Serbian Continuers 2025 HSC exam pack

Before the exam

Students should:

• research and prepare information on all the syllabus prescribed topics
• gain insight into and understanding of all the syllabus prescribed topics from personal, community and global perspectives
• choose one syllabus prescribed topic for discussion in the oral exam
• ensure that their chosen topic can be addressed from a personal, community and global perspective
• be prepared to discuss other syllabus prescribed topics chosen by the examiner.

During the exam

Students should:

• communicate on their chosen topic and any of the other syllabus prescribed topics that the examiner introduces in the course of the discussion
• elaborate and provide relevant information and details to address the examiner’s questions
• provide information, express and justify ideas and opinions, and comment on topics from personal, community and global perspectives
• provide a response based on the requirements of the question and avoid using pre-prepared material that may be irrelevant to the question
• respond to questions using a range of vocabulary, expressions and language structures and features
• manipulate language to respond in a coherent and logical way to the questions asked
• be prepared to be interrupted by the examiner
• use Serbian to ask for repetition and/or clarification of the question.

In better responses, students were able to:

• demonstrate a thorough understanding of 2–3 prescribed topics
• discuss and support their ideas and views on topics for discussion from personal, community and global perspectives, for example, Moji roditelji su oblikovali moj pogled na svet (personal perspective), Zahvaljujuci srpskoj zajednici, mi smo se lakse uklopili u australijsko drustvo (community perspective), Inovacije su novi izumi koji se koriste za dobrobit covecanstva (global perspective)
• use comparison to support their views, for example, osecala sam se kao da sam nasledila deo njega …
• take an analytical approach to the topics discussed, rather than responding with pre-prepared material that may be irrelevant
• draw insightful conclusions regarding issues connected with topics for discussion, for example, Bez jezika nema identiteta
• provide logical and well-structured responses to questions, for example, Naravno da je poznavanje dva jezika velika prednost za mene u buducnosti
• use specific vocabulary and expressions relating to topics for discussion, for example, zastita zivotne okoline …, potreba da recikliramo material…, upotreba vestacke inteligencije u medicine …
• use complex sentences and appropriate idiomatic expressions to strengthen and support their ideas and opinions, for example, Iako nismo fizicki zajedno, mozemo da se povezujemo I radimo zajednicke stvari
• respond using a high level of grammatical accuracy, and sophisticated vocabulary and expressions, for example, Rekla bih …, Naglasio bih …, Smatram da…, Moji roditelji su izabrali Australiju da bi meni omogucili bolji zivot
• manipulate language effectively to support their ideas and justify their point of view from personal, community and global perspectives, for example, Iz mog licnog iskustva, shvatio sam …, Sto se tice moje zajednice, ona mi je mnogo pomogla …, Na globalnom planu, to se reflektuje …

Areas for students to improve include:

• using subject-specific vocabulary relating to the prescribed syllabus topics being discussed
• using phrases and expressions related to prescribed syllabus topic vocabulary, for example, pripadnost, inkluzivnost, komunitet
• using the locative case correctly, for example, ja sam naucila u skoli, rather than u skolu
• using the appropriate register for the question
• using Serbian rather than English vocabulary and expressions where there is a Serbian equivalent, for example, saying identitet, rather than ‘identity’, prodavnica, rather than ‘shopping’
• using Serbian expressions, rather than literal translations from English
• using third person plural in the present tense, for example, vole, rather than volu,izlaze, rather than izlazu
• using prepositions in the correct order.

Questions 1, 2 and 3

Students should:

• make notes in the column on the right-hand side of the page during reading of listening texts
• read the questions carefully and respond to all parts of the question in English or Serbian as instructed
• refer to both listening and written texts when required by question
• transcribe their response onto the lines, using the space allocated beneath the question
• read the title, the questions and the whole written text before responding
• support their responses with relevant evidence from the text
• 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
• 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 words or expressions in context.

