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ENGLISHLITERACY
Introduction
This document accompanies the specimen test for the 2006 School Certificate test in
Englishliteracy. A mapping grid is also included with the test. It shows how each
question in the test relates to the relevant syllabus outcomes and to the performance
bands used to report student achievement in the test.
In 2006, the first cohort of students studying the English Years 710 Syllabus (2003)
will sit for the School Certificate Englishliteracy test. The scope of the test and the
test specifications have been reviewed for 2006, and this specimen test is indicative of
the type of test that will be produced for 2006 and subsequent years. Because much of
the content of the new syllabus is similar to that in the previous syllabus, many of the
questions in past School Certificate Englishliteracy tests would continue to be
suitable for tests from 2006. The inclusion of questions from past tests in the
specimen paper reflects this.
The purpose of the School Certificate tests
The School Certificate credential marks the end of compulsory schooling. It records
student achievement in the courses studied in Stage 5, and provides results in five
state-wide tests in areas considered foundational to subsequent achievement. Further
information about the School Certificate can be found on the Boards Assessment
Resource Centre (http://www.arc.nsw.edu.au/).
A major purpose of the School Certificate tests at the end of Year 10 is to strengthen
the foundation skills students need to pursue further learning or to succeed in the
workplace.
The scope of the School Certificate tests
The tests focus on foundational aspects of their related syllabuses, and do not cover all
areas of the syllabus. In broad terms, the Englishliteracy test measures students
ability to use language with an awareness of purpose, audience and context. This
ability is measured in the areas of Reading, Writing and Viewing, within a range of
contexts that offer various types of texts. These texts are selected from the contexts of
everyday communication (including factual and non-literary texts), literature and
media (including multi-media). The Englishliteracy test scope statement provides
further details.
Specimen tests
Specimen tests are produced in accordance with the Boards Principles for Setting
School Certificate Tests and Developing Marking Guidelines in a StandardsReferenced Framework, published in Board Bulletin Volume 10 Number 1 (March
2001). Questions are closely related to a subset of syllabus outcomes from the related
course. The test as a whole is structured to show how appropriate differentiation of
student performance at all levels on the performance scale can be obtained.
Based on each of the first texts in Section 1, students answer objectiveresponse format questions worth one mark each. There are 45 questions worth
a total of 45 marks.
A colour text may be included in the test, and may be the basis of either
objective-response format questions or of short-response format questions. In
the specimen test, a colour text is used as Text 2. Should a colour text be used
in the test, the position of that text may vary from year to year.
In Section 2, students complete two writing tasks. The first writing task will
require a written response worth 10 marks. Students will be awarded marks for
their ability to demonstrate knowledge and control of form appropriate to
audience and purpose. Marks will also be awarded for spelling, punctuation,
grammar and paragraphing appropriate to the task.
The second writing task will require an extended written response worth
20 marks. Students will be awarded marks for their ability to demonstrate
organisation and development of ideas, and sustained control of form. Marks
will also be awarded for use of language appropriate to audience, purpose and
context, and for use of spelling, punctuation, grammar and paragraphing
appropriate to the task.
In either or both of the two writing tasks in Section 2, students may be asked
to relate their response to one or more of the texts in Section 1 of the test.
Englishliteracy
2006 School Certificate Specimen Test
General Instructions
Total marks 90
Section 1 Reading/Viewing
Pages 224
60 marks
Allow about 1 hour and 20 minutes for
this section
Questions 145
Questions 4650
45 marks
15 marks
Section 2 Writing
Pages 2532
30 marks
Allow about 40 minutes for this section
This section has TWO questions
Question 51
10 marks
Question 52
20 marks
Print run
Section 1 Reading/Viewing
60 marks
Allow about 1 hour and 20 minutes for this section
Questions 145
Questions 4650
45 marks
15 marks
Select the alternative A, B, C or D that best answers the question. Fill in the
response oval completely.
Sample:
2 + 4 = (A) 2
A
(C) 8
(D) 9
D
If you think you have made a mistake, put a cross through the incorrect
answer and fill in the new answer.
A
(B) 6
If you change your mind and have crossed out what you consider to be the
correct answer, then indicate the correct answer by writing the word correct
and drawing an arrow as follows.
correct
A
30
What type of language device is used in The only scene to be seen here?
