The document provides guidance on preparing for and taking the oral and written examinations for the Japanese Beginners HSC course. It outlines the structure and requirements of the oral exam, which is a 5-minute conversation, and the listening section of the written exam, which involves answering questions about texts. It emphasizes the importance of practicing pronunciation, vocabulary, and sample questions to be prepared to interact naturally and demonstrate a range of knowledge during the oral exam. For the listening section, it advises students to familiarize themselves with topics, practice listening to Japanese, and develop their vocabulary in order to understand texts and answer questions effectively.

2. How to approach the exam: the Oral Examination
Examination specifications
The new Japanese Beginners syllabus was examined for the first time in 2008.
The oral examination takes approximately five minutes and is worth 20 marks.
The oral examination assesses your knowledge and skills in interacting in Japanese. It relates
toObjective 1 – Interacting, and the following outcomes, where you:
1.1 establish and maintain communication in Japanese
1.2 manipulate linguistic structures to express ideas effectively in Japanese
1.3 sequence ideas and information.
The oral examination is held on a date in Term 3, earlier than the HSC written examinations.
The Board of Studies publishes a Languages Oral Examinations Timetable each year at
(http://www.boardofstudies.nsw.edu.au/events/ ). You should be familiar with the practical
advice supplied with the timetable. You will be advised of the examination date, time and
venue at least three weeks prior to the examination. Make sure that your school and the
Board of Studies have your correct contact details.
The examination will consist of a general conversation between you and an examiner. In the
conversation, you and the examiner will discuss your personal world, as it relates to the
prescribed topics in the syllabus.
You are not permitted to use dictionaries or refer to written notes during the oral
examination.Other useful and related documents provided by the Board of Studies are
included at the end of this section.
Preparing for the examination
You should aim to establish effective communication and to maintain the flow of the
conversation to create the best overall impression. You should demonstrate how well you
can:
exchange relevant information (i.e. give relevant answers to the questions asked)
exchange opinions and make comments (e.g. say why you like something, why you
don‟t want to do something, etc.)
use appropriate intonation and pronunciation
demonstrate a variety of vocabulary and Japanese structures.
This is an examination for which you can be well prepared. You may be asked about aspects
of everyday life (see the topics listed below), from the perspective of your personal world.
This is your opportunity to talk about yourself, your friends, your family, etc.
You are advised to:
familiarise yourself with the topics prescribed in the syllabus. These are:
o Family life, home and neighbourhood
o People, places and communities
o Education and work
o Friends, recreation and pastimes
o Holidays, travel and tourism
o Future plans and aspirations

3. learn as much useful vocabulary and expressions as you can. This will enable you to
speak across the range of topics.
practise your pronunciation. There are a number of resources available to help you do
this, e.g. the audio material which comes with textbook courses, commercially
available material which focuses specifically on pronunciation, etc. Some of these are
available electronically. Listen carefully and try to model your pronunciation on what
you hear.
practise responding to a wide range of sample questions.
practise speaking with classmates, with other Japanese teachers, etc.
record your answers and, if possible, ask your teacher for feedback. This will give you
practice in recording your responses and will also help you to assess areas on which
you may need to focus, e.g. pronunciation, intonation, variety of vocabulary, sentence
structure, etc.
practise speaking in full sentences and extending your responses where possible. This
will enable you to show a greater facility with Japanese than if you consistently
answer with simple phrases or single words. Practise making a number of relevant
comments in your response. E.g.
Examiner: あなたのご家ぞくは、何人ですか。
Student: ４人です。父と母とあねが一人います。
Examiner: おねえさんは、どんな人ですか。
Student: あねは、２３さいで、大学生です。大学で、け
いざいを べんきょうしています。やさしく
て、おもしろい人です。
Examiner: そうですか。あなたは、今、どこに住んでいま
すか。
Student: シドニーのマンリーに住んでいます。海がちか
くて、きれいな町です。しゅうまつによく海に
行ってサーフィンをしたり、水えいをしたりし
ます。
practise giving a range of information in your answers. You may be asked a range of
questions from the perspective of your own personal world and you should not limit
yourself to extremely brief answers. Conversing well, across a range of topics, will
create a good impression. It is up to you to maximise this opportunity during the five
minutes of the examination. You should remain consistent throughout the
conversation, e.g. it is inadvisable to say you have three brothers at the beginning of
the examination and then claim to be an only child at the end.
practise speaking in the past tense, as you may be asked about things that have
happened in the past. In Japanese you must be particularly careful of the past tense
of adjectives.

