Spanish Extension 2014 HSC exam pack (archive)
2014 Spanish Extension HSC exam papers (archived)
Marking guidelines
Marking guidelines are developed with the examination paper and are used by markers to guide their marking of a student's response. The table shows each question and the criteria with each mark or mark range. Sample answers may also be developed and included in the guidelines to make sure questions assess a student's knowledge and skills, and guide the Supervisor of Marking on the expected nature and scope of a student's response. They are not intended to be exemplary or even complete answers or responses.
HSC marking feedback
Select from the link(s) below to view feedback about how students performed in this year’s examination.
Use the feedback to guide preparation for future examinations. Feedback includes an overview of the qualities of better responses. Feedback may not be provided for every question.
Characteristics of better responses:
- candidates presented and developed a well-structured argument, which clearly stated their position
- the position was supported with at least two well-discussed reasons
- the concepts around which their argument was focused were clearly explained
- a coherent monologue was presented which linked ideas and reasons pertinent to the question
- all aspects of the question were addressed.
Characteristics of weaker responses:
- the position was not clearly defined
- the monologue was not structured logically
- candidates often repeated themselves
- irrelevant information was often included
- candidates made statements that they could not explain, develop or finish.
Feedback on written examination
Response to Prescribed Text - Part A
Characteristics of better responses:
- candidates demonstrated a good understanding, supported with examples, of the narrator’s relationship with his family and friends (Q.1c)
- candidates discussed, compared and contrasted the issues in both stories (Q.1d).
Characteristics of weaker responses:
- candidates did not discuss how the narrator’s relationship with his parents and friends changed throughout the story (Q.1c)
- candidates only discussed one of the stories (Q.1d).
Response to Prescribed Text - Part B
Characteristics of better responses:
- candidates demonstrated in-depth understanding of the characters (Roxana and Ricardo) and of Las palabras de Roxana which enabled many students to respond with flair and originality, supporting their response with specific references to the character and events in the story (Q.2)
- the question was analysed and valid conclusions were drawn
- language was used authentically and creatively.
Characteristics of weaker responses:
- the word limit was not met
- the response was poorly structured, lacking coherency and meaning
- there was a simple re-telling of the extract
- understanding of the characters was poor.
Writing in Spanish
Characteristics of better responses:
- a high level of grammatical accuracy, sophisticated vocabulary and complex grammatical structures were used
- the argument was supported with relevant examples
- candidates focused on presenting and justifying to the reader how ‘A society is judged by the way it treats its most vulnerable members’
- a good understanding of audience was demonstrated through choice of vocabulary and grammatical structures, the examples used and the way in which the text was structured
- candidates used the appropriate text type (article).
Characteristics of weaker responses:
- arguments were repeated
- a range of issues related to ‘vulnerable members of a society’ (minority and disadvantaged groups) was listed rather than presenting an argument
- text was poorly structured and sequenced
- there were a number of grammatical errors with verb conjugations and verb, adjective, gender and number agreements.
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Spanish Extension syllabus
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