In better responses, students were able to:

• identify that the day will end with a bowling game which will include all generations/participants and refreshment with healthy food and drinks (Q1b)
• explain that Danilo is the right person for organising this event because he is very enthusiastic/passionate about sport, he has a clear idea which activities should be included which will be suitable for all generations, and he intends to engage his basketball team mates to help and reach out to sponsors (Q1c)
• identify that the audience targeted by this advertisement are young people who care about the environment and would like to be connected with one another (Q2a)
• explain in Serbian how the advertisement appeals to listeners and support their response with reference to both language and content, and identify language features, for example, the use of реторичко питање (rhetorical question), such as ‘Would you like to live in a nice and clean environment’, описни језик (descriptive language), such as дивна и здрава, светлија будућност, директно обраћање/императив (direct appeal/imperative), such as укључи се (Q2b)
• include relevant content, for example, a variety of projects, programs such as Eco School, and the opportunity to connect with like-minded people from around the world (Q2b)
• detail that the festival’s activities included a collection of bread recipes, workshops where participants learn how to bake ceremonial breads, and lectures about different types of breads and Serbian ceremonies (Q3a)
• identify that this year’s festival was different because it included, for the first time, young people from the Serbian diaspora and that these young people were taken to an ethno-village for an authentic experience, and that the festival was enriched with an exhibition of handcraft by local women (Q3b)
• demonstrate that Dr Vera expresses her positive view on consuming bread by using descriptive and emotive language, such as ‘important’ and ‘irreplaceable’ (food), ‘honourable’ (place), and using the saying/simile ‘as good as bread’ and the rhetorical question, ‘Isn’t it nice when the whole family gets together around warm bread on all occasions?’ (Q3c)
• explain that Text A focuses on the role bread plays in Serbian tradition and culture and the need to sustain this tradition, whereas Text B focuses on the nutritional value of bread while stressing the importance of bread within Serbian families (Q3d).

Areas for students to improve include: 

• reading questions carefully and identifying the key words before answering questions, for example, ‘what’ (Q1a, Q3b), ‘how’ (Q1b, Q2b, Q3c), ‘why’ (Q1c), ‘describe’ (Q2a, Q3a), ‘compare’ (Q3d)
• answering the question in their own words, rather than rephrasing or translating the text
• responding in English where required to demonstrate understanding of the Serbian text (Q3c)
• using notes taken while listening to listening texts effectively in their answers.

Question 4

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, key points, opinions and/or perspectives 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:

• apply the text conventions of writing an informal email with an appropriate beginning, for example, Драги/ Драга … and a date
• use the appropriate register, that is, informal language and friendly tone, for example, Драга Ана, сигурно се сећаш оних лепих дана које смо провеле у нашој библиотеци
• use persuasive language to convince a friend to be part of the fundraising activity for the local library, for example, То не смеш пропустити, Молим те да идеш са мном
• manipulate language to develop a convincing argument, for example, Ова библиотека је много учинила за нас, сада је време да ми нешто учинимо за њу, Ако се не реновира ова зграда, изгубићемо велики део културног блага нашег града
• address all relevant points in the text concerning the event, that is, details of the initiative to restore the local library, time and place, the activities during the event, for example, creative writing workshops, poetry reading, music concert, donation of books and audio-visual resources, sale of collectables
• use creative, persuasive techniques to address activities, rather than listing them, for example, Знам колико волиш књижевност и да пишеш, па сам прво помислила на тебе кад сам прочитала оглас, Ту бисмо могли да упознамо нове пријатеље сличних интересовања, Хајде да донирамо оне старе прашњаве књиге …
• use reflective phrases and expressions when discussing the significance of the library for the local community, for example, Сигурно се слажеш са мном да је то место од великог значаја не само за појединце, него и за целу заједницу и верујем да ће тако и остати
• use future tense accurately when encouraging a friend to attend the event, for example, Лепо ћемо се дружити и истовремено помоћи нашој локалној заједници. Можда ћеш наћи неки леп предмет за поклон, Уживаћеш у поезији ...
• use the conditional mood when reflecting on possible positive outcomes of attending the event, for example, Нашим присуством могле бисмо да допринесемо многим занимљивим догађајима у библиотеци у будућности
• use their own words to address the points from the stimulus text
• sequence their ideas and organise them into paragraphs
• create complex sentences with correct punctuation, for example, Знам колико обе волимо библиотеку, а овај догађај је сјајна прилика не само да помогнемо, него и да се дружимо и уживамо.