4. practise speaking using です/ます verb forms as you will be speaking to an examiner
so should not use plain forms
practise using aizuchi such as そうですね to make your conversation sound more
natural.
During the examination
You should:
remain calm and speak confidently and clearly.
avoid the temptation to rush into a response. If you need a moment to think about
your answer, then take this – just as you might in a normal conversation. On the
other hand, long pauses would not be natural, and should be avoided, especially as
this examination only lasts for five minutes. Aizuchi such as あのう… or そうですね are
good „fillers‟.
listen carefully to the question. If you have not understood, or are uncertain, then ask
the examiner in Japanese for clarification, or to repeat it, e.g. すみません、わかりません
or すみません、もういちどおねがいします.
be aware that the questions asked may follow on from the answers you have already
given. However, a number of different topics may be covered in the exam. So there
may be a switch to other topics during the course of the conversation. You should be
prepared for this to happen.
be prepared to expand your answers. This does not mean giving a prepared
monologue and attempting to dominate the conversation. However, you should
attempt to expand your responses by making a number of relevant comments to
demonstrate the range of vocabulary and Japanese structures you have at your
disposal. You may find that aiming for roughly three comments in an extended
response will assist you in this.
try to treat every question as a springboard to show what you know. Avoid the
temptation to restrict your response to はい or いいえ, or to simply repeat the question.
Consider the following examples. Which response do you think would make the better
impression?
Example 1 Examiner: スポーツがすきですか。
Student: はい。（すきです）
Example 2 Examiner: スポーツがすきですか。
Student: はい、テニスが大すきです。まいしゅ
う、土よう日のあさ、三時間ぐらい友
だちとテニスをしす。
be aware that this is not a normal „conversation‟, but rather a one-way conversation,
with a series of questions provided for you to demonstrate your knowledge. It is
therefore not appropriate for you to ask the examiner questions, e.g. whether he/she
has seen a film, where he/she goes on holidays, etc.

5. remember that there is a wide range of possible questions that you could be asked. It
is impossible to accurately predict the questions in this type of examination. However,
if you have practised, you can be confident you will be able to handle any line of
questioning that develops.
answer as best you can, but do not worry if there is a question you cannot answer. A
range of questions may be asked across a range of topics.
be aware that you should not ask the examiner for assistance, other than to repeat or
clarify the question.
be prepared to answer a question(s) in the past tense.
avoid using English words if you don't know the correct word or expression in
Japanese. You should have a range of appropriate vocabulary at your disposal and
should keep to what you know to be correct. The examination is not a good time for
experimentation.
always remember that the examiner‟s role is to facilitate the examination. The aim is
to provide you with a positive experience, by giving you the opportunity to show your
range of ability in spoken Japanese.
Related Board of Studies Websites
At the Board of Studies website (http://www.boardofstudies.nsw.edu.au/ ), you can
access the following:
- Japanese Beginners syllabus
- HSC (Year 12) Examination Timetable
- 2008 HSC Specimen Examination Package
- Past examination papers
- Notes from the Examination Centre
- Equipment Checklist for Higher School Certificate Examinations and School Certificate Tests
- Rules and Procedures for Higher School Certificate Candidates.
Board of Studies Standards Packages
http://arc.boardofstudies.nsw.edu.au/go/hsc/std-packs/#j
**** To listen to sample answers for each band of the speaking exam
http://arc.boardofstudies.nsw.edu.au/standards-packs/SP09_15820/

