Italian Extension 2025 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 examples that link their argument to the question
• provide relevant examples beyond their personal experiences
• prepare a response based on the requirements of 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:

• communicate ideas and information confidently and fluently
• develop logical and well-structured arguments with a clear introduction and conclusion and maintain a logical flow of ideas
• provide a concise summary of their main argument(s) in the conclusion
• provide both analysis and relevant real-world examples that relate to the prescribed issues in their response, rather than just listing opinions and ideas, for example, Helen Keller, Simone Biles, Serena Williams, Michael Jordan, Deng Thiak Adut
• provide different types of evidence to support their point of view, such as correctly referenced statistics that are explained and linked to the question
• express complex ideas with a range of sophisticated vocabulary and sentence structures, for example, prendiamo l’esempio (let's take the example), dimostra (demonstrates), favorisce (favours), è chiaro che (it is clear that), ci fa vedere (it shows us)
• demonstrate a high level of grammatical accuracy
• use a variety of relevant vocabulary and expressions, for example, la motivazione intrinsica (intrinsic motivation), la bussola morale (the moral compass), plasmare (to shape/to mould), raggiungere la sua potenzialità (to reach one’s potential), potenziare, (to empower/to enhance), la crescita personale (personal growth)
• use the correct indirect and direct subject pronouns, for example, gli ha detto (he told him) l'ha spinto (it pushed him).

Areas for students to improve include:

• providing depth in their responses by discussing issues from a global perspective, rather than only from their personal world
• exploring more than one relevant idea to provide a well-rounded response
• using main ideas and examples that are relevant to the questions to ensure clarity
• having a clear understanding of all the key words in the question, for example, ‘only’
• using examples that are well linked to the question and the issues studied to strengthen their arguments
• including quotes that are relevant and linked to the question
• concluding their response without the introduction of a new idea
• citing reliable and real articles and statistics.

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 Italian and their significance in the relevant context, rather than just providing a translation
• 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:

• correctly identify Sylvie’s values based on social media validation as opposed to Valerio’s more grounded values (Q1a)
• demonstrate a perceptive explanation of the dysfunctional nature of the father/son relationship at this point in the film (Q1b)
• provide an analysis of specific examples of film techniques that highlight the differing personalities of Valerio and Christian as reflected through their homes (Q1c).

Areas for students to improve include:

• providing detailed references to the text and ensuring that a comparison is made (Q1a)
• explaining the significance of the father/son relationship, using a clear, well-structured paragraph to articulate ideas, rather than simply describing the plot (Q1b)
• considering the director's purpose when employing film techniques for effect and referring to more than one technique
• reading the question closely to ensure that all aspects of the quote provided are analysed in the response (Q1d).

Students should:

• read the question carefully and address all parts in their response
• write in the type of text as specified in the question
• address the specified context, purpose and audience of the question
• write from a particular perspective as required by the question
• demonstrate 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 in the response.

In better responses, students were able to:

• effectively capture Christian’s voice in an engaging manner
• demonstrate an understanding of the characters and context
• demonstrate insight into Christian's emotions and motivations
• identify the repetition of pensa and its significance for the evolving relationship between the two characters
• demonstrate a strong grasp of language structures, colloquialisms and register appropriate to the character
• apply diary conventions.

Areas for students to improve include:

• referring to the key ideas in the excerpt provided to enhance their analysis
• providing insight into the development, emotions and motivations of the character
• making use of accurate grammatical structures and vocabulary to enhance clarity and effectiveness in their writing.

Students should:

• address all aspects of the question
• write in the relevant text type as specified in the question
• use appropriate register consistently throughout the response
• ensure that the content of the response is relevant to the question
• plan and sequence the response to ensure it 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 the appropriate word, expression or phrase for the context, purpose, and audience of the question
• ensure enough time to proofread and edit their work.

In better responses, students were able to:

• present a well-structured coherent argument with an introduction that clearly establishes their stance
• sustain an argument that answers the question with examples and elaboration of ideas
• use a variety of sophisticated and relevant vocabulary
• adhere to the requirements of the text type (article) throughout their response
• use relevant grammatical structures, for example, hypothetical constructions.

Areas for students to improve include:

• using a wide range of structures to engage the reader
• consolidating ideas for a coherent response, and avoiding repetition
• providing strong introductions and conclusions to frame their arguments effectively
• ensuring that the examples used are linked well to the question and in support of the development of the argument.