have) or sein (to be)
• demonstrate varied and correct usage of the four cases (nominative, accusative, dative, genitive) for subject, direct object, indirect object, possession, and after prepositions (accusative prepositions, dative prepositions, dual case prepositions and genitive prepositions)
• demonstrate correct use of the conditional and the subjunctive, for example, ichwürde gerne, aber (I would like to, but), es wäre/ich hätte (it would be/I would have)
• express complex ideas, whilst maintaining control of grammatical accuracy
• avoid repetition
• communicate ideas and information confidently and fluently, using authentic language features, pronunciation and intonation
• provide a concise summary of their main arguments in the conclusion
• provide different types of evidence to support their point of view, such as statistics, comparison and anecdotes.

Areas for students to improve include:

• using the fundamental grammatical structures, for example, verb conjugation, before using idioms and quotes
• reading the words of the question carefully, ensuring careful interpretation of the meaning within the question, for example, alle (all) versus alles (everything) (Q1)
• considering different approaches to the question, such as mentioning the benefits of achieving something alone, not following others, can be bahnbrechend (groundbreaking) (Q1)
• interpreting the question fully, for example, the two extremes are given in the wording (a big friendship circle versus only one best friend). Students can discuss other permeations as being viable or ideal, for example, neither a big friendship circle nor only one best friend is ideal, but rather, a small number of close friends (Q2)
• aiming to give some examples from outside their personal world, for example, we should not follow others in relation to the environment, but rather, we need to do as much as we can as individuals to protect and save it
• providing examples as illustrations of their stance
• providing depth and breadth in their argument
• using higher order language and grammatical structures, such as, the use of the subjunctive and the conditional, for example, es wäre/ich hätte (would be/would have) and conditional ich würde gerne (I would like) meiner Meinung nach (in my opinion), einerseits/andererseits (on the one hand/on the other hand).

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 German 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:

• identify what is required from the question
• respond to the requirements of the question with relevant information, for example, explain what the mother’s contribution is, how effective it is and why, and what the family discussion is (Q1b)
• analyse when required, not just translate or describe
• translate or paraphrase quotes from the question
• effectively link the theme of Maik’s growth in the provided extract with another extract of choice, with clear examples.

Areas for students to improve include:

• reading the question carefully
• ensuring that analysis with examples is provided
• providing relevant language examples where required (Q1d)
• translating the quotes accurately, for example, the concept of Aufregung (agitation) is not (positive) excitement, but rather agitation (Q1c)
• ensuring that there is a clear correlation between the other chosen part/extract of the novel and the provided extract. For example, an early part of the novel is acceptable, as long as the clear growth correlation is made (Q1e). 

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:

• write in the text type of a conversation
• write in an authentic casual tone as is required by the question, significantly, that of two teenage boys, using similar language and tone to the interactions between Maik and Tschick elsewhere in the novel
• include the feelings of Maik and Tschick as they talk about the events of the day
• write a plausible conversation which was largely a positive reflection on the context of the lunch
• contrast Friedemann’s family life with that of Maik and/or Tschick
• refer to the specific events of the day, especially details of the lunch.

Areas for students to improve include:

• reading the question carefully and planning their response before starting to write
• including as much relevant information as possible, rather than writing about other specific or general aspects of Maik and Tschick’s road trip which did not occur on that day
• familiarising themselves thoroughly with the prescribed extracts, including their issues and themes.

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.

In better responses, students were able to:

• address the requirements of the question, with relevant and organised information which included analysis and examples
• express both simple and complex ideas, linking them clearly to the question
• provide both literal and metaphorical examples to support their argument, for example, the journey and destination of a trip, as well as the process and end goal of a task or endeavour
• demonstrate breadth and depth in the treatment of relevant ideas
• use correct grammar, for example, present tense verb conjugation (subject-verb agreement), adjectival endings, modal verbs, correct word order after coordinating conjunctions such as und, aber, denn, oder, sondern, (and, but, because, or, but rather) after subordinating conjunctions
• such as weil, da, obwohl, dass, (because, as, although, that) after adverbs or adverbial phrases, for example, ausserdem, normalerweise, jedenTag, vielleicht, (besides, normally, every day, perhaps)
• write with a high level of grammatical accuracy, using sophisticated vocabulary and sentence structures
• express complex ideas, whilst maintaining control of grammatical accuracy
• avoid repetition
• use a variety of relevant vocabulary and expressions.

Areas for students to improve include:

• ensuring that all analysis and examples are relevant to the question. With more complex ideas, it is important to link them back to the question
• writing a plan to structure and sequence information, opinions and ideas
• improving grammatical accuracy, both of basic structures such as subject-verb agreement (conjugation) and complex structures.