6. How to approach the Written Examination
Section I: Listening
1. Examination specifications
The new Japanese Beginners syllabus was examined for the first time in 2008.
The Written Examination is held in the HSC Examination period each year in Term 4. The
Board of Studies publishes an Examination Timetable in Term 2 each year listing details of
written examination dates and times. The website is included at the end of this advice.
The first section of the Written Examination is Section I: Listening. It is designed to assess
your knowledge and skills in responding to spoken texts. It relates to Objective 2 –
Understanding Texts, and the following outcomes, where you:
2.1 understand and interpret information in texts using a range of strategies
2.2 convey the gist of and identify specific information in texts
2.3 summarise the main points of a text
2.4 draw conclusions from or justify an opinion about a text
2.5 identify the purpose, context and audience of a text
Section I: Listening will be approximately 40 minutes long and is worth 30 marks.
You will hear 9-12 texts in Japanese. These texts will be related to the topic areas prescribed
in the syllabus (see below) and will be of varying length.
There will be a range of question types, such as open-ended and multiple-choice questions,
or completion of a table, list or form. Questions will be in English and you will be required to
answer in English. The mark allocation for each question will be included on the examination
paper.
There will be 10 minutes reading time before the Written Examination. Reading time is for
reading, and NO writing or highlighting may be undertaken during reading time. The
presiding officer will advise you when you may take up your pens.
You may use monolingual and/or bilingual print dictionaries during the Written Examination,
includingSection I: Listening. You may consult your dictionaries during reading time and
during the examination.
You will hear each text twice, with a pause between the two readings. You may make notes
at any time and will be given sufficient time at the end of the second reading to complete
your response. This time may vary, depending on the length of the response required.
When Section I: Listeninghas concluded, you may review and amend your answers in your
own time, moving on to the rest of the Written Examination (Section II: Reading and Section
III: Writing in Japanese) when you are ready to do so.
You may return to Section I: Listening to review and amend your answers at any time during
the Written Examination. Section I: Listening is handed in at the end of the Written
Examination, with the rest of the paper.

7. 2. Preparing for the Listening Section
The six prescribed topics are studied from two perspectives. These are:
the Personal World
the Japanese-speaking Communities.
The six prescribed topics are:
Family life, home and neighbourhood
People, places and communities
Education and work
Friends, recreation and pastimes
Holidays, travel and tourism
Future plans and aspirations.
In order to be well-prepared for Section I: Listening, you should familiarise yourself with a
wide range of vocabulary relevant to the syllabus topics. A sound vocabulary base is the key
to success, enabling you to establish a context, gain a good global understanding of each text,
infer information and identify the main points and specific information.
A good knowledge of vocabulary will also allow you to make linguistic connections.
E.g., if you know the word 物 (もの) meaning thing, it is possible to deduce the meaning of
the word 食べ物, (たべもの), food, のみ物 meaning drink and よみ物,something to read etc. If
you know that 高校 (こうこう) is senior high school, you can deduce the meaning of words
such as 高校生 (こうこうせい), senior high school student, and 高校生かつ, school life at senior
high school etc. If you know that りょうり is cuisine, you can deduce the meanings of words
such as 日本りょうり、タイりょうり、インドりょうり etc.
There is no substitute for developing a sound vocabulary base and learning to recognise as
many key words as possible. The dictionary is a very useful tool if there is a key word you do
not know. In this instance, you should jot down the key word in Japanese for checking later.
However, you should not be tempted to rely on the dictionary for too many common words.
You will not have time during the reading of the text to look up a significant number of words.
In preparing for Section I: Listening, you should listen to as much Japanese as possible and
practise answering questions which are appropriate to the Japanese Beginners course. Some
of the resources available include:
past HSC Japanese Beginners examination papers and CDs/cassettes (However, note
that there has been a change in the syllabus, and past HSC papers before 2008 are
quite different to the 2009 HSC examination format. Past papers can be accessed
athttp://www.boardofstudies.nsw.edu.au/hsc_exams/ . You should try to complete
all the past Beginners HSC exam papers since 2000 [or 2 Unit Z prior to 2000]. Your
school may be able to provide you with past papers‟ Listening Sections on cassette or
CD.)
cassettes, CDs and CD-ROMs accompanying course books
materials produced by the Centre for Learning Innovation (ask your teacher for help
in accessing these) Motto hanashitai! Moshi Moshi kiite, and Nihongo no benkyo
commercial listening packs including the Board of Studies Japanese 2 Unit Z materials,
available from the Board
selected language-learning cassettes, CDs and videos available to schools through the
NSW DET Languages Consultant, Japanese and The Japan Foundation in Sydney
Other sources of a more general nature can provide further opportunities for you to hear
spoken Japanese. These include SBS radio and television in many areas of NSW.

