Modern Greek 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 experience and avoid solely recounting their own experiences in order to answer the question
• 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:

• develop logical and well-structured arguments with a clear introduction and conclusion, maintaining a logical flow of ideas
• 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, for example, η κάθε στιγμή που μπορεί να μας κρατήσει πίσω είναι ο πόνος από την απώλεια αγαπημένου προσώπου
• express complex ideas with a range of sophisticated vocabulary and sentence structures, for example, υποσυνείδητο, o πατέρας της σύγχρονης ψυχολογίας διατείνεται, να μην κολλάμε στο χθες, το παρελθόν είναι μια λέξη που χρησιμοποιείται με πολλές σημασίες και εννοιολογικές αποχρώσεις
• demonstrate a high level of grammatical accuracy
• use a variety of relevant vocabulary and expressions, for example, ριζωμένος και στάσιμος στο χθες, μια τοξική σχέση
• develop clear and well-structured arguments supported with relevant examples. For example, in relation to ‘To move forward, you should never look back’, aspects such as influence of past experiences, the role of memory, history and strategies employed to move forward, are developed with depth and insight, demonstrating a strong conceptual understanding and an ability to engage critically with the topic
• demonstrate control over complex grammatical structures using broad and varied vocabulary to express arguments with precision and clarity, including figurative language, for example, αντιξοότητες του παρελθόντος, το παρελθόν είναι εργαλείο, το παρελθόν πρέπει να χρησιμοποιείται ως πυξίδα, το υποσυνείδητο είναι αποθήκη απείρων διαστάσεων κ.α.
• present the central argument in the introduction clearly signposting the key points to be developed
• make use of linking words to illustrate the argument, for example, επιπλέον, έτσι πιστεύω ότι, παρόλα αυτά, επίσης, αλλά, όμως
• provide a relevant conclusion, for example, εν τέλει.

Areas for students to improve include:

• addressing the question directly when establishing the main argument
• ensuring the main points of the argument are linked to the question and remain on the topic
• using a wide range of vocabulary on the prescribed issues to support the expression of ideas
• applying correct grammar conventions, for example, adjective, noun, personal pronoun, verb agreement and the correct use of the cases.

Part A

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 Modern Greek 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:

• outline the political event that prompted the discussion between Dimitri and Rita by referring to the 1987 crisis which involved a territorial dispute between Greece and Türkiye about right of access to the Aegean Sea and some of its islands that brought the two countries to the brink of war (Q1a)
• demonstrate an understanding of why Stelios says «μην τάξεις σ’ άγιο κερί» to Marianna by explaining that Stelios tells Marianna to not make promises she cannot keep, as she is yet to show him her artworks (Q1b)
• demonstrate an understanding of the significance of the «κομμάτι» that is eventually chosen, which is the blood-stained wedding dress Roza wore in 1922, for example, the hidden letter that the dress contains is vital to Dimitri’s journey in search of the identity of the bride and the dress links the present with the past, the personal with the political (Q1c)
• explain how Dimitri’s journey of self-discovery is shown in this extract and the final extract, for example, by the final extract, he recognises that his true enemy is his own narrow-mindedness and witnessing the love between Ismail and Roza enables him to overcome his intolerance (Q1d).

Areas for students to improve include:

• demonstrating a thorough understanding of the text, characters, plot and its issues
• ensuring they provide a coherent response in English
• ensuring the response directly addresses the question.

Part B

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:

• write from a particular perspective in the prescribed text, for example, Roza engaging in a conversation with Marianna about her past and her relationship with Ismail
• demonstrate a sensitive and perceptive understanding of the prescribed text, for example, Marianna realising her own father died without knowing the truth about his parents
• write with flair and originality in the approach taken, for example, Marianna trying to convince Roza to go and meet Ismail with her at the restaurant
• demonstrate their understanding of the situation and characters, for example, Roza is embarrassed to tell Marianna the truth about her loving Ismail, who is Turkish
• manipulate language authentically and creatively with an excellent control of vocabulary and sentence structures, for example, manipulation of tenses, correct syntax and idioms
• organise and communicate information and ideas clearly and accurately.

Areas for students to improve include:

• ensuring reference to the extract and to the prescribed text globally
• using specific examples to support their argument, rather than generalisations
• providing depth and structure to the flow of ideas
• having a clear and logical progression between the paragraphs
• responding in the text type required by the question.

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 work.

In better responses, students were able to:

• develop their ideas and present a point of view in the form of an article for a youth magazine
• address the topic, for example, only people who have a similar background can have successful relationships with one another (Q3), and the key to happiness in life is to embrace change (Q4)
• develop and present a sophisticated and coherent argument supported with relevant ideas, showing breadth and depth
• use idioms to support their argument, for example, «παπούτσι από τον τόπο σου κι ας είναι μπαλωμένο»
• write effectively and perceptively for a specific audience.

Areas for students to improve include:

• ensuring they understand the requirements of the question
• ensuring that the argument is organised logically to meet the requirements of the task
• developing points and supporting these with clear examples.