Swedish Continuers 2025 HSC exam pack

Before the exam

Students should:

• research and prepare information on all the syllabus prescribed topics
• gain insight into and understanding of all the syllabus prescribed topics from personal, community and global perspectives
• choose one syllabus prescribed topic for discussion in the oral exam
• ensure that their chosen topic can be addressed from a personal, community and global perspective
• be prepared to discuss other syllabus prescribed topics chosen by the examiner.

During the exam

Students should:

• communicate on their chosen topic and any of the other syllabus prescribed topics that the examiner may introduce in the course of the discussion
• elaborate and provide relevant information and details to address the examiner’s questions
• provide information, express and justify ideas and opinions, and comment on topics from personal, community and global perspectives
• provide a response based on the requirements of the question and avoid using pre-prepared material that may be irrelevant to the question
• respond to questions using a range of vocabulary, expressions and language structures and features
• manipulate the language to fulfil the requirements of the question
• respond in a coherent and logical way to the questions asked
• be prepared to be interrupted by the examiner
• use Swedish to ask for repetition and/or clarification of the question.

In better responses, students were able to:

• demonstrate a thorough, in-depth understanding of 2–3 prescribed topics
• discuss and support their ideas and views on topics for discussion from personal, community and global perspectives
• develop an analytical approach to the topics discussed, rather than responding with pre-prepared information that may not address the question
• come to insightful conclusions regarding issues connected with topics for discussion
• provide logical and well-structured responses to questions
• use specific vocabulary and expressions relating to topics for discussion
• use complex sentences and suitable idiomatic expressions to strengthen and support their ideas and opinions, for example, som du förstår ..., de går hand i hand med ..., är baserad på
• respond using a high level of grammatical accuracy, a wide range of vocabulary and expressions
• manipulate the language effectively to support their ideas and justify their point of view from personal, community and global perspectives, for example, … har utvecklat ett djupt intresse och uppskattning för....

Areas for students to improve include:

• supporting their ideas and opinions with relevant information and examples
• elaborating in all responses to questions
• using a range of specific vocabulary related to prescribed syllabus topics, for example, värderingar (values), kön (gender), jämställdhet (equality), rättvisa/likabehandling (equity), förebild (role model)
• using Swedish expressions and idioms
• using grammar structures, for example, prepositions such as intresserad av/på, för/till, fokusera om/på, om/av, om-för 10 år mm, definite/indefinite articles such as en/ett, and possessive pronouns
• applying correct word order in complex sentences and for dependent clauses.

Questions 1, 2 and 3

Students should:

• make notes in the column on the right-hand side of the page during reading of listening texts
• read the questions carefully and respond to all parts of the question in English or Swedish as instructed
• refer to both listening and written texts when required by the question
• transcribe their response onto the lines, using the space allocated beneath the question
• read the title, the questions and the whole written text before responding
• support their responses with relevant evidence from the text
• 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
• 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
• 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 the main points or ideas when asked to summarise
• use the dictionary appropriately to find the correct meaning of the word(s) or expressions in context.

In better responses, students were able to:

• highlight that Tobias wants to improve or practise his Swedish and get to know more about his background, rather than learn Swedish and learn about his background (Q1a)
• focus on all differences between Sweden and Australia, rather than just listing what happens in Sweden (Q1b)
• include both advantages and disadvantages of using ball bearings (Q2c)
• analyse key persuasive language used to attract jobseekers to apply in their chosen advertisement, for example, use of exclamatory positive statements, for example, ‘start your career!’, rhetorical questions, for example, ‘are you ready to start?’, inclusive pronouns, such as ‘we’, direct address, for example, ‘that you will …,’ ‘you are social ...,’ ‘you are curious …’, positive adjectives, for example, ‘cozy café’, ‘lovely colleagues’, ‘valuable career,’ and positive tone (Q3a)
• assess all job advertisements in Text 3A and their suitability for Thomas, and refer to Text 3A and Text 3B to support their assessment of the job advertisements (Q3c)
• explain Thomas’s interests, experience and requirements to assess how each job has both suitable and unsuitable features for him (Q3c)
• come to the correct conclusion that New and Trendy Clothing Store would be the job most suitable for Thomas and justify their final assessment with reference to the text (Q3c).