8. However, subtitled programs such as films and documentaries may be of greater benefit to
you as a student of Japanese Beginners than, for example, news programs.
Another valuable resource is the Notes from the Marking Centre. These are available for all
HSC examination papers published since 1995 and provide advice for students and teachers
given by Supervisors of Marking and HSC markers. For links to the Notes, past examination
papers, HSC syllabuses and specimen papers, visit the website of the Board of Studies listed
at the end of this advice.
3. During the examination
If you are well prepared, you can approach this section with confidence, knowing you are
capable of coping with this exam, including dealing with the unexpected.
At the commencement of Section I: Listening, a text may be read to familiarise you with the
speakers‟ voices.
The questions will be read before the first reading of the text. During this reading you should
focus on the key word(s) in the question(s), e.g., are you being asked when an event
happened orwhere? You may find it helpful to underline or highlight these key word(s) to
avoid misreading the question.
You should be familiar with your own style of answering. Some students prefer to concentrate
during the first reading, without writing anything down. Others prefer to jot down relevant
points in the Candidate's Notes column as soon as the first reading begins. You should know
which strategy is best for you and keep to your own approach.
During the first reading, listen for key words that will help you identify the gist of the text and
begin to formulate your response. Do not panic if you do not understand everything.
Remember that unfamiliar vocabulary may be provided in English in the question, or may not
even be required in your answer. You can often gain a good understanding of the text,
without knowing every word.
During the second reading, listen for any details you may have missed and complete your
answer. If you have concentrated on the spoken text, you should be able to replay in your
mind some of the key words.
Remember that answers in note form are acceptable, as long as the meaning is completely
clear and unambiguous.
If you have not understood a key word, write it down in the Candidate's Notes column in
Japanese. Looking at the word may help you to recognise it, even if your spelling is incorrect.
Some answers will require more information than others and the number of marks allocated
to each question is a guide to the depth of the answer required. It is common practice for
questions to be placed on the examination paper in order of increasing mark value and
difficulty, with those questions worth fewer marks at the beginning of the examination, and
those worth more marks towards the end.
The number of lines printed on the paper is often a guide to indicate the length and depth of
the response required. It should be noted, however, that these lines are a guide only, and
you should write beyond the lines if the space provided is insufficient for your needs.
You are advised to use your time wisely. If you have time between questions, you should
quickly review a previous answer, or answers. Check to see if your response has been clearly

