Spanish Extension 2025 HSC exam pack

Students should:

• use the seven minutes’ preparation time to prepare points which can be used to deliver a logical and coherent monologue
• state the question to which they are responding
• speak for approximately three minutes
• address all parts of the question
• adopt a point of view or stance and provide examples that link their argument to the question
• provide relevant examples beyond their personal experiences
• respond to the question, rather than using prepared responses that may be irrelevant
• use a variety of vocabulary, sentence structures and expressions which are suitable to the issue addressed in the question
• provide a conclusion that is not a repetition of the introduction.

In better responses, students were able to: 

• develop logical, well-structured and distinct arguments
• ensure each argument is well supported by relevant examples
• make a clear link between their arguments and the statement
• include a clear introduction and conclusion
• clearly define key concepts, for example, un futuro mejor (including better futures that relate to happiness and wellbeing, not just to financial security or job status) and tomar decisiones (defining what types of decisions, whether they are life decisions or smaller day-to-day decisions)
• deliver their responses fluently, with clear intonation, in an engaging manner
• present the monologue within the time allocation
• provide distinct points and introduce these explicitly, with sequencing expressions, for example, por otra parte, otro ejemplo de …, para empezar, en segundo lugar
• use evaluative and reflective expressions when delivering the monologue, for example, en mi opinón, esto demuestra que…, no cabe duda, nos enseña, en resumen
• use a variety of linking words, for example, por un lado…, por otro lado…, así mismo, sin embargo, cuyo
• explore more than one relevant idea to provide a well-rounded response
• demonstrate a high level of grammatical accuracy
• use a variety of relevant vocabulary and expressions
• use a range of sophisticated vocabulary and sentence structures, for example, a la hora de tomar decisiones, no cabe duda
• use third person or impersonal constructions, rather than the first person, for example, la gente dice … rather than mi madre dice.

Areas for students to improve include:

• using Spanish grammatical structures and vocabulary rather than Anglicisms and false cognates. For example, soportar, no hay punto and soy de acuerdo, instead of estoy de acuerdo
• using the appropriate linguistic register and vocabulary, rather than y eso, cosas así
• using appropriate language and avoiding informal language such as un montón, y eso, cosas así
• ensuring the conclusion relates to the question and the introduction
• developing the arguments stated in the introduction
• providing examples from different perspectives, rather than only from the personal viewpoint.

Part A

Students should:

• read the whole extract before attempting to answer the questions
• read the questions carefully and address all aspects in their response
• explain the quotes given in Spanish and their significance in the relevant context, rather than just providing a translation
• 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:

• demonstrate an understanding of the extract and characters
• respond with relevant details to address all parts of the question
• demonstrate clear understanding of the meaning of the quote (Q1d)
• provide specific examples to illustrate each point
• explain clearly the change of feelings and include examples to support their statements (Q1c).

Areas for students to improve include:

• focusing on demonstrating support, rather than a good relationship with the students (Q1d)
• ensuring references to the extract and another passage are included (Q1d)
• providing examples to support their response (Q1c).

Part B

Students should:

• read the question carefully and address all parts in their response
• 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:

• maintain correct register and tone throughout the response
• demonstrate an in-depth understanding of the characters and the extract
• refer to Hugo's past with relevant details
• write using a range of vocabulary and a variety of sentence structures and expressions with consistent grammatical accuracy
• demonstrate originality and creativity while maintaining the integrity of the story
• focus on Hugo's revelation, rather than on issues related to work or Hugo's career.

Areas for students to improve include:

• demonstrating knowledge of the extract in the question
• using a wide range of vocabulary and expressions appropriate to the task
• being creative while maintaining the integrity of the story and characters
• demonstrating grammatical accuracy, including the correct spelling of common words
• ensuring the script of the talk is only between Ikal (Hugo) and Rebecca.

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 their 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 their work. 

In better responses, students were able to:

• address the correct audience and purpose of the text
• include features such as rhetorical questions, quotes, and examples to which a young audience would relate
• write concisely and coherently
• develop a logical argument with structured paragraphs, supported with relevant ideas and examples to exemplify dreams, adversities and achievements (Q3)
• write with a high level of grammatical accuracy and a range of sophisticated vocabulary and language structures appropriate to the requirements of the task
• link their ideas consistently to the main statement, thus clarifying the relevance of these to the question
• use linking words such as para empezar, en segundo lugar, para concluir to guide the reader.

Areas for students to improve include:

• ensuring all ideas and examples provided are relevant
• developing a clear and well-structured response
• using correct Spanish grammar, syntax and spelling
• ensuring they link examples to their argument.