SACE Stage 2 Japanese (background speakers) key terms

Assessment set and marked by the school during the year rather than by an external body. Results count toward the final grade and are moderated for fairness.

Marks awarded for work completed inside the school, such as oral presentations, written tasks and portfolios. These contribute a set share of the final subject result.

Assessment produced or marked outside the school, typically a final written examination and an externally assessed oral or investigation. It is scored against statewide standards.

The end-of-year examination set by the external authority. It tests reading, writing and listening skills under timed conditions and forms a major part of the external result.

A spoken assessment in which the student talks with an examiner, usually presenting a topic and answering follow-up questions. Fluency, range and interaction are judged.

An in-school task where students show language skill through a realistic activity, such as a speech, interview or role play, rather than a written quiz.

A scoring guide listing criteria and levels of quality. Students use it to understand what earns high marks and to check their own drafts before submitting.

The stated standards a task is judged against, covering areas such as content, accuracy, range and appropriateness. Knowing them helps students target their preparation.

The process of comparing school marks across classes or schools so that standards match. It prevents one teacher's marking from being harsher or more generous than another's.

A moderation meeting or procedure in which teachers review samples of student work together and agree on consistent marks against the shared criteria.

A student's own judgement of their work against the criteria, often done before submission. It builds awareness of strengths and gaps and supports improvement.

A short written or spoken reflection on what went well, what was difficult and what to change next time. It is often part of a portfolio or learning journal.

A collected set of a student's work over time, showing progress in writing and speaking. It may include drafts, final versions and reflections used for internal assessment.

An early version of a piece of writing, produced before the final copy. Drafting lets students reorganise ideas, check grammar and improve vocabulary.

The careful revision of a text to improve clarity, accuracy and style. It involves checking word choice, sentence flow and grammar before the final submission.

A piece of work set by the teacher, such as an essay, report or presentation, with a due date and stated criteria. Completing it counts toward internal marks.

The final date by which a task must be handed in. Missing it usually affects marks, so students plan their workload around it.

Planning how to use available time, both while studying and during a timed exam. Good management means answering all sections and leaving time to check.

Deciding how many minutes to give each question or section in an exam. It prevents spending too long on one item and running out of time elsewhere.

The way exam questions are presented, for example multiple choice, short answer, gap fill or extended response. Recognising the format helps students respond correctly.

The instruction attached to a question, telling students what to do, how long to write and what to include. Misreading it is a common cause of lost marks.

A question type requiring students to write full sentences or a short passage rather than choose an option. It tests organisation, grammar and range of expression.

Important words in a question or text that signal what is required, such as compare, explain or describe. Noticing them prevents going off topic.

The main points of a text or recording, separated from supporting detail. Summarising the key points is a frequent exam task in reading and listening.

A shortened version of a text that keeps the central meaning and removes unnecessary detail. It must be in the student's own words, not copied sentences.

Expressing the same idea with different words, often used to avoid copying and to show understanding. It requires wide vocabulary and control of grammar.

The arrangement of a piece of writing into introduction, body and conclusion. A clear structure helps the reader follow the argument and earns credit for organisation.

Words that link ideas, such as however, therefore and in addition. They make writing flow and show the logical relationship between sentences.

The quality of a text staying on one topic and linking ideas logically from start to finish. Lack of it makes writing hard to follow and lowers the mark.

Freedom from errors in grammar, spelling and word choice. It is one criterion in marking and improves with checking drafts and learning from feedback.

The ability to speak smoothly at a natural pace with few long pauses. It is judged in oral tasks alongside accuracy, range and pronunciation.

How words are said, including sounds, pitch and rhythm. Clear pronunciation helps the listener understand and is assessed in speaking tasks.

The pattern of stress or pitch placed on syllables in a word. In Japanese it distinguishes some words, so correct placement aids clarity in speech.

The rise and fall of the voice across a sentence, which can signal a question, surprise or emphasis. It affects how natural and understandable speech sounds.

The polite levels of Japanese, including honorific and humble forms. Using them appropriately matters when speaking to superiors or writing formal texts.

Polite language using forms such as です and ます and polite vocabulary. It is the baseline register for most formal speaking and writing tasks.

The situation in which communication happens, such as a shop, a classroom or a job interview. It determines which register and expressions are appropriate.

A speaking activity in which students act out a situation, taking a role such as customer or student. It tests practical communication and appropriate register.

Two-way exchange of spoken language, such as asking and answering questions. It is assessed in interaction tasks where responding appropriately matters as much as speaking.

The set of words a learner knows and can use. A wide vocabulary supports reading comprehension and allows more precise expression in writing and speech.