9. expressed, or if your English expression is ambiguous. Remember the only way you can be
assessed is by the answer you have written.
Ensure that you have transferred all relevant information written down in the Candidate's
Notes to the answer’s space on the printed lines. If you do not have enough time to do this,
circle the information you wish to include and draw an arrow to link it to the printed lines.
If you decide to change an answer, especially a number or spelling response, do not over-
write the original answer. Delete the original and write the correct information above or
beside it so that your response is legible.
Pay careful attention to providing all relevant detail and information. This may be required for
a complete response, e.g. a question worth three marks may not always be fully answered by
three points of information, as marks are awarded for the quality of a response. You need to
provide a fully supported response to ensure the quality is worthy of full marks.
Do not panic if you miss hearing the information required for an answer or part of an answer.
If you really have no idea, you should make an intelligent guess based on the understanding
you have derived from the text as a whole. There is a chance you may be right. If you leave
your answer blank, you will certainly receive no marks.
You should maintain your concentration and treat each question as a new beginning. If you
have found one particular question difficult, it is likely that other students may have found it
challenging too. Put it behind you and focus on the next question as soon as it is announced.
Never give alternatives in your answer. It is your responsibility to decide on which of two or
more alternatives is the correct answer, e.g. “Akiko goes to school by bike/train” (from the
text 秋子さんはじてん車で学校に行きます。).
If you are asked to give a time, e.g. しんかんせんは二十時に出ます。(the bullet train is leaving
at 20:00), you may leave it in 24 hour time. If you do decide to convert it, clarify your
answer by adding a.m. or p.m. (and also check that your mathematical calculation is correct).
In some questions you may be asked to form a conclusion or give an opinion, supporting your
answer with evidence from the text. Always remember to base your answer firmly in the facts
you have heard. You should link your response back to specific information, so that you can
support your answer and relate your response, or any conclusions you have drawn, to the
text itself.
4. Related Board of Studies Websites
At the Board of Studies website (http://www.boardofstudies.nsw.edu.au/ ), you can
access the following:
- Japanese Beginners syllabus
- HSC (Year 12) Examination Timetable
- 2008 HSC Specimen Examination Package
- Past examination papers
- Notes from the Examination Centre
- Equipment Checklist for Higher School Certificate Examinations and School Certificate Tests
- Rules and Procedures for Higher School Certificate Candidates.

10. Section III: Writing in Japanese
1. Examination specifications
The new Japanese Beginners syllabus was examined for the first time in 2008.
The Written Examination is held in the HSC Examination block each year in Term 4. The
Board of Studies publishes an Examination Timetable in Term 2 each year listing details of
written examination dates and times. The website is included at the end of this advice.
The third section of the Written Examination is Section III: Writing in Japanese. It is designed
to assess your ability to produce written text in Japanese for a specific audience, purpose and
context. It relates to Objective 1: Interacting and Objective 3: Producing Texts, and the
following outcomes, where you:
1.1 establish and maintain communication in Japanese
1.2 manipulate linguistic structures to express ideas effectively in Japanese
1.3 sequence ideas and information
3.1 produce texts appropriate to audience, purpose and context
3.2 structure and sequence ideas and information
3.3 apply knowledge of diverse linguistic structures to convey information and
express original ideas in Japanese
Section III: Writing in Japanese is in two parts and is worth a total of 20 marks. You are
advised to allow about 50 minutes for this section.
You will be required to produce texts for Part A and Part B which have been taken from the
texts prescribed in the syllabus. These are:
article (e.g. for a school magazine)
diary/journal entry
email
informal letter
message
note
postcard
script of a talk (to an audience)
The questions for both Part A and Part B will be related to the six topics prescribed in the
syllabus.
There will be 10 minutes reading time before the Written Examination. Reading time is for
reading, and NO writing or highlighting may be undertaken during reading time. The
presiding officer will advise you when you may take up your pens.
You may use monolingual and/or bilingual print dictionaries during the Written Examination,
includingSection III: Writing in Japanese. You may consult your dictionaries during reading
time and during the examination.

11. Part A (10 marks)
Part A will consist of two writing tasks. You will need to write a total of approximately 250 ji,
e.g.
Task 1: a response of approximately 100 ji (4 marks)
Task 2: a response of approximately 150 ji (6 marks).
Questions will be written in English, but may also involve stimulus material written in
Japanese (e.g. a postcard with a Japanese greeting).
Part B (10 marks)
Part B will consist of one extended writing task of approximately 250 ji.
You will have a choice of two questions. These two questions will:
be phrased in both Japanese AND in English
require one extended response in Japanese
be drawn from different topics
require you to write the same type of text (e.g. a letter).
2. Preparing for the Writing Section
The six prescribed topics are studied from two perspectives. These are:
the personal world
the Japanese-speaking communities.
The six prescribed topics are:
Family life, home and neighbourhood
People, places and communities
Education and work
Friends, recreation and pastimes
Holidays, travel and tourism
Future plans and aspirations.
The following advice may assist you in preparing for this section of the examination:
Practise allocating time to each of the tasks. This will ensure you allow yourself
adequate time to respond appropriately within the given time frame.
Practise planning and writing appropriate texts of, e.g. 100 ji, 150 ji and 250 ji, and
familiarise yourself with the skills required to communicate effectively in each text.
This will also assist you in recognising what a set number of ji looks like in your own
handwriting and ongenkooyooshi (grid paper). The specimen examination paper
shows 15 ji on each line. Practise the appropriate conventions for punctuation,
writing katakana and small hiragana つ、や、ゆ、よ. It is important to practise writing
by hand.
Practise writing responses drawn from all the topic areas listed in the syllabus, so that
you have a comprehensive bank of vocabulary at your disposal. Some texts lend
themselves to shorter responses of 100 and 150 ji, e.g. a note, message, short email

12. or postcard. Others lend themselves to longer, extended responses of 250 ji, e.g. an
article, diary entry, email, informal letter, the script of a talk. You should, however, be
practised in writing both short and long responses for all prescribed texts.
Correspond with a Japanese penfriend, either by mail or on the internet. This will
assist you in developing your writing skills in an authentic context. However, it is very
important that you practise writing in the modern standard version of Japanese. Even
when writing shorter texts, it is important to note that it is best not to use
abbreviated forms or non-standard versions of Japanese in the examination situation.
Pay attention to verbs. Verbs are the cornerstone of most sentences and it is
important to take care with tenses and plain and polite forms. You will create a more
positive impression in your written texts if your verbs are consistently correct.
Remember that adjectives also have tenses and plain and polite forms in Japanese.
Learn from your mistakes. Always carefully review corrected work handed back by
your teacher, noting mistakes and corrections and asking for clarification when
necessary.
Avoid the temptation to learn prepared answers off by heart and expect them to fit
any question. It is highly unlikely that a prepared answer will be relevant, and
responses that are not written specifically for the examination question will be
immediately obvious. Remember that relevance to all aspects of the question is vital
in your response.
Practise using a dictionary effectively. This requires a particular skill. You need to be
familiar with the Japanese alphabet order so that you can look up words quickly. You
also need to practise working out the plain (dictionary) form of verbs. In addition,
cross-checking a word can be a good idea if you are uncertain whether you have
chosen the correct alternative.
3. During the examination
You should:
clearly indicate on your answer paper which question you are attempting.
read the questions carefully – they will be given in both Japanese and English. If the
question includes a stimulus in Japanese (e.g. a caption on a postcard), this will not
be translated, and you should be certain you understand what it means, to ensure
your response is relevant.
write at least the minimum number of ji advised in the question. Remember you may
write more than the advised number of words, although this will not be essential for
gaining full marks if your response is of a high quality. An accurate, interesting, well-
crafted response, written in the advised number of words, will make a more positive
impression than one which is significantly longer, but is disjointed and full of
mistakes.
allocate an appropriate amount of time to each writing task to ensure you are not
hurrying to complete the third task, which is an extended response and worth the
most marks. The suggested time taken to complete this section is 50 minutes, so you
might decide to spend about 10 minutes on the first task in Part A (worth 4 marks),
15 minutes on the second task in Part A (worth 6 marks), and about 25 minutes to
complete the task in Part B (worth 10 marks). However, from practice you will know
which allocation of time is best for you.

