Latin Extension 2025 HSC exam pack

Students should:

• provide translations of prescribed texts that are coherent and fluent
• check their translations to ensure that words or phrases have not been omitted
• address all elements of a commentary question in a logical and cohesive manner, focusing only on relevant information
• support their explanation or analysis with relevant and specific examples, explaining the link between the examples given and the aspect being analysed
• use ellipsis or line numbers when quoting more than a few words from an extract, for example, exegi … altius or ‘in lines 1–2’ in order to avoid copying long sections of text
• explain how the Latin supports their argument in their English response, and not leave a section of quoted Latin text to speak for itself.

In better responses, students were able to:

• provide suitably idiomatic translations of Horace’s sermo cotidianus (Q1)
• provide contextually appropriate translations of lentissima bracchia, male salsus, oppedere, turpissime (Q1)
• provide a succinct outline of an image of the theatre while drawing on sufficient detail from the extract (Q2ai)
• explain two distinct ways Juvenal uses descriptions of clothing to represent contrasting attitudes of city and country, making specific reference to the extract (Q2aii)
• explain three distinct ways Horace uses humour, focusing on the content of the extract and not solely on literary devices (Q2bii)
• provide a balanced response, drawing on relevant examples from both extracts (Q3)
• support their analysis with detailed and specific reference to the extracts (Q3)
• clearly and consistently link textual references to the question of how Juvenal criticises Rome (Q3)
• situate the extracts in the broader context of the text to demonstrate perceptive understanding (Q3)
• move beyond description of the content of the extracts, demonstrating perceptive understanding of Juvenal’s purpose (Q3).

Areas for students to improve include: 

• demonstrating a clear understanding of supporting textual references (Q2, Q3)
• discussing in sufficient detail the content of textual references (Q2, Q3)
• explaining clearly the link between the question and any supporting textual references (Q2, Q3)
• providing the required number of distinct items. rather than writing one continuous response without clearly defined ideas (Q2)
• providing a discussion of general themes only when it is relevant to the extracts provided (Q2, Q3)
• responding to an analysis question by drawing on the whole of an extract provided and not just isolated sections (Q3).
   

In better responses, students were able to:

• translate appropriately the phrase calidae gelidaeque (Q4a)
• identify the correct meaning of words which look similar, for example, parere/parare, frusta/frustra, servatur/servitur (Q4a)
• identify and translate correctly noun-adjective agreements, for example, quanto … murmure, maxima … domus, servis … superbis, molli … siligine (Q4a)
• recognise that superbis is an adjective and not a second person verb (Q4a)
• translate quanto  appropriately (Q4a)
• take into account the order of clauses when writing their translation (Q4a)
• translate appropriately the clause cum … ponas, not pairing argento with omnia (Q5a)
• provide a clear link between an identified device and its effect (Q4b)
• focus on features of satire rather than general literary techniques (Q4c)
• draw a connection between the non-prescribed and prescribed texts (Q4c).

Areas for students to improve include:

• selecting contextually appropriate meanings of vocabulary (Q4a, Q5a)
• developing a more precise understanding of syntax in complex sentences (Q4a)
• paying closer attention to noun-adjective agreements (Q4a, Q5a)
• making effective use of their dictionary (Q4a, Q5a)
• making effective use of the vocabulary and notes provided under each text (Q4a, Q5a)
• distinguishing between words which look similar (Q4a, Q5a)
• answering short-answer questions with clear reference to the extract (Q4b,c).