Skill Align SACE Stage 2 English as an Additional Language - Free Online Pack 0
A complete independently authored 60-mark SACE Stage 2 EAL e-exam practice paper with controlled reader material, answers and marking guidance.
- Paper
- SACE Stage 2 EAL e-exam Practice
- Reading
- Included in total time
- Total time
- 160 minutes
- Total marks
- 60
Structure of this paper
Assessment Type 3: Examination — 30% weighting
| Section | Compulsory task and texts | Marks | Suggested time |
|---|---|---|---|
| Section 1 | Parts A and B — comprehending multimodal texts | 30 | Approximately 85 minutes total |
| Part A | Question 1 — Text 1 listening | 10 | |
| Part B | Questions 2 and 3 — Text 2 advertisement and Text 3 listening | 20 | |
| Section 2 | Question 4 — Texts 4, 5 and 6 | 30 | Approximately 75 minutes |
Total time: 160 minutes · Total marks: 60 · All four questions are compulsory.
This PDF simulates the content, timing and language demands of the SACE English as an Additional Language e-exam. It is not the official interactive examination. Type responses in a separate document when working digitally, or use the supplied response pages when printing.
Section 1 - Comprehending Multimodal Texts (30 marks)
Approximately 85 minutes. Respond to Questions 1-3. Part A uses one original listening segment. Part B connects an original food-rescue advertisement with a separate spoken interview. Each listening text is presented twice by a supervising reader; scripts remain in the administration and teacher/review area only.
Question 1
10 marksTEXT 1 - AURAL SEGMENT The supervisor will deliver The Cloud Ledger, an original community-radio item, twice. Record notes during either delivery.
Question 2
10 marksTEXT 2 - ADVERTISEMENT Study the original Riverbend Food Rescue advertisement, Rescue Cold. Deliver Safe. Text 3 is a spoken interview with volunteer coordinator Kavi Rao that the supervisor will deliver twice.
Question 3
10 marksUse the Rescue Cold. Deliver Safe. advertisement again together with Kavi Rao's spoken interview.
Section 2 - Extended Response (30 marks)
Approximately 75 minutes. Respond to Question 4 with one sustained recommendation that analyses and synthesises Texts 4, 5 and 6.
Question 4
30 marksTEXT 4 - ORIGINAL COMMITTEE HEARING EXTRACT, ONE CHECK FOR EVERY KIT? CHAIR: Our deposit protects the value of an item. Does it also prove that the item is ready?
TECHNICIAN: No. An asset number tells us that a camera came back, not whether its battery, adapter and mounting plate came back together. For a powered, bladed or unfamiliar kit, I need to see the main function working with the borrower before it leaves and again when it returns. That is not punishment; it prevents the next student becoming the tester.
STUDENT REPRESENTATIVE: A full demonstration for every familiar tripod or recorder would create a lunchtime queue. Students collecting equipment between buses may also be uncomfortable explaining a personal project at a public counter. A current parts photograph and a private self-check could give reliable evidence for a simple, low-risk kit.
LIBRARIAN: I support an express route only if a reported fault changes the catalogue immediately. At present, a paper note can sit behind the desk while the item still appears READY. A fault needs a named reset owner, a deadline and an alternative for the next booking. Otherwise we record a problem without accepting responsibility for it.
TECHNICIAN: The photograph must show expected parts and functions clearly, and we should still inspect a random sample of express returns. Familiarity cannot mean no evidence.
STUDENT REPRESENTATIVE: Agreed, provided risk determines the check and students do not have to disclose a project purpose unless it affects safe equipment choice.
CHAIR: Then the question is not maximum security or minimum delay. It is the quickest check that provides enough evidence, protects privacy and leaves an unresolved item with an owner.
TEXT 5 - ORIGINAL PATHWAY, READY FOR THE NEXT USER The decision pathway begins with CHECK RISK — LOW OR HIGH. Low-risk items may use a pictured self-check; high-risk or multi-part kits require a working demonstration. Both routes rejoin at BORROW — CONFIRM USE. At return, a random sample of low-risk kits is inspected while high-risk kits receive a full check. Any fault leads to OWNER OR ALTERNATIVE rather than directly back to the shelf. A note beside the route says: "The quickest check that produces reliable evidence — not the same check for every object." Another note requires private purpose confirmation when disclosure is not necessary for safety.
