Spanish Extension 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.

 Response to Prescribed Text – Part A

Students should:

• read the whole extract before attempting to answer the questions
• read the questions carefully and address all aspects in the response
• explain the quotes given in Spanish and their significance in the relevant context rather than just translating them
• demonstrate knowledge of all the extracts for study and the whole prescribed text where required
• respond in English using their own words
• use the lines given as an indication of length of response required.

In better responses, students were able to:

• identify the importance of what was happening outside, and the fact that this was not recognised by the minister. Moreover, it was dismissed by him as a minor incident (Q1a)
• identify that it was important for the minister to reassure the film crew (Q1a)
• recognise the irony/sarcasm in Anton’s interventions in the extract (Q1b)
• directly reference the extract to support the arguments given (either in stating the similarities or the differences) between Anton and Columbus (Q1b)
• recognise similarities and differences in Anton and him as Columbus in the movie (Q1b)
• identify a variety of ways in which the language is used to create the increasing tension between the Minister and Sebastian, and support their arguments with clear examples from the extract (Q1c)
• identify ways in which the film techniques are used to convey the imbalance of power, supporting their arguments with explanations of how each technique is used for this purpose (Q1d)
• focus their answer on the imbalance of power between the government, represented by the Minister, and the Indigenous people protesting outside (Q1d).

Areas for students to improve include:

• consistently providing examples to support the arguments of the responses (Q1a)
• going beyond a simple description of the scene (Q1a)
• avoiding superficial descriptions of similarities and/or differences (Q1b)
• ensuring reference to the appropriate character in the responses (Q1b)
• avoiding a retelling of what occurred in the extract (Q1c)
• avoiding commenting simply on dialogues in questions on film techniques (Q1d)
• focusing their answer on film techniques rather than on historical or contextual aspects (Q1d)
• being familiar with the whole film, for example, understanding the chronological order of the film (Q1d).

Response to Prescribed Text – Part B

Students should:

• address all parts of the question
• write in the type of text as specified in the question
• address the specified context, purpose and audience of the question
• write from a particular perspective as required by the question
• demonstrate knowledge of the chosen extract and other relevant parts of the text when responding to the question
• support their response with evidence from the text
• use their own words in the response. 

In better responses, students were able to:

• convey some of Costa’s personality traits and values in the content, tone and language used in the diary entry
• capture Costa’s change of attitude and perspective throughout the movie
• accurately express Costa’s feelings towards Daniel and his family
• make reference, directly or indirectly, to the content of the extract
• perceptively predict how Daniel, his daughter and/or he would be in the future.

Areas for students to improve include:

• avoiding the inclusion of irrelevant ideas and information that is not related to the extract or the task.
• adhering to required word limit/length.

Writing in Language

Students should:

• address all aspects of the question
• write in the relevant text type as specified in the question
• use appropriate register consistently throughout the response
• ensure that the content of the response is relevant to the question
• plan and sequence the response to ensure it is coherent
• demonstrate knowledge of vocabulary, expressions and where relevant, idiomatic language related to the issues prescribed for study
• support argument, point of view or opinion with relevant ideas and information
• manipulate the language authentically and creatively with correct use of grammar and syntax to meet the requirements of the task
• use the dictionary to choose the appropriate word, expression or phrase for the context, purpose and audience of the question
• ensure enough time to proofread and edit work.

In better responses, students were able to:

• include key features of an article such as a title, an introduction and a conclusion.
• include features such as rhetorical questions, quotes and examples to which a young audience would relate
• use a variety of examples to support arguments.

Areas for students to improve include:

• avoiding the inclusion of irrelevant information and ideas
• linking examples to their argument
• being mindful of spelling mistakes for common words such as ha, yo, así, al
• revising language usage, for example, word forms and word order.