(lines 56)
(A) Clich
(B)
Contradiction
(C) Euphemism
(D) Pun
What does the journalist mean by the statement But it is not just the outback
town that is hot? (lines 1011)
(A) The boys are skilful and the girls are attractive.
(B)
(C) She is most vocal and has made herself the leader.
(D) She is the most popular and was voted the leader.
Why does the journalist refer to the two images in lines 4551?
(A) To show negative images of the town
(B)
Why does the journalist continue to use the image of the virus? (lines 8588)
(A) To reveal the increasing dangers of technology
(B)
What does the article present as the major achievement of the group?
(A) They are promoting the benefits of friendship.
(B)
10
Text 2 Brochure
Detach the stimulus material attached to the back of the test and answer the questions
below.
11
What is the most dominant element of the written text in the brochure?
(A) Details of performances
(B)
12
The colour scheme of the brochure is mainly red, yellow and orange. What is the
effect of this?
(A) It appeals to most readers, and suggests the play is funny.
(B)
13
14
Formal
(C) Random
(D) Tabular
15
What do all the photographs of the actors from the The Complete Works of
William Shakespeare suggest about the production?
(A) It is active.
(B)
It is humorous.
(C) It is scandalous.
(D) It is contemporary.
16
Enthusiastic
(C) Humorous
(D) Sarcastic
17
What is the principal meaning conveyed by the illustration in the Yellow panel?
(A) Actors will be criticising and making fun of Shakespeares drama at the
Opera House.
(B)
(C) Shakespeares plays will be breaking all the box-office records at the Opera
House.
(D) Surprising, amusing versions of Shakespeares plays will be performed at
the Opera House.
18
19
What is the meaning of the word homage in the following quotation from
The Age?
Complete Works manages to be both a homage and subversion of
Shakespeare, acknowledging the Bards influence while at the same
time fearlessly poking fun (Red panel, blue text box).
(A) Exact precision
(B)
Great reverence
20
Judging from the overall appearance of the brochure, what type of production
would you expect to see?
(A) Serious and confronting
(B)
Text 3 Storyboard
Read the text on pages 10 and 11 and answer the questions that follow.
Frame 2
Presenter:
Kylie Nguyen
Sound:
Sound:
Voices continued
Camera:
Title to screen
Camera:
Frame 3
Frame 4
Sound:
Camera:
Close-up of Kylie
Kylie:
Frame 5
Sound:
Voice over
Camera:
Map to screen
Kylie:
Frame 6
Sound:
Voice over
Camera:
Sound:
Camera:
David:
Kylie:
Frame 7
Frame 8
Sound:
Camera:
Sound:
David:
Camera:
David:
10
Frame 9
Frame 10
Sound:
Camera:
Unidentified
girls voice: I love cricket, Adam Gilchrist is my hero.
Kylie:
Frame 11
Frame 12
Sound:
Camera:
Sound:
Camera:
Close-up of Rania
Rania:
Frame 13
Sound:
Crowd applause
Camera:
Rania:
Frame 14
WOOLWORTHS
Sound:
Camera:
Sound:
Kylie:
Camera:
Kylie:
Frame 15
Frame 16
Sound:
Camera:
Close-up of Mitchell
Mitchell:
11
Sound:
Camera:
Mitchell:
21
22
Why does Kylie use the words Hi guys . . . to address her audience?
(A) To use informal language
(B)
23
24
Why does the camera come closer and closer to David in Frames 58?
(A) To focus on his passion
(B)
25
12
26
27
28
29
13
14
For days after the platform is finished, 100 I grip the rods hard and look around at
Ross. Dont push, okay?
nothing happens. Dad is in the shed,
working on the chair-like device that
Ross grins. Ready?
65 will be suspended from the cable. It
seems as though Christmas has come
I dont like that grin.
and gone while hes been banging away
in there.
Set?
Then, finally, we are allowed to glimpse
70 the pilot seat of our flying machine. A 105 I really dont like that grin.
timber and chipboard base, a metal rod
GO! With an almighty shove, Ross
extending vertically from each of the
sends me hurtling from the platform.
corners, an old dog chain encircling it as
a seatbelt. To my eyes, it is a throne,
I scream as loudly as the flying foxs
75 crowned by the two silver wheels that
wheels my feet kick in empty air, my
gleam atop it.
110 hair whips about my eyes, the other tree
speeds towards me . . .
