Modern Hebrew Continuers 2025 HSC exam pack

Students should:

• communicate on 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 and justify opinions, and comment on their personal world
• respond to questions from a different perspective
• 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 Modern Hebrew 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 fluently with minimal hesitation, allowing the conversation to flow at a good pace
• answer questions with relevant information and in some depth to communicate feelings, provide opinions and justify their responses, for example,

יש לי רשיון כבר שנה ואני נוהג באופן אחראי. ההורים שלי סומכים עליי בנהיגה ואפילו מבקשים שאני אסיע את אחי הקטן לבית הספר או לחוגים

• respond in full sentences, using compound and complex sentences
• use language structures and features effectively to enhance their responses
• demonstrate excellent knowledge of a range of vocabulary, for example,

תקופת בגרויות, באופן אחראי, לחלוק את הניצחון, ניהול זמן, מתכנן לטוס, חיבור רוחני, להעמיק ידע

• use tenses accurately as required by the question
• use sophisticated conjunctions and connecting words, for example,

בהתחשב בעובדה / בזכות / מכיוון ש / מעבר לכך / על מנת

Areas for students to improve include:

• responding with fluency and using the appropriate register rather than using fillers, such as

  כמו..., כאילו

• providing extended responses, rather than 'yes/no' answers למי אתה דומה במשפחה שלך? with more than אני דומה לאבא שלי
• ensuring accurate verb conjugation when describing events in the past, present and future
• forming the adverb correctly, rather than using the singular masculine adjective form, for example,

אני מרגישה יותר טובה. ← אני מרגישה יותר טוב.

• using Modern Hebrew expressions rather than English, for example,

לקחתי מתמטיקה ← בחרתי במתמטיקה

אני רוצה ללכת לארץ. ← אני רוצה לנסוע לארץ.

אני רוצה ללכת על התכנית. ← אני רוצה להשתתף בתוכנית.

אני רוצה לעשות אניברסיטה. ← אני רוצה ללמוד באניברסיטה.

זה למה אני בחרתי ← זו הסיבה שבחרתי

• distinguishing between the verbs ‘ask’ and ‘ask for’, for example,

לשאול חברים אם הם יכולים לעזור

לבקש עזרה מחברים

• using the correct verb ‘do’, for example,

עושה אומנות ← עוסק באומנת

עושה כלים ← רוחץ/ שוטף כלים

עשיתי את בר המצווה שלי ← חגגתי את בר המצווה שלי

• using the correct preposition to follow the verb, for example,

לעזור ל, תלוי ב

• using the preposition ‘to’ and ‘in’ before the definite article, for example,

להבית ← לבית

בהכיתה ← בכיתה

• ensuring that the modal verbs such as ‘want’, ‘must/need’ are followed by the infinitive, for example,

אני רוצה לקנות דברים.

אני רוצה לבלות עם חברים.

אני צריך לדעת

• using irregular plural forms of nouns and agreement with adjectives, for example,

מקומות אחרים / מקורות שונים

• using the position of the definite article in the construct state of nouns, for example,

בית הספר, מזג האוויר

• conjugating the verb ‘to be’ correctly in the different tenses

כשאני היה ילד, אתמול הייתה מסיבה

• using time expressions appropriately, for example,

הייתי שם שלוש שנים, לפני ארבע שנים

... ש... ← כש

Students should:

• support their discussion with evidence from the texts they have sourced

• express and justify opinions and points of view on the topic of in-depth study, for example,

  בניגוד לאמונה הרווחת, יש דעות סותרות בנושא זה

• reflect on their research findings to help them express opinions or develop new perceptions about their topic of in-depth study
• manipulate the language to respond coherently and logically
• use a variety of relevant vocabulary, grammar, sentence structures and expressions
• respond to the question asked, rather than relying on pre-prepared material that may be irrelevant.

In better responses, students were able to:

• ensure that sources chosen were relevant to the topic of in-depth study
• maintain the focus on their in-depth study throughout the discussion
• compare the validity and reliability of their texts
• refer to their sources and comment on how each source contributed to their understanding of the in-depth topic, for example,

... המשוררת השתמשה במטאפורות רבות כדי לבטא..., המחבר השתמש בהאנשה כדי לחשוף

• discuss how their research impacted on their views and helped them gain a better understanding of the in-depth topic, for example,

... המחקר הזה שינה לחלוטין את השקפת ..., למרות שידעתי הרבה על הנושא, הופתעתי לגלות

• take an analytical approach to texts studied, rather than memorise or summarise information from the texts, for example,

המאמר עוסק בשיטה הטלוויזיונית, ולעומת זאת ופרופסור... מתמקד בצד המקצועי

• present ideas from a range of perspectives, for example,

בחרתי בנושא הזה בעקבות השיחה שניהלתי עם... ורציתי לראות אם נעשו שינויים מאז

הנושא הזה חושף את משמעות הזהויות והמסורות התרבותיות של הישראלים בניגוד לאמונה הרווחת

• provide logical and well-structured responses to questions
• draw insightful conclusions regarding issues raised in their research, for example,

... אני מבין את חילוקי הדיעות אבל אני לא מסכים ש... לדעתי

• use specific vocabulary and expressions relating to the topic
• use complex sentences and suitable idiomatic expressions to strengthen and support their opinions, for example,

בתור יצירה מודרנית ופשוטה קל יותר להתחבר לחוויות שלהם ולהבין מה הם עברו

• use a high level of grammatical accuracy, and a wide range of vocabulary and expressions
• manipulate the language effectively to support their ideas and justify their point of view.