TEXT 6 - ORIGINAL SERVICE RECORD, CAMERA KIT 17 TUESDAY 3.42 PM — Return desk: Camera Kit 17 returned. Borrower reports "tripod plate loose". A handwritten note is placed in the service drawer. Catalogue status remains READY because no staff role is assigned to reset the kit.
WEDNESDAY 8.10 AM — Booking system: Kit 17 reserved for an oral-history project. The catalogue lists camera, tripod and instructions but does not picture the small quick-release plate that joins camera to tripod.
WEDNESDAY 4.05 PM — Help call: Student reports that the plate is absent and the camera cannot attach. The planned recording with a family member has already begun. Staff suggest balancing the camera or rebooking. A phone clamp and tabletop stand are available in the same store but are not offered until the kit returns.
THURSDAY 9.20 AM — Audit: The loose plate is found in the service drawer beside Tuesday's note. No record linked the note to Kit 17, blocked the booking or named a repair owner. The camera itself works; the kit was present but not ready.
THURSDAY 11.00 AM — Service response: Catalogue changed to HOLD — PLATE CHECK. Media technician assigned by 2.00 pm. Phone clamp shown as an immediate alternative. A new parts photograph is attached to the record so a borrower can verify the plate privately.
FRIDAY REVIEW — The librarian rejects a compulsory demonstration for every future tripod loan: the missing-part failure could have been caught by the photograph and return check. The technician retains demonstrations for unfamiliar powered or multi-part equipment. The review concludes that an honest unavailable status protects access better than a READY label unsupported by evidence.
Indicative Response Guidance And Skill Align Practice Marking Guidance
Section 1 Question 1
Indicative response guidance — not a model or required answer
CONTROLLED READER SCRIPT - PACK 0, TEXT 1: THE CLOUD LEDGER UNSPOKEN SUPERVISOR DIRECTIONS — DO NOT READ ALOUD Keep this complete script outside candidate view. Speaker labels and all text in this directions block are unspoken. Use one reader unless local access arrangements require otherwise. Read the verbatim spoken text below twice. The two readings must be identical: do not add, omit, paraphrase or explain any words. Before Reading 1, tell candidates: "You may take notes during both readings." Read at a natural, steady pace of approximately 125–145 words per minute. Use a brief natural pause at paragraph and speaker changes. Distinguish speakers gently without dramatic performance. Do not emphasise answer-bearing words. After Reading 1, allow two minutes for note review. Then deliver Reading 2 from the same START marker to the same END marker. After Reading 2, allow five minutes for candidates to review notes before they begin the related questions. Pronunciation guidance: Anil = UH-nil; Mei = may. VERBATIM SPOKEN TEXT — USE FOR READING 1 AND READING 2 START OF SPOKEN TEXT HOST: A mobile astronomy club arrived at Lakeview Library expecting to show Saturn. Clouds covered the western sky before the first telescope was aligned. Coordinator Anil Das says the evening changed when the club opened a notebook. ANIL: The Cloud Ledger has three headings. Under SKY, we write what is visible, moving or obscured. Under INSTRUMENT, we record focus, stability and any adjustment. Under NEXT TEST, we name one comparison that another group could repeat. HOST: Why not simply cancel when the planned object disappears? ANIL: Because the telescope and the observers are still producing information. That evening, Mei noticed a bright star shaking in the eyepiece. The sky looked calm. She realised that every wobble followed footsteps across the timber viewing deck. We moved the same telescope onto the concrete path. The image became steady. Mei wrote DECK VIBRATION under INSTRUMENT and COMPARE RUBBER FEET under NEXT TEST. We did not see Saturn, but we discovered where the equipment should stand at the next library session. Other groups recorded the edge of the cloud bank and compared how quickly two lenses fogged. One child drew the changing gap between clouds every three minutes. Those entries gave us questions instead of empty space. I was disappointed when the first families arrived. I had promised a planet with rings. By the end, I was curious about six smaller problems we could actually investigate. A useful observation is not a perfect view. It is a question described clearly enough for somebody else to test. END OF SPOKEN TEXT
(a) Saturn.
