Japanese 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 appropriate examples that link their argument to the question
• provide relevant examples beyond their personal experiences
• prepare a response to the question, rather than relying on pre-prepared material that may not address 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 a logical and well-structured argument with a clear introduction and 2 or 3 different perspectives to provide depth and breadth to the argument, and a conclusion
• provide a concise summary of their main argument(s) in the conclusion
• provide both analysis and relevant examples in their response, rather than just listing opinions and ideas
• provide different types of evidence to support their point of view, such as statistics, comparison and anecdotes
• express complex ideas with a range of sophisticated vocabulary and sentence structures
• use sophisticated vocabulary and senior grammar accurately
• speak steadily

• present an argument to a question, for example:

  Question 1: Clearly define what it means to follow your heart and follow the group, then justify why one is more important than the other. Strong responses include convincing reasoning and appropriate examples.

  Question 2: Explicitly explain which kinds of issues can be solved by money and which cannot. Strong responses provide clear and convincing justifications.

Areas for students to improve include:

• reading the question carefully to ensure all parts of the question are included when forming an argument
• responding directly and adapting ideas and language to meet the specific demands of the question. For example, in response to ‘Money can resolve all issues. What is your opinion?’, stating that something is more important than money does not directly address the question
• providing clear, decisive positions for strong and convincing responses, and avoiding vague phrases such as ‘half agree and half disagree’ or ‘agree to an extent but not always’, as these hinder the development of logical and cohesive arguments
• providing only supporting opinions and examples which are relevant to the question, and not repeating information
• finishing the sentence being uttered when the second bell indicates 3 minutes, rather than starting a new sentence
• learning vocabulary and expressions accurately as phrases, with greater attention to particles and verb conjugations
• revising the Japanese Continuers course grammar for better accuracy especially:
  • ‘become = naru, warui ni naru where waruku natta is correct, ii/yoku ni narimasu where yoku narimasu is correct
  • using kaiketsu suru, rather than the verb naosu in the context of ‘fixing’ a problem
  • using the term ‘to influence’ eikyou o ataeru and ‘to be influenced’ eikyo o ukeru/sareru correctly
  • using transitive and intransitive verbs correctly, for example, tsunageru or tsunagaru.

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 Japanese 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:

• use an accurate translation of a key word or quote in the question within their response (Q1a)
• identify the meaning of why Ryouta says Innda. Mou iinda (Q1a)
• explain why Midori is crying with reference to the set extract (Q1b)
• identify the significance of Midori’s facial expression, a knowing smile, when she sees Ryouta crying, holding his camera and the photos Keita took of him (Q1c)
• recall the visual aspects of the film as to why the character acted in a certain way (Q1c)
• analyse the word choice of Keita to reflect his feelings of betrayal and hurt towards Ryouta (Q1d)
• analyse the use of the expression nanka, the repetition of papa, and the use of the negative jyanai (Q1d)
• analyse how the statement ‘the mission is over’ reflects the change in how Ryouta relates to Keita and define ‘the mission’ (Q1e)
• demonstrate a comprehensive understanding of extract 10 by providing explicit quotes and examples of the ways Ryouta had failed Keita and admitted that he was sorry (Q1e)
• select specific references from the film that relate to ‘the mission’ to provide supporting evidence for Ryouta’s change (Q1e)
• link an earlier extract to extract 10 effectively in a cohesive and structured paragraph (Q1e).

Areas for students to improve include:

• structuring responses so they are clear and coherent
• incorporating all relevant information in their responses
• responding to all parts of the question
• using specific examples to support their responses
• demonstrating their knowledge of the set extracts and what happens before and after the prescribed extracts
• planning their response to ensure it flows well
• addressing the requirements of the question.

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:

• demonstrate a perceptive understanding of Midori’s emotions behind the comments she made, rather than recounting the events
• use emotive language accurately
• use the correct register, for example, Keita and not Keita-kun, when referring to him in a diary entry
• use the passive form correctly when appropriate
• write from the perspective of Midori, effectively capturing her emotions
• use the Japanese Continuers course grammar and kanji, as well as the Japanese Extension course grammar consistently and accurately
• use an appropriate date for the diary entry to reflect the timeline of the film.

Areas for students to improve include:

• using particles accurately, particularly where misuse affects the meaning of the whole sentence
• demonstrating a clear understanding of the characters at each point in the film’s timeline.

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 edit and proofread work.

In better responses, students were able to:

• include a title for the newspaper article
• use conjunctions effectively to deliver the discussion or explanation clearly
• present a clear introduction to justify their opinions
• provide 2 or 3 arguments fully addressing the question
• manipulate the language flexibly and authentically with correct use of prescribed grammar, appropriate vocabulary and accurate kanji or katakana when required
• provide an effective conclusion with summaries of their opinions
• understand the context, purpose and audience and write accordingly
• use appropriate register for the text type, for example, polite form for a local newspaper
• write the required length of ji.

Areas for students to improve include:

• using ideas and information relevant to the question
• using a wide variety of prescribed senior sentence structures and kanji from both the Japanese Continuers and Extension courses
• writing with grammatical accuracy, especially particles, verbs, adjectives, conjugations and tenses
• reading the question carefully, both the parts in Japanese and in English
• ensuring register is consistent, rather than mixing plain and polite forms
• ensuring use of the correct text type.