Areas for students to improve include:

• reading questions carefully to provide all key information required to answer questions fully
• translating Swedish words or examples into English for questions requiring responses in English, for example, translating fika as ‘coffee/tea break’ (Q1b)
• providing the advantages and disadvantages referenced in the text without including additional information from general knowledge (Q2c)
• addressing the demands of the question, for example, to analyse language features (Q3a) and assess suitability (Q3b)
• referencing both Text 3A and Text 3B (Q3c)
• supporting their response with evidence from the texts.

Question 4

Students should:

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

In better responses, students were able to:

• use persuasive language to attract families to attend the Sing for Peace festival, and include convincing arguments suited to their blog post, for example, Barn under 12 år går in gratis så ni kan spara mycket pengar!, Festivalen är lösningen på alla dina problem, Sjung för fred!, boka dina biljetter idag!, men vänta det blir ännu bättre
• write effectively for the target audience, for example, families who would enjoy attending the Sing for Peace festival
• demonstrate understanding of both the visual and written texts
• highlight the peace theme of the concert, that is, ‘well known artists who fight for peace’
• refer to the visual stimulus to note the range of activities, food and facilities available for families, for example, ‘something for all tastes’
• include positive adjectives and appropriate vocabulary, for example, en viktig välgörenhet, mumsig mat, talangfulla artister
• show understanding of all relevant information in a clear, structured and creative way. 

Areas for students to improve include:

• responding using the conventions of a blog post
• showing understanding of both visual and written text
• writing for the target audience using the texts as stimulus and using persuasive language to encourage families to attend, rather than listing or repeating information from the texts
• using Swedish expressions rather than English, for example, saying vi offrar mat instead of vi erbjuder mat, stall instead of marknadsstånd, farrishjul instead of pariserhjul
• using correct word order, for example, for prepositions saying oroliga på instead of oroliga för, längtar till instead of längtar efter.

Questions 5 and 6

Students should:

• read the question carefully and address all parts of the question
• plan their response to ensure a clear structure and sequence
• use the appropriate register and conventions of the type of text required
• create text appropriate for the context, purpose and audience
• manipulate the language to suit the requirements of the task
• commence and conclude appropriately
• use a variety of tenses, phrases and structures appropriate to the requirements of the question
• sequence information, ideas, opinions or perspectives logically for maximum effect
• use the dictionary effectively by selecting vocabulary to suit the context
• adhere to the suggested response length
• proofread and edit their work.

In better responses, students were able to:

• structure their text as an article (Q5) or an imaginative story (Q6) and use effective language and tone for the text type
• use a wide range of vocabulary, such as adjectives, adverbs and expressions suited to the questions, for example, Tuvas blick blev allvarlig (Q6), bättre välbefinnande (Q5), varit besatt av (Q6), starka begränsningar (Q5), tappat förmågan att umgås (Q5)
• use linking words to structure the texts, for example, å ena sidan, å andra sidan, först och främst, ju mer … desto bättre …
• use descriptive language that captures the reader, for example, saltet var tungt i den friska luften, i början var vår kärlek brinnande, vinden susade i mina öron, de var fyllda av skratt och lek (Q6)
• use strong arguments and rhetorical questions to engage the reader, for example, Kan känslan av isolering öka? (Q5)
• use effective language to discuss advantages and disadvantages of having age restriction on social media, for example, Men sociala medier är inte bara dåligt, sociala medier påverkar ungdomar på många sätt (Q5).

Areas for students to improve include:

• using Swedish expressions rather than Anglicisms, for example, saying en väg instead of ett sätt (one way), publik bibliotek instead of allmänt bibliotek (public library), nästan husen över instead of husen bredvid (the house next door)
• using correct word order in subordinate clauses, for example, placement of inte, that is, om en barn kan inte, instead of om ett barn inte kan
• using adverbial phrases in main clauses, for example, saying hon bara läser böcker instead of hon läser bara böcker
• using correct agreement between adjective and noun for plural, for example, föräldrar var förskräckt instead of föräldrarna var förskräckta, andra livsstil instead of andra livsstilar, många fördelarna instead of många fördelar.