Spanish Extension 2017 HSC exam pack (archive)
2017 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.
Feedback on practical examination
General Feedback
Students should:
- communicate fluently in Standard Spanish, and be prepared to talk about the prescribed issues
- remember that they will be asked questions that they cannot specifically predict. Students who memorise responses on topics and recite them, regardless of the actual questions being asked or the flow of the conversation, will disadvantage themselves.
Students should expect:
- questions to be complex
- to respond to questions that require them to develop, explain, and justify an argument
- to respond to questions that require them to support their argument with relevant examples.
Students can prepare for this examination by:
- practising speaking in a variety of contexts and with various people
- learning language structures and vocabulary pertaining to the prescribed issues
- reading widely authentic Standard Spanish texts
- listening to news and media sources in Standard Spanish.
Student Strengths
In better responses, students were able to:
- communicate complex ideas clearly, develop and link them appropriately
- state their position clearly from the beginning
- support the arguments with clear examples
- build a coherent argument
- conclude with relevant ideas, without merely repeating the introduction
- use language structures to sequence their ideas (First, Second...)
- link the body of their argument to the introduction and conclusion
- use a good range of vocabulary.
Feedback on written examination
Students should:
- read the questions carefully to ensure they understand the requirements fully
- respond accordingly, taking in consideration answer space and mark value.
Students should expect:
- questions to be of varying difficulty
- to respond to questions that require them to explain, and justify with reference to the text
- to compose original text which reflects their knowledge of the prescribed extracts and issues.
Students can prepare for this examination by:
- revising the language structures and vocabulary taught in class
- completing practice writing responses on the prescribed text types and issues
- completing practice reading comprehension questions on the prescribed extracts
- listening to news and media sources in Standard Spanish
- reading authentic texts in Standard Spanish.
Response to Prescribed Text – Part A
In better responses, students were able to:
- identify the symbolism of the bus
- refer to why Cueto included Paco in the story as a whole
- compared Alex’s character to that of Paco
- refer to the story as a whole to explain the significance of the book in relation to Alex, Carlos and Señorita Dora
- link the character’s ordeals in the story to the heroes of Peruvian history
- mention the book was a symbol of the bond between the two main characters
- compare and clearly outline both similarities and differences, between the absent parents in La señorita Dora and Julio y su papa
- establish a comparison between the two stories without retelling them
- demonstrate a perceptive and concise flair.
Response to Prescribed Text – Part B
In better responses, students were able to:
- portray the relationship between the young girl and Lorena by clearly showing a sensitive understanding of their first encounter from earlier in the story at the wake for the young boy
- show the mother in a more intuitive way (as she was not clearly identified in Cueto’s story La segunda visita) prompting the student to have a perceptive and sensitive understanding of the prescribed text
- connect their conversation to the prescribed issues highlighting topics such as poverty and different social classes in Peru
- manipulate language authentically and creatively with complex language structures
- use the correct text type required and organise the information to meet the requirements of the task.
Writing in Spanish
In better responses, students were able to:
- present a perceptive argument with depth and breadth
- support their argument throughout the text and provided a solid conclusion
- write with a high level of grammatical accuracy and sophisticated vocabulary and language structures
- effectively address the audience, purpose and context
- support the letter by clear paragraphing, punctuation and the inclusion of appropriate linking expressions
- share the insights in a perceptive, sensitive and engaging way.
HSC exam resources
Search for more HSC standards materials and exam packs.
Spanish Extension syllabus
Find out more about the Spanish Extension syllabus.
Request an accessible format of this publication.