SACE Stage 2 Australian Languages - First Language key terms

The internally set and marked tasks, such as oral presentations, written responses and investigations, that a school designs and grades against the subject outline before external moderation.

The tasks set and marked outside the school, typically a written examination and an oral examination, that count toward the final subject result and are scored against published standards.

A single structured activity, such as a text response, report, or oral presentation, that students complete under set conditions and that produces evidence judged against the performance standards.

The published descriptors that describe the quality of achievement at each grade level, used by teachers and external markers to judge student work consistently against shared criteria.

The process in which teachers or external panels compare samples of school-assessed work against the standards to ensure grades are consistent and comparable across different schools and classes.

Assigning a letter or score to a completed task or subject, based on evidence matched against the performance standards rather than on comparison with other students in the class.

A grid of criteria and quality descriptors that shows what each level of performance looks like, helping students understand expectations and helping teachers judge work consistently.

The staged process of planning, writing and revising a response, with teacher feedback permitted at defined points, before the final version is submitted for assessment.

Reviewing a draft to correct grammar, spelling, punctuation, register and structure so that the final text meets the conventions of the target language and the purpose of the task.

The centrally set written paper, usually including comprehension, analysis and extended response sections, completed under supervised conditions and marked by external assessors against the standards.

A spoken assessment, often an interaction or presentation with an examiner, judged on fluency, accuracy, range of language and the ability to sustain and develop ideas in the target language.

A written or spoken text that students have not previously studied, requiring them to apply comprehension and analysis skills independently rather than recall prepared answers.

Examining how language choices, structure and features shape meaning and effect in a text, and explaining those choices with evidence from the text itself.

Working out meaning that is suggested but not stated directly, by connecting clues in the text with background knowledge and the writer's or speaker's apparent purpose.

Understanding the literal and implied meaning of a spoken or written text, including main ideas, supporting detail, relationships between parts, and the writer's or speaker's attitude.

A sustained piece of writing or speech, such as an essay, article or speech, that develops a position or interpretation with organised arguments and supporting evidence.

The level of formality and the language choices suited to a particular audience, purpose and situation, ranging from casual conversation to formal public address.

The intended readers or listeners and the reason for communicating with them, which together shape content, structure, tone and language choice in any text.

The way sentences and paragraphs are linked through reference words, connectives, repetition and logical order so that a text reads as a connected whole.

The overall clarity and logical unity of a text, where ideas follow a sensible order and every part contributes to the central message the writer or speaker intends.

The ability to speak or write with reasonable speed, smoothness and continuity, with few disruptive pauses, so that meaning is conveyed without undue strain on the listener.

Correct use of grammar, vocabulary, spelling and punctuation in the target language, judged against the conventions expected at this level of study.

The way speech sounds are produced, including individual sounds, stress and intonation, so that what is said is intelligible to a listener familiar with the language.

The pattern of rising and falling pitch across an utterance, which can signal questions, emphasis, emotion or the speaker's attitude independently of the words used.

The system of rules governing how words change form and combine into phrases and sentences, including tense, agreement, case and word order in the target language.

The arrangement and ordering of words and phrases within sentences, including how clauses are combined and how emphasis is created by moving elements from their usual position.

The breadth and appropriateness of the words a student can use, including everyday and specialised terms, collocations and expressions suited to different topics and situations.

A fixed expression whose meaning cannot be worked out from its individual words, understood and used appropriately by speakers of the language in particular contexts.

The habitual pairing of words that native-like users expect together, such as a verb with a particular noun, which makes expression sound natural rather than merely grammatical.

Restating the meaning of a source in one's own words and structure while keeping the original sense, usually shorter and integrated into one's own argument.

Reproducing a source's exact words, marked clearly and used sparingly to support a point, with the source acknowledged according to the required citation conventions.

Acknowledging the sources of ideas, data and words used in a response through in-text citations and a reference list, following the style required by the subject.

Presenting another person's words, ideas or work as one's own without proper acknowledgement, whether copied directly, closely paraphrased, or taken from another student.

A school-assessed task in which students research a question or issue, gather and evaluate sources in the target language, and present findings in an appropriate spoken or written form.

Two-way spoken communication in which participants listen, respond, initiate and maintain the exchange, adapting language to the other speaker and the unfolding situation.

The social norms, values, history and expectations surrounding a text or exchange, which shape how language is used and how meaning should be interpreted.

A written record of spoken language, sometimes including pauses and other features, used to analyse speech or to present interview and dialogue evidence in a response.