SACE Stage 2 Japanese (background speakers) flashcards

31 cards. Read the term and the definition here. The deck at the top of this page is optional.

Folio weighting

In SACE Stage 2 Japanese (Background Speakers), the Folio is Assessment Type 1 and contributes 40% of the final subject grade, assessed by the school and externally moderated.

In-depth Study weighting

The In-depth Study is Assessment Type 2 in the school-assessed component and contributes 30% of the final grade; it involves investigating a topic and presenting findings in Japanese.

School assessment total

School assessment comprises the Folio and the In-depth Study and together makes up 70% of the final SACE Stage 2 Japanese (Background Speakers) grade.

External assessment total

External assessment contributes 30% of the final grade and consists of an oral examination and a written examination set and marked by the SACE Board.

Performance standards A to E

SACE subjects use five achievement levels, A to E, described in performance standards; grades are judged holistically against these descriptors rather than by percentage cut-offs.

Moderation purpose

External moderation checks that school assessment judgements match the performance standards; reported school grades may be adjusted if the evidence does not support the awarded level.

Background speaker assumption

Background-speaker courses assume strong everyday fluency, so assessment focuses on analysis, formal registers, and extended production rather than beginner vocabulary and grammar.

です・ます体 use

The polite です・ます register is expected in formal spoken interaction and in text types such as letters, emails to unfamiliar recipients, and polite speeches.

だ・である体 use

The plain だ・である register suits reports, essays, and analytical writing; mixing it with です・ます within one formal text is a register error.

Keigo categories

Japanese honorific language has three main types: 尊敬語 (respectful, elevating the other person), 謙譲語 (humble, lowering oneself), and 丁寧語 (polite です・ます forms).

Oral interaction evidence

An oral interaction task in the Folio assesses the ability to sustain a conversation, ask and answer questions, and adjust register to the interlocutor.

In-depth Study sources

The In-depth Study requires Japanese-language sources; students analyse them and present conclusions in Japanese, usually through both written and oral modes.

Text-type conventions

Each text type has expected features: a letter has a salutation and closing, a report has headings and a conclusion, and an opinion piece states and supports a position.

Kanji accuracy criterion

Assessment criteria reward correct kanji use appropriate to the level; substituting kana for expected kanji or writing non-standard forms reduces the accuracy judgement.

Holistic judgement

Assessors weigh the whole body of evidence against the performance standards instead of averaging individual task scores, so sustained quality across tasks matters.

Formative versus summative

Formative tasks give feedback during learning and are not counted; summative tasks provide the assessed evidence reported for the Folio and In-depth Study.

Oral examination format

The externally assessed oral is a conversation in Japanese with external assessors, testing interactive fluency, range of expression, accuracy, and appropriateness of register.

Written examination sections

The external written examination typically includes listening, reading, and writing sections, with responses in Japanese and some extended analytical writing.

Authentic text analysis

Examination reading texts may be articles, interviews, or notices; questions ask about main idea, inference, purpose, audience, and the writer's attitude.

Inference question strategy

Inference questions require conclusions not stated directly; the answer must be supported by textual clues such as tone, word choice, and contrast markers like しかし.

Listening note-taking

In the listening section, notes should capture key nouns, numbers, and the speaker's conclusion; answers are written in Japanese or English as the question directs.

Dictionaries in exams

Unless the SACE Board states otherwise for a specific examination, dictionaries are not permitted, so prescribed kanji and vocabulary must be known independently.

Prescribed kanji knowledge

The syllabus specifies kanji expected for recognition and production; examination writing assumes accurate use of these characters without reference materials.

Register in exam writing

Examination writing tasks specify a text type and audience; the chosen register must match, for example です・ます for a letter and だ・である for a report.

Word-count discipline

Extended writing tasks set a required length; responses far under or over the limit can lose marks for task fulfilment, so planning before writing is essential.

Cohesive devices

Connectives such as したがって, 一方, and その結果 signal logical relationships and are rewarded under criteria for structure and coherence.

Transitivity and particles

Accurate particle use (が, を, に, で) and correct transitive/intransitive verb pairs are central to the grammar accuracy criterion in external marking.

Combining results

The final subject grade combines the moderated school assessment (70%) with the external examination result (30%); external marks are not rescaled by the school.

External marking consistency

External examiners apply the same A to E performance standards as schools, so the descriptors for understanding, analysis, and production are identical across components.

Exam time management

Allocate time across listening, reading, and writing according to mark value; the writing task usually carries substantial marks and needs planning and checking time.

Reading for gist first

Skim the whole passage before answering detail questions; this establishes context and prevents misreading individual sentences that depend on surrounding argument.