Award one mark for Saturn.
(b) SKY; INSTRUMENT; NEXT TEST.
Award one mark for each heading or an accurate description of it.
(c) She noticed that footsteps on the timber deck made a star appear to shake, tested the telescope from a concrete path, and obtained a steadier image. The comparison identified vibration rather than the sky as the cause.
Credit the noticed movement, the changed location and the conclusion or improved image.
(d) His message is that a useful observation is a question that can be tested, not only a perfect view of the planned object. His tone moves from disappointment about the clouded session to confident curiosity as he lists what the group can investigate next.
Credit the central message and a supported account of the tonal shift.
Skill Align practice marking guidance — not an official SACE marking guide
Mark allocation
- Award each subpart only for evidence stated in its key or an equivalent answer supported by the final stimulus.
- After any editorial change, independently replay both identical readings against every question, answer and mark allocation before release.
Detailed marking criteria
Ledger details (4 marks)
Identifies Saturn and all three Cloud Ledger headings.
Applicable SACE specific features: Cp1
Feature-mapping rationale: Cp1 — retained because the criterion assesses comprehension or evaluation of information, ideas, or opinions in the supplied text or texts.
Internal Skill Align diagnostic code: SEA0-Q1-LOG
Question-specific evidence prompts: Saturn; Sky; Instrument; Next test
Acceptable alternatives: Any equivalent interpretation or wording that is accurate, relevant and supported by the supplied text or media
Do not credit by itself: General assertion without precise evidence; Feature listing or retelling without explaining meaning or effect
Supporting example (3 marks)
Explains how Mei used comparison to identify and reduce vibration.
Applicable SACE specific features: Cp1
Feature-mapping rationale: Cp1 — retained because the criterion assesses comprehension or evaluation of information, ideas, or opinions in the supplied text or texts.
Internal Skill Align diagnostic code: SEA0-Q1-MEI
Question-specific evidence prompts: Apparent shaking noticed; Concrete path comparison; Cause or improvement explained
Acceptable alternatives: Any equivalent interpretation or wording that is accurate, relevant and supported by the supplied text or media
Do not credit by itself: General assertion without precise evidence; Feature listing or retelling without explaining meaning or effect
Message and tone (3 marks)
Explains the segment's main claim and Anil's tonal development.
Applicable SACE specific features: Cp1, An2
Feature-mapping rationale: Cp1 — retained because the criterion assesses comprehension or evaluation of information, ideas, or opinions in the supplied text or texts. An2 — retained because the criterion expressly analyses the relationship between purpose, conventions, and language or visual features.
Internal Skill Align diagnostic code: SEA0-Q1-MSG
Question-specific evidence prompts: Testable question rather than perfect view; Disappointment to confident curiosity or equivalent shift
Acceptable alternatives: Any equivalent interpretation or wording that is accurate, relevant and supported by the supplied text or media
Do not credit by itself: General assertion without precise evidence; Feature listing or retelling without explaining meaning or effect
Section 1 Question 2
Indicative response guidance — not a model or required answer
CONTROLLED READER SCRIPT - PACK 0, TEXT 3: THE PARCEL THAT ARRIVED WARM UNSPOKEN SUPERVISOR DIRECTIONS — DO NOT READ ALOUD Keep this complete script outside candidate view. Speaker labels and all text in this directions block are unspoken. Use one reader unless local access arrangements require otherwise. Read the verbatim spoken text below twice. The two readings must be identical: do not add, omit, paraphrase or explain any words. Before Reading 1, tell candidates: "You may take notes during both readings." Read at a natural, steady pace of approximately 125–145 words per minute. Use a brief natural pause at paragraph and speaker changes. Distinguish speakers gently without dramatic performance. Do not emphasise answer-bearing words. After Reading 1, allow two minutes for note review. Then deliver Reading 2 from the same START marker to the same END marker. After Reading 2, allow five minutes for candidates to review notes before they begin the related questions. Pronunciation guidance: Kavi Rao = KAH-vee RAH-oh. VERBATIM SPOKEN TEXT — USE FOR READING 1 AND READING 2 START OF SPOKEN TEXT INTERVIEWER: Kavi, why did the food-rescue hub introduce the Cool Before Carry pathway? KAVI: On our first shift, volunteers packed parcels as quickly as possible. Cold cartons waited beside the sorting tables while labels were checked. Some people added insulation immediately, believing the parcel was then protected. In fact, insulation also hid food that had already become too warm. Now we accept chilled food only at four degrees Celsius or below. Sorting lasts no more than twelve minutes. We then check for three degrees before insulated packing, and every parcel must be handed over by six. INTERVIEWER: Does every delivery follow exactly the same order? KAVI: Every parcel passes the same checkpoints, but measured condition decides priority. A celebrated bakery once delivered yoghurt at eight degrees. A new volunteer wanted to accept it because the bakery had supported us for years. The thermometer, not the donor's reputation, made the decision. We rejected the yoghurt and recorded why. We also found a damaged refrigerator seal during week two. Parcels from that shelf moved first to the functioning unit while a coordinator documented the exception. Fair does not mean pretending all starting conditions are equal. It means using the same evidence and making unusual decisions visible. Across ten weeks, no parcel exceeded five degrees at handover. Fewer cartons softened, shifts finished earlier and new volunteers asked more specific questions. A diagram cannot teach someone how to place a probe safely, so every first shift still begins with a thermometer demonstration and the name of the coordinator who handles exceptions. END OF SPOKEN TEXT
(a) Riverside Hub and 4.30–6.00 pm is a practical detail; supplied training and thermometer is an assurance; the briefing is a required condition. The briefing must be completed for cold-food roles, whereas the assurance states support the organisation provides.
Award one mark for each correct function and one mark for distinguishing an obligation from supplied support.
(b) Accept any defensible complete ranking. For example, the large orange headline may rank first because its capital letters and warm colour dominate the upper panel; the central image may follow because of its size and symbolic green tick; the lower dark band remains prominent as the action point. The justification must use a visible design detail and explain salience.
Award one mark for a complete ranking, one for a precise visible detail and one for explaining why the first-ranked feature attracts attention.
(c) The ten-week results provide stronger evidence because they cover repeated operation: no parcel exceeded 5°C at handover, fewer cartons softened and shifts finished earlier. A well-supported alternative may choose the bakery yoghurt because the thermometer overruled reputation in a real safety decision, but it should recognise that this is one case.
Award one mark for a clear choice, one for exact spoken evidence and one for explaining why that evidence is stronger for the claim.
Skill Align practice marking guidance — not an official SACE marking guide
Mark allocation
- Award each subpart only for evidence stated in its key or an equivalent answer supported by the final stimulus.
- After any editorial change, independently replay both identical readings against every question, answer and mark allocation before release.
Detailed marking criteria
Advertisement function classification (4 marks)
Classifies practical detail, assurance and condition, then distinguishes an obligation from supplied support.
Applicable SACE specific features: Cp1, Cp2, An2
Feature-mapping rationale: Cp1 — retained because the criterion assesses comprehension or evaluation of information, ideas, or opinions in the supplied text or texts. Cp2 — retained because the criterion expressly assesses how a text is composed for its purpose, audience, or context. An2 — retained because the criterion expressly analyses the relationship between purpose, conventions, and language or visual features.
Internal Skill Align diagnostic code: SEA0-Q2-CLASS
Question-specific evidence prompts: Time and location classified; Training and thermometer classified; Briefing classified; Condition explained
Acceptable alternatives: Any equivalent interpretation or wording that is accurate, relevant and supported by the supplied text or media
Do not credit by itself: General assertion without precise evidence; Feature listing or retelling without explaining meaning or effect
Visual-salience ranking (3 marks)
Ranks the headline, focal image and booking band and justifies the first-ranked feature from visible design.
Applicable SACE specific features: Cp1, