SACE Stage 2 Portuguese (continuers) key terms

The school-based assessment component of the course, marked by teachers and quality-assured by the external authority. It usually counts for a set proportion of the final grade and covers work completed during the year.

Assessment set and marked outside the school, typically an end-of-year written and oral examination. It contributes a fixed share of the final result and is conducted under standardised conditions.

A spoken test in which the candidate talks with an examiner or assessor, usually combining a short monologue, a discussion and questions. It measures fluency, pronunciation, range and interactive skills.

A timed written examination containing reading, listening and writing tasks. Candidates respond in Portuguese and are assessed on comprehension, accuracy, range and organisation of ideas.

The skill of understanding spoken Portuguese from recordings or live speech. Tasks may require identifying main ideas, specific details, attitudes or implied meaning from authentic audio.

The skill of understanding written Portuguese texts such as articles, stories, advertisements and notices. Candidates locate information, infer meaning and identify purpose, tone or audience.

The skill of writing original Portuguese texts, such as emails, articles, letters or short essays. Assessment considers task fulfilment, organisation, vocabulary range, grammar accuracy and register.

The ability to take part in a spontaneous spoken exchange, responding to a partner, asking questions and keeping the conversation going. It is a key criterion in the oral examination.

The ability to speak at a natural, steady pace with few long pauses, linking ideas smoothly. Fluency is judged separately from grammatical accuracy and includes rhythm and ease of expression.

How clearly and correctly a speaker produces the sounds, stress and rhythm of Portuguese. It affects intelligibility and is assessed in oral tasks, including awareness of open and closed vowels.

The characteristic way of pronouncing a language associated with a region or social group. Candidates should recognise major varieties, such as European and Brazilian Portuguese, in listening tasks.

The level of formality in language, ranging from informal speech among friends to formal written communication. Choosing the right register for the audience is a common assessment criterion.

The system of address forms in Portuguese, such as tu, você, o senhor and a senhora. Correct choice depends on the relationship, formality and regional convention and affects verb forms.

Agreement between sentence elements, especially matching verbs with subjects and articles, adjectives and nouns in gender and number. Errors here are frequent and are penalised in written work.

The grammatical category that classifies Portuguese nouns as masculine or feminine. It determines article and adjective forms and often differs from the natural gender of the object named.

The grammatical distinction between singular and plural in nouns, pronouns, adjectives and verbs. Portuguese marks plurals in various ways, including endings such as -s, -es and -ões.

A word that joins words, phrases or clauses, such as e, mas, porque and embora. Correct use supports complex sentences and improves coherence in writing and speaking.

A linking expression that shows relationships between ideas, such as however, therefore or in addition. A varied and accurate range of connectors is rewarded in extended writing and oral tasks.

The way sentences and paragraphs are linked so a text reads as a unified whole. It relies on connectors, pronoun reference and consistent topic development and is a common marking criterion.

Working out meaning that is not stated directly, using context, prior knowledge and clues in the text. Inference questions appear in reading and listening tasks and require evidence-based conclusions.

The subject or topic a text, talk or discussion deals with, such as family, migration, environment or technology. Identifying the theme quickly helps candidates orient themselves in exam tasks.

The central point a text or speaker is making, as distinct from supporting details. Many comprehension questions ask candidates to select or summarise the main idea in their own words.

A short account of a text's key points in the writer's own words. Producing a summary tests comprehension and paraphrasing and requires selecting relevant information and omitting detail.

Expressing the same meaning using different words, often to show understanding or avoid copying. It is a valued skill in summary tasks and in citing sources honestly.

Presenting another person's words or ideas as your own without acknowledgement. In assessed work it breaches academic integrity rules and can result in penalties or loss of marks.

The materials a student uses when researching or writing, such as books, articles, websites or interviews. They should be relevant, reliable and properly acknowledged in assessed work.

The information identifying a source, such as author, title and date, included so readers can locate it. Consistent referencing supports academic honesty in research and writing tasks.

The published standards used to judge performance, such as content, organisation, vocabulary, grammar and fluency. Understanding them helps candidates direct effort to what markers actually reward.

A marking guide that describes levels of performance for each criterion. It shows candidates how descriptors translate into scores and clarifies expectations for a task.

The process of checking that teachers' marks are consistent with agreed standards across schools. It may involve reviewing samples of student work and adjusting marks to ensure fairness.

A school-assessed project in which students research a topic linked to Portuguese-speaking cultures and present findings in written and spoken form. It develops independent research and language skills.

A structured spoken presentation on a prepared topic, often followed by questions. It is assessed on content, organisation, language accuracy, pronunciation and engagement with the audience.

The community of Portuguese-speaking countries and regions across several continents, including Portugal, Brazil, Angola, Mozambique and Timor-Leste. Cultural topics in the course often draw on this diversity.

The shared customs, values, arts and traditions of a group. In language study it covers practices, products and perspectives of Portuguese-speaking communities and is a frequent discussion theme.

A word with a similar meaning to another, such as rápido and veloz. Recognising synonyms helps in comprehension and in paraphrasing during summary and rewriting tasks.

A word with the opposite meaning to another, such as alto and baixo. Identifying opposites supports vocabulary building and helps answer questions that ask for contrasting ideas.

A verb form showing when an action occurs, such as present, past or future. Accurate control of tenses, including imperfect and subjunctive forms, is essential for clear narration and argument.

The grammatical category expressing the speaker's attitude, mainly indicative, subjunctive and imperative in Portuguese. Choosing the right mood, especially after certain conjunctions, is often tested.