The carriage is suspended from the
cable within half-an-hour of the
And I can fly.
revelation.* A yellow rope now trails
80 from its base, to haul the contraption to
Then I am whirring backwards, slowing,
the platform. I cant wait!
stopping. The flying fox rocks gently as
Dad grabs the rope and runs toward the 115 gravity takes hold once more.
launch tree. The wheels above the cable
The laughter bubbles up inside me,
whiz round at an incredible speed. Ross
unstoppable, uncontrollable and Dad
85 and I are already squeezed onto the
reaches up to lift me down from my
platform together, clamouring for first
flying machine.
go. My older brother is such a softie I
win.
120 To think those days seemed to stretch
on forever... I can remember them so
The flying fox jerks to the platform.
clearly it is like watching an instant
90 Carefully, I slide around into the seat.
replay in my mind. But in reality, they
The dog chain is firmly clasped to
were long ago.
completely encircle the chair. Ross
unhooks the rope from the back and
holds one of the vertical rods anchoring 125 Now, the cable sags low in the middle.
The wheels atop the carriage are rusted
95 the chair to the platform.
still. The flying fox is too old it is
beyond flying again.
Suddenly, I am nervous. Looking down
whoops, bad idea I see Tonys bright
I dont feel like I am.
little face beaming up at me. It seems an
incredible distance away.
15
30
Why is the flying fox described as more than just a cable . . . More than a
rickety old seat? (lines 46)
(A) It defies description.
(B)
It inspires imagination.
31
32
33
What language technique does the writer use in lines 3239 to emphasise the
unity of the family?
(A) Hyperbole
(B)
Irony
(C) Paradox
(D) Symbolism
34
Dangerous
16
35
What does the writer imply by the phrase the short way? (line 61)
(A) Climbing down the tree
(B)
36
What is the tone conveyed in the phrase . . . nothing happens? (line 63)
(A) Anger
(B)
Anticipation
(C) Contentment
(D) Frustration
37
What language technique does the writer use in it is a throne, crowned by the
two silver wheels? (lines 7475)
(A) Alliteration
(B)
Metaphor
(C) Personification
(D) Simile
38
39
How does the mood change in the section from line 77 to line 99?
(A) From contentment to disappointment
(B)
17
40
Isolation
(C) Restriction
(D) Permanence
41
What effect does the writer hope to achieve by the phrase . . . whoops, bad
idea . . .? (line 97)
(A) The reader is amused at the main characters predicament.
(B)
42
Why does the main character think I really dont like that grin? (line 105)
(A) She believes that her brother is laughing at her.
(B)
43
What is the message conveyed by the final sentence I dont feel like I am?
(line 129)
(A) She does not feel young any more.
(B)
44
Which quote best reflects Laura Peruscos statement that this story is A symbol
of freedom and childhood memories? (line 3 )
(A) The flying fox was our flying machine. (lines 78)
(B)
18
45
Which words best describe the style of writing in this short story?
(A) Objective and analytical
(B)
19
BLANK PAGE
20
Board of Studies NSW 2006
Englishliteracy
Centre Number
Section 1 (continued)
Student Number
Text 5 Poem
Read the poem on page 22 and answer the questions that follow in the spaces provided.
21
Print run
Reproduced from 'Not Quite the Man for the Job' (Allen and Unwin 1998) with permission from Adam Ford.
22
46
Marks
1
In the first three lines of the poem, the poet describes his computer
spellchecker. Identify ONE language device used in lines 13.
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47
Identify TWO things the spellchecker does that help the poet with his
writing.
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48
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(b)
23
49
Marks
4
What is the poets attitude to the spellchecker? Support your answer
with references to the poem.
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50
In what ways might this poem appeal to an audience of present day high
school students?
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24
Englishliteracy
Centre Number
Section 2 Writing
Student Number
30 marks
Allow about 40 minutes for this section
This section has TWO questions
Question 51 10 marks
Question 52 20 marks
Answer the questions in the spaces provided.
25
Print run
A Diary Entry
Imagine you are EITHER the father OR the mother in the short story, The Flying
Machine. (See pages 14 and 15)
Write a diary entry reflecting on the events described in the story.
Your response should include your observations and feelings about these events.
26
Question 51 (continued)
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End of Question 51
27
BLANK PAGE
28
Board of Studies NSW 2006
Englishliteracy
Centre Number
Section 2 (continued)
Student Number
A Letter
A research team is seeking young peoples impressions of the future.
Write a letter to the research team outlining what the future might hold for you.
29
Print run
Question 52 (continued)
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Question 52 (continued)
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End of test
31
BLANK PAGE
32
Board of Studies NSW 2006
Text 2 Brochure
Yellow panel
Red panel
Herald Sun
No matter how
extravagant or
ridiculous Complete
Works becomes, it
always remains true to
the core of Shakespeares
writings, and this is why
it works so well. The Age
by Adam Long, Daniel Singer & Jess Winfield directed by John Saunders
associate director Darren Gilshenan designed by Shaun Gurton
JAN 2004
Orange panel
Book now
for these
performances
$38.00
3 CUT
PRICE
PREVIEWS
Saturday
Friday
Thursday
Wednesday
Tuesday
3pm
8.15pm
8.15pm
8.15pm
Sunday
$ 55.00
$ 50.00
$ 38.00
Previews
PRICES *
Adults
$ 46.00
Concessions
$ 48.00
Adults
Groups of 10 or more
*Prices subject to change without notice some price categories subject to limits
or unavailable at some performance times. Check with booking office. S/fees apply.
The Age
Surprising and
magnificently entertaining!
The Age
the
works of
complete
williamshakespeare
(abridged)
Damian Callinan
Herald Sun
Englishliteracy
2006 School Certificate Specimen Test Mapping Grid
For each item in the test, the grid shows the marks allocated, the syllabus outcomes it relates to,
and the bands on the performance scale it is targeting. The range of bands shown indicates the
performance candidates may be able to demonstrate in their responses. That is, if an item is
shown as targeting Bands 35, it indicates that candidates who demonstrate performance
equivalent to the Band 3 descriptions should be able to score some marks on the item, while
those who perform at Band 5 or above could reasonably be expected to gain high marks. In the
case of one-mark items, candidates who demonstrate performance at or above the bands shown
generally could be expected to answer the item correctly.
Question
Marks
Section 1
Text 1Newspaper Article
1
1
1
2
1
3
1
4
1
5
1
6
1
7
1
8
1
9
1
10
Text 2Brochure
1
11
1
12
1
13
1
14
1
15
1
16
1
17
1
18
1
19
1
20
Text 3Storyboard
1
21
1
22
1
23
1
24
1
25
1
26
1
27
1
28
1
29
Text 4Short Story
1
30
1
31
1
32
Syllabus Outcomes
Targeted
Performance
Bands
1, 9
1
1, 7, 9
1
1, 2, 4, 6, 7
1, 9
1, 7, 9
1, 4, 5
1, 7, 9
1, 2, 4, 5, 7
45
34
34
23
45
23
34
45
45
45
1, 2, 4
1, 2, 4, 5
1, 2, 4
1, 2, 4, 5
1, 2, 4
1, 4
1, 4
1, 4
1, 4, 9
1, 2, 4, 5
23
34
34
23
45
56
56
34
45
34
1, 2, 4, 5, 6
1, 2, 4, 5
1, 2, 4, 5, 6
1, 2, 4, 5, 6
1, 2, 4, 5
1, 2, 4, 5, 6
1, 2, 4, 5, 6
1, 2, 4, 5
1, 2, 4, 5, 8
34
34
34
45
45
34
34
45
45
1, 2, 6
1, 9
1, 2, 5, 6
45
23
34
Syllabus Outcomes
Targeted
Performance
Bands
34
23
34
56
34
34
56
45
45
34
34
56
56
Question
Marks
33
34
35
36
37
38
39
40
41
42
43
44
45
Text 5Poem
46
47
48a
48b
49
50
Section 2
51
52
1
1
1
1
1
1
1
1
1
1
1
1
1
1, 2, 5, 6
1
1, 5
1, 4, 5, 6
1, 4, 5, 6
1, 4, 5, 6
1, 2, 4, 5, 6
1, 2, 4, 5, 6
1, 2, 4
1, 5, 6
1, 2, 4, 6
1, 2, 4, 5, 6
1, 2, 4, 5, 6
1
2
1
4
4
3
1, 2, 4, 5, 6
1
1, 4
1, 2, 4, 5, 6, 7
1, 2, 4, 5, 6, 7
1, 2, 4, 6, 7, 9, 10
23
23
23
36
26
26
10
20
1, 2, 4, 5, 6, 8
1, 2, 5, 6, 7, 8
26
26