Spanish Continuers 2021 HSC exam pack

In 2021, due to COVID-19, the HSC examinations for some courses were cancelled or the requirements adjusted, and no HSC feedback is available.

Please refer to marking feedback previously published for this component.

Listening and Responding

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.
• avoid translating the text as part of their response.

In better responses, students were able to:

• identify the car buyer and car seller (Q1)
• identify the current restrictions for spectators, and that the players would need to adhere to a new rule of wearing a mask from Sunday onwards (Q2)
• fill in the form correctly, with the date, dietary requirements and include the other request of needing to sit in the patio, away from the entrance, for the surprise element (Q3)
• justify the price by listing everything offered at the hotel, and link the renovations to the improved comfort level it provides (Q4)
• draw from the entire text to summarise effectively and provide answers in summary form (Q5)
• analyse the text, and label values with reference from the text (Q7)
• identify language techniques and explain the effect of the technique with a quote linking this to the change in Begoña’s feeling (Q8).

Areas for students to improve include:

• reviewing vocabulary such as el coche and el modelo (Q1)
• knowing the difference between a partir de – from and aparte de – apart from (Q2)
• reviewing vocabulary such as vegetarianos, alergias a los productos lácteos and la sorpresa (Q3)
• reviewing vocabulary such as el desayuno al a habitación, el servicio de aparcacoches and vale la pena (Q4)
• practising to draw out essential information (Q5)
• refraining from recounting the text (Q7)
• avoiding confusing tone with feelings (Q8).

Reading and Responding

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
• avoid providing a literal translation of text
• use the dictionary appropriately to find the correct meaning of the word(s) or expressions in context.

In better responses, students were able to:

• distinguish the main ideas by considering the whole text (Q9a)
• identify the feelings of positivity and pleasure that arise from helping others (Q9b)
• identify relevant language features and explain how the feature encourages the audience to participate in the activity, for example, the use of the personal pronouns tu/nuestro includes the audience in their goals (Q9c)
• refer to the whole text to delineate what the article was aiming at with regards to promoting the website community and the invitation for immigrant stories (Q10a)
• identify the positive and negative portrayal of immigrants with providing clear examples from the text (Q10b)
• identify the future focus (Q10c)
• select elements of the text and compare each one for both protagonists and justify with close reference to the text (Q10d).

Areas for students to improve include:

• avoiding a focus of their response on the first paragraph only (Q9a) ie providing holistic response to most effective way to achieve change
• reviewing vocabulary such as brindar, explorar, donar, and aumentar (Q9b)
• identifying the language feature, providing an example from the text, and explaining its purpose in relation to the question (Q9c)
• avoiding answering with commonplaces without reference to the text (Q10a)
• reviewing past tense to ensure an understanding of the timeline in the text (Q10b)
• reviewing expressions such as en el futuro espero trabajar, me gustaría desarrollar (Q10c)
• using similarities and differences when comparing the changes in Maya’s and Delphine’s sense of identity (Q10d).

Part B

Students should:

• read the whole text in order to respond fully to the question
• plan effectively to organise thoughts, paying attention to context, purpose, and audience, and the type of text required in question
• respond to the question asked in relation to the text
• use the conventions of the type of text required by the question
• demonstrate understanding of the whole text in the response
• focus on all relevant information and key points raised in the text in order 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 question
• use the appropriate register throughout the response
• use a variety of vocabulary and expressions and a range of grammatical structures
• edit work to ensure clarity of the response.

In better responses, students were able to:

• demonstrate understanding of the stimulus text
• using appropriate register for text type, for example, email
• understand that the holiday was positive overall, but also had some negative elements as the email (stimulus) suggested a balanced view
• approach the task creatively, explaining details within the scenario, for example, why the writer was happy with the kitchen/ cleaning staff, how the jacket was lost, why the room was small
• structure the response with paragraphs, greeting and linking words such as en primer lugar, por último
• use appropriate greetings, for example a la atención de la recepción del hotel, Estimado/a Sr/Sra.

Areas for students to improve include:

• reading the question carefully to avoid misunderstandings: students needed to write the email that prompted the response
• avoiding omitting important points, for example, the need to compliment the cleanliness and the food at the hostel or the request to be reimbursed for the loss of the jacket
• reviewing vocabulary such as ventana – window, ventaja – advantage and elogios – praise
• misinterpreting the purpose of the text
• being familiar with greetings relevant to the audience.

Writing in Spanish

5 mark question

Students should:

• 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 the response logically for maximum effect
• use the dictionary effectively by selecting vocabulary to suit the context
• adhere to the suggested word length
• proofread and edit work.

In better responses, students were able to:

• address the purpose of the note which was to thank a teacher for supporting the student beyond expectations
• explain the context, for example, a student had finished school/graduated
• demonstrate control of a range of vocabulary and authentic expressions
• give examples to show the extent the teacher helped them beyond expectations
• use a range of tenses
• maintain the register (either tú or usted) consistently.

Areas for students to improve include:

• addressing the key ideas, for example, the idea of ‘beyond expectation’
• being explicit in explaining how the teacher went beyond expectations
• maintain consistency when using tú or usted
• reviewing conjugation in the past tense, for example, aprender - yo aprendió.

10 mark Question

Students should:

• read the question carefully and address all parts of the question
• plan the 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 word length
• proofread and edit their work.

Question 13a

In better responses, students were able to:

• address the audience appropriately and explicitly, including detail such as school staff, teachers, school executive
• explain what the breakfast program was and when it was implemented
• evaluate the success or effectiveness of the program
• thank the audience for their time/support.

Areas for students to improve include:

• explaining the reasons that prompted the program and its composition.

Question 13b

In better responses, students were able to:

• address the audience appropriately and explicitly, for example, the local council - estimados miembros del ayuntamiento or señores y señoras
• describe the outdoor facility, where will it be located, and what will it include
• explain why this initiative would benefit the community, for example, that it was free, unlike gyms, that it was an opportunity to connect with members of the community, for all ages
• use effective persuasive language like rhetorical questions
• include a statement thanking the audience and expressing the hope that they will consider the proposal.

Areas for students to improve include:

• referencing the audience, rather than ‘Hola’
• addressing all elements of the question, for example, the question refers to an outdoor facility rather than an indoor gym
• using a dictionary to avoid literal translations/anglicisms and made-up words, for example, “facilidad” for “facility”, instead of instalaciones
• using a variety of linking words, rather than just también.