13. take time to plan your answers, even if it means simply noting down a few key words
or phrases before you begin writing. A plan is often a good idea for the extended
response (Part B), as you will be judged on your ability to organise information and
ideas coherently.
use a variety of structures, vocabulary and script where possible.
decide whether a formal or informal form of address is appropriate and keep to this.
This will depend on whom you are addressing. Beginners students will be most likely
to use desu/masuforms. Once you have decided what to use, do not switch between
these when addressing the same person/people.
avoid using your own name, suburb, school, etc., even though you may be writing
from a personal viewpoint. This will ensure the anonymity of your response.
avoid repeating phrases and vocabulary across the texts you write. You only have a
limited opportunity to show the examiners what you know, and a more positive
impression will be made if the vocabulary, expressions and structures you use are not
repeated in each text.
aim to make your answers as interesting as you can, ensuring that the development
of your ideas is logical. Try to avoid jumping from one idea to the next in a disjointed
fashion.
write a relevant response and avoid the temptation to rely on slabs of pre-learned
material. Your written text will not flow logically if you insert blocks of material
learned by heart from somewhere else. Remember that your text must be relevant
and must clearly address every aspect of the question.
avoid experimenting with the language you use. In an examination you should always
write what you know to be correct. Do not invent your own phrases and expressions
or take a guess at what you think may be correct, simply because you are determined
to make a particular point. If you are uncertain, you should write something different
instead. A good student can always find ways of adapting what they know to suit the
question.
avoid any temptation to lift passages from Section II: Reading of the examination, as
this is plagiarism and will be easily identified.
keep in mind that, for your responses to Part A, you need to:
o communicate ideas and information effectively
o write a text that is appropriate to its audience, purpose and context
o apply knowledge of vocabulary, Japanese structures and features.
This means that you should write a text that:
o is appropriate to the audience (e.g. are you writing to a friend, or are you
writing a note for your teacher? etc.)
o addresses the question and is relevant
o demonstrates a range of vocabulary and Japanese structures etc.
In Part B, where you will be required to write an extended response, you need to
consider all the points given above, as well as how well you:
o organise information and ideas coherently
allow enough time to review your work. Be sure that verb and adjective endings, and
particles are correct, and that Japanese word order and not English word order has
been used.

14. 4. Related Board of Studies websites
At the Board of Studies website (http://www.boardofstudies.nsw.edu.au/ ), you can
access the following:
- Japanese Beginners syllabus
- HSC (Year 12) Examination Timetable
- 2008 HSC Specimen Examination Package
- Past examination papers
- Notes from the Examination Centre
- Equipment Checklist for Higher School Certificate Examinations and School Certificate Tests
- Rules and Procedures for Higher School Certificate Candidates.

16. Japanese Beginners – Performance band descriptions
The typical examination performance in this band:
Band 6
Communicates effectively across a range of topics in spoken Japanese
Writes cohesive, well-structured texts appropriate to a range of audiences, purposes
and contexts
Demonstrates an excellent control of vocabulary and language structures
Demonstrates an excellent understanding of a range of texts by identifying their
audience, purpose and context; by interpreting and summarising information; and
by drawing conclusions and justifying opinions about them
Band 5
Communicates across a range of topics in spoken Japanese
Writes cohesive texts appropriate to audience, purpose and context
Demonstrates a good control of vocabulary and language structures
Demonstrates a good understanding of a range of texts by identifying their audience,
purpose and context; by interpreting and summarising information; and by drawing
some conclusions and justifying opinions about them
Band 4
Communicates ideas and information in spoken Japanese
Writes texts with some regard to audience, purpose and context, linking ideas and
information
Demonstrates some control of vocabulary and language structures
Demonstrates a general understanding of and identifies some specific information in
a range of texts
Band 3
Communicates some ideas and information in familiar contexts in spoken Japanese
Writes texts with some regard to purpose
Demonstrates a basic knowledge of Japanese vocabulary and applies Japanese
grammar and syntax inconsistently
Demonstrates a general understanding of straightforward texts and identifies some
specific information in more complex ones
Band 2
Understands some simple questions and responds in comprehensible spoken
Japanese
Writes some words, phrases and sentences in comprehensible Japanese
Identifies some information in texts