Areas for students to improve include:

• demonstrating thorough knowledge of their topic
• selecting appropriate sources
• presenting their own opinion about the topic and drawing conclusions by using the language of reflection and justification, for example,

כתוצאה מכך, לסיכום, הנושא המשמעותי ביותר שעלה מהמחקר הזה היה ...

• analysing the research by comparing and contrasting the texts, for example,

... בעוד שהמקור הראשון אינפורמטיבי יותר ללא דעות קדומות, המקור השני מציג את דעתו של

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 on to 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.

In better responses, students were able to:

• identify clearly the possible benefits of dancing for individuals and for communities (Q2)
• identify Guy’s personality traits and provide relevant examples from the text (Q3)
• refer to the different challenges faced by the grandfather, not just his loneliness, and explain how having a dog addressed these challenges (Q4)
• explain how Michal demonstrates her beliefs about sustainable living (Q5)
• identify the unlikelihood of Rina and Itai travelling together and provide clear examples from the text of their differing travel aspirations (Q6)
• explain the opposing approaches of Shula, being negative, and Chaim, being positive, and use language examples from the text that demonstrate each speaker’s view (Q7).

Areas for students to improve include: 

• demonstrating understanding of key vocabulary in the text such as purpose, belief, approach
• explaining how language is used to reflect the changes rather than recounting content (Q7b)
• using their own words and expressions in response, rather than quoting whole sections of the text.

Part A

Students should:

• read the title, questions and the whole text before responding
• use only the lines or space beneath the question for the 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
• read the whole text in order to demonstrate understanding of relevant information and ideas
• 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 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:

• identify both the similarities and differences of Yoel’s and David’s opinions concerning the proposal, and demonstrate understanding that both Yoel and David address financial issues connected to the proposal, but one opinion was that the proposal was a good investment, while the other was that the proposal would result in more costs and responsibilities (Q8a)
• respond in a succinct and concise manner when asked to identify the main points raised by the residents (Q8b)
• explain how the neutral and balanced tone and language choices are used for effect (Q8c)
• explain the appropriateness of the title in respect to both the positive and the negative aspects of daydreaming (Q9a)
• identify that the aim of the article is to provide suggestions on how to find a balance between the benefits that can be gained from daydreaming and the negative effects it can have (Q9b).

Areas for students to improve include:

• addressing all key words in the question in their response, for example, ‘how’, ‘explain,’ and ‘support your answer with reference to the text’
• addressing the requirements of the question, rather than recounting information.

Part B

Students should:

• respond to the question asked in relation to the text
• read the entire text to respond fully to the question
• use the conventions of the type of text required by the question
• demonstrate understanding of the whole text in their response
• use the appropriate register throughout the response
• provide a creative and authentic response in relation to the text and the question
• use a variety of vocabulary and expressions and a range of grammatical structures
• plan effectively to organise their thoughts, paying attention to purpose, audience, context and the type of text required in the question
• edit their work to ensure clarity of the response.

In better responses, students were able to: 

• use the text conventions of a formal letter, including appropriate formal language, for example,

  שלום ירדן,
  שמחנו לקבל את מכתבך

• respond to all the key points in the stimulus text
• expand on ideas. 

Areas for students to improve include:

• using the text conventions of the text type required, that is, a letter
• using appropriate language for the audience
• using their own words, rather than taking them from the stimulus text
• adhering to the word limit.

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
• manipulate the language to suit the requirements of the task
• use a variety of tenses, phrases and structures relevant to the requirements of the question
• use the dictionary effectively
• proofread and edit their work
• adhere to the suggested response length.

In better responses, students were able to:

• use the text conventions of an email written to a friend

• use persuasive language and ideas to convince the friend to attend the same school, or to travel to the same holiday destination, for example,

  (Q11a)
  המורים מדברים עברית ויכולים לעזור
  זה בית ספר יהודי וחוגגים פה את כל החגים, את תרגישי בבית
  תוכלי לשיר במקהלה של בית הספר, בטוח ירצו אותך עם הקול הנהדר שלך
  (Q11b)
  את אוהבת לצלם ויש פה נופים מדהימים
  את רוצה לחיות ככה? את צריכה חופשה

• provide effective arguments or ideas, for example,

  שיעורי עזר בעברית, מתקני ספורט, עבודה משותפת

• demonstrate familiarity with the friend, such as knowing their likes and dislikes, traits, hobbies, for example,

  (Q11a)
  יש לי פה חברים שאני יודעת שתאהבי
  בית הספר נמצא ממש ליד הים אז נוכל לגלוש אחרי הלימודים, כמו שאת אוהבת
  אני יודע שקשה לך עם שינויים אבל אני אהיה איתך לעזור במה שצריך
  (Q11b)
  את מאוד רוחנית ובירושלים תמצאי את הקשר עם ה׳
  יש לך חוש אסתטי וטעם יקר, יפן זה המקום בשבילך
  נכון, זה יקר אבל הכל כלול וההורים שלך הסכימו לשלם
   

Areas for students to improve include:

• addressing the key elements of the question
• developing a well-structured response
• using appropriate vocabulary for the audience, for example, familiar and personal language when addressing a friend
• persuading a friend to ‘attend your school’ (Q11a) and ‘travel to the same destination’ (Q11b)
• using phrases, expressions and persuasive language.