SACE Stage 2 Dutch key terms

The set of tasks marked by the student's own teacher during the year, contributing a fixed share of the final subject grade under SACE quality-assurance processes.

Tasks set or marked outside the school, such as an examination or externally marked folio, counting a prescribed percentage of the final grade and subject to central marking.

A named category of task in the subject outline, for example an oral interaction or a written response, each with its own specified weighting and conditions.

Published descriptors describing increasing levels of achievement in knowledge, skills and application, used by teachers and markers to place student work consistently.

A quality-assurance process in which samples of school-assessed work are reviewed against the performance standards to confirm that teacher judgements are comparable across schools.

A document given to students setting out the requirements of an assessment task: its purpose, conditions, due date, weighting and the criteria against which it will be judged.

A grid or set of descriptors specifying the qualities looked for at each achievement level, used to judge a piece of work consistently and to explain the mark awarded.

One of the ordered levels, from high to low, into which final subject results are placed, determined by combining school assessment and external assessment results.

A timed, supervised external assessment, usually written, taken under controlled conditions at the end of the year and marked centrally against published criteria.

A short period before writing begins when candidates may read the paper and questions but may not write, used to plan responses and check the structure of the paper.

The distribution of examination minutes across sections and questions, planned in advance so that each response receives time in proportion to its marks.

The number of marks attached to each question or criterion, signalling how much detail, evidence or development a response should contain.

Instructions printed on the examination paper stating the number of sections, the marks available, whether choice is permitted and any materials candidates may use.

An assessment in which candidates hear spoken Dutch, often twice, and answer questions in Dutch or English showing understanding of gist, detail and attitude.

Writing brief keywords and symbols while listening or reading so that key information is retained for later answers without distracting from continued comprehension.

Reading quickly through a text for its general meaning and structure before answering questions, allowing later detailed reading to be targeted.

Moving the eyes rapidly over a text to locate specific information such as a name, date or figure, without reading every word in sequence.

Working out meaning that is implied rather than stated, using context, tone and background knowledge, a skill commonly tested in higher-mark comprehension questions.

A written version of spoken text, sometimes supplied after a listening task, useful for checking spelling, structures and expressions heard in the recording.

A spoken assessment in which the candidate converses with a teacher or partner on familiar topics, judged on fluency, range, accuracy and appropriateness.

The ability to speak at a reasonable pace with few disruptive pauses, linking ideas smoothly even when searching for a word or self-correcting.

The production of Dutch sounds, stress and intonation clearly enough to be understood, including vowels, the g and ch sounds and final devoicing.

The degree of formality in language, chosen to suit audience and situation, for example formal u and informal jij in letters, emails and conversations.

Use of the polite pronoun u and corresponding verb forms when speaking or writing to strangers, officials or older people in professional contexts.

A fixed expression whose meaning cannot be deduced from its individual words, such as een appeltje voor de dorst, which candidates should recognise in texts.

A word in Dutch and English sharing a common origin and similar form and meaning, helpful for guessing vocabulary but sometimes misleading through false friends.

A Dutch word resembling an English word but differing in meaning, such as meer meaning lake rather than mere, which can cause comprehension errors.

The arrangement of sentence elements in Dutch, notably verb-second position in main clauses and verb-final order in subordinate clauses introduced by conjunctions.

Placement of the subject after the finite verb when a sentence opens with an adverb, time phrase or other element rather than the subject.

A word joining clauses or phrases, such as en, maar and omdat; coordinating conjunctions keep normal order while subordinating ones send the verb to the end.

A verb whose prefix detaches and moves to the end of a main clause, as in opbellen becoming ik bel je op, rejoining in subordinate clauses and infinitives.

A helping verb such as hebben, zijn or zullen used with a past participle or infinitive to form perfect tenses and future or modal meanings.

The verb form used in perfect tenses, usually beginning with ge- and ending in -t or -d, with irregular forms that must be learned individually.

Conventions governing Dutch orthography, including doubling and single vowels to show length, final devoicing in writing, and rules for plurals and verb endings.

An extended piece of writing in Dutch, often a letter, article or report, assessed for content, structure, range of language, accuracy and appropriateness to audience.

The linking of sentences and paragraphs through connectives, pronouns and consistent referencing so that a written or spoken text reads as a unified whole.

Restating information from a source in one's own words, a required skill when answering comprehension questions or summarising a text without copying it.