Korean Continuers 2025 HSC exam pack

Students should:

• be prepared to communicate about a variety of topics relating to their personal world
• elaborate and provide relevant details to address the questions in a way that engages with the examiner
• use a range of vocabulary, expressions and language structures to respond appropriately to the questions
• provide information, express ideas and comment on their personal world
• be prepared to respond to questions from a different perspective
• be prepared to respond to questions that relate to past, present and future aspects of their personal world
• manipulate language to fulfil the requirements of the question
• be prepared to be interrupted by the examiner
• use Korean to ask for repetition and/or clarification of the question.

In better responses, students were able to:

• speak clearly with excellent syntax, register and intonation
• answer the questions with minimal hesitation, allowing the conversation to flow at a good pace
• answer questions with relevant information and in some depth, for example, to communicate feelings, provide opinions and justify their responses
• manipulate the response to address the requirements of the question
• respond in full sentences, including compound and complex sentences
• use language structures and features effectively to enhance their responses, for example, …. 하고 있습니다. 같습니다. 합니다. 있습니다. 싶어요, ~보다 ~해요., ~됐어요
• demonstrate excellent knowledge of a wide repertoire of vocabulary, such as 추억, 30년째, 활발한 인생, 장래 희망, 고민, 유대관계, 요리사, 주말, 드라마, 예능, 일상, 현재, 간식, 기분
• accurately use tenses as required by the question.

Areas for students to improve include:

• answering the questions directly without long monologues or relying on memorised answers
• expanding on their responses by engaging in natural interactive conversation.

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 onto 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 relevant information from the text to explain how appealing something is (Q4)
• support answers with relevant and detailed references to the text (Q4, Q5, Q6)
• provide a thorough explanation of emotions revealed in the text (Q5)
• provide clear comparisons of the daughter’s and father’s opinions (Q6)
• make extensive reference to both content and language when identifying and explaining how personal opinions change in the text (Q8).

Areas for students to improve include:

• ensuring references are from the text only
• summarising key points, rather than identifying all the details in the text (Q7).

Students should:

• read the title, the questions and the whole text before responding
• use only the lines or space beneath the question for their 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
• 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 the main points or ideas when asked to summarise
• use the dictionary appropriately to find the correct meaning of the word(s) or expressions in context.

In better responses, students were able to:

• provide a thorough explanation of what someone is likely to do based on textual evidence (Q9c)
• identify and explain how a point of view is influenced by others with clear and relevant references to the text (Q10d).

Areas for students to improve include:

• developing a response using their own words
• responding to all aspects of the question
• linking the supporting reference clearly to the explanation.

Students should:

• read the whole text to respond fully to the question
• plan effectively to organise their thoughts, paying attention to context, purpose and audience, and to the type of text required by the question
• use the conventions of the type of text required by the question
• demonstrate understanding of the whole text in their response
• focus on all relevant information and key points raised in the text to respond to comments made, requests for advice, issues discussed, and observations made
• provide a creative and authentic response in relation to the text and the question
• use the appropriate register throughout the response
• use a variety of vocabulary and expressions and a range of grammatical structures
• edit their work to ensure clarity of the response.

In better responses, students were able to:

• formulate a response that addresses all aspects of the email
• manipulate language authentically and creatively
• use a variety of vocabulary and sentence structures relevant to the purpose of the response
• organise information and ideas logically and effectively.

Areas for students to improve include:

• responding to the ideas and information in the text
• using appropriate vocabulary and sentence structure to meet the requirements of the question.

Question 12

Students should:

• read the question carefully and 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
• adhere to the suggested word count
• proofread and edit their work.

In better responses, students were able to:

• write an effective farewell message appropriate for a retiring manager
• use vocabulary and language structures relevant to the context.

Areas for students to improve include:

• developing ideas that are relevant to the purpose of the message
• providing a range of ideas to meet the requirement of the task
• using appropriate language expressions.

Question 13

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
• adhere to the suggested response length
• proofread and edit their work.

In better responses, students were able to:

• write an effective blog with an insightful reflection on the topic of the question
• provide a range of benefits of either the senior students’ exchange program (a) or senior students’ part-time work (b)
• use a variety of vocabulary and language structures, and clear expression of opinion
• sequence and structure ideas and information coherently and effectively.

Areas for students to improve include:

• addressing all parts of the chosen question
• writing in clear sentences with appropriate vocabulary and sentence structures
• organising ideas and information logically.