Areas for students to improve include:

• identifying and responding to all relevant points in the text
• using persuasive language throughout the email
• organising ideas into paragraphs
• using complex sentences and Serbian structures such as prepositions, cases, congruence, perfect and future tenses, effectively, for example, доћи ће instead of доће
• using Serbian vocabulary and phrases, rather than English
• using a dictionary to find appropriate vocabulary in Serbian to suit the context.

Question 5 and 6

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
• create text appropriate for the context, purpose and audience
• manipulate the language to suit the requirements of the task
• commence and conclude appropriately
• use a variety of tenses, phrases and structures relevant to the requirements of the question
• sequence information, ideas, opinions or perspectives logically, for maximum effect
• use the dictionary effectively by selecting vocabulary to suit the context
• adhere to the suggested response length
• proofread and edit their work.

In better responses, students were able to:

• provide a range of ideas about the significance of modern technology in everyday life, for example, an increased use of artificial intelligence in everyday life (in education in particular), the positive impact of electric cars on the environment, use of smart mobile phones in communication, education, travel/flight bookings, language translation, access to information, use of various applications to efficiently complete tasks for personal or business purposes, use of technology to simplify shopping at checkouts or when ordering online (Q5)
• express views concerning a responsible use of technology, for example, Технологија нам омогућава да путујемо и обилазимо свет, али може и да нас зароби у њен виртуални свет, Али гдје повлачимо линију? И како ће свијет изгледати будућим генерацијама? (Q5)
• use language creatively to emphasise the significance of technology, for example, using a simile, such as Мобилни телефон је као библиотека у нашем џепу, and a metaphor, such asМобилни телефон је пријатељ у џепу који зна шта волимо (Q5)
• use reflective verbs to express views on the significance of modern technology in everyday life, for example, ја верујем/ја мислим/убеђен сам/ја осећам/схватам/ nadam se..., to express, Мислим да без модерне технологије нема напретка иако... (Q5)
• explore themes that engage the reader, for example, being on an airplane surrounded by strangers, an encounter with aliens, making friends with a siren/mermaid while struggling to communicate, being lost in a foreign country (Q6)
• create an effective opening for a story to catch the reader’s attention, for example, Руке су ми знојаве, ушао сам у авион са сто двадесет пет непознатих лица, Путничке авантуре знају бити предивне, али су понекад застрашујуће (Q6)
• use adjectives and similes effectively to describe a character in the story, for example, Имала је дугу плаву косу као слама преко љета и очи као ливаде које окружују моју кућу (Q6)
• use a variety of verb forms and tenses correctly, for example, гледајући (present participle), надам се (present tense), ушао сам (past tense), уживаћемо (futuretense), не заборавите (imperative), могли бисмо (conditional)
• sequence ideas logically and organise them into paragraphs.

Areas for students to improve include:

• applying the text type conventions of a blog (Q5) and a creative story (Q6)
• using Serbian syntax correctly
• writing complex sentences
• using a range of vocabulary, for example, using synonyms instead of repeating the same words, phrases and expressions
• avoiding literal translation of English words or phrases into Serbian, for example, артифицијална интелигенс, instead of вештачка интелигенција
• presenting a range of thoughts and ideas
• applying the conventions of punctuation to ensure clarity of meaning
• using paragraphs to structure and organise their thoughts and ideas
• writing consistently in either Cyrillic or in Latin script throughout response, rather than mixing the two scripts
• using grammar structures, such as cases, prepositions and congruence
• using Serbian orthography such as capital letters, writing negation не with a verb correctly, for example, не мислим, не заборавите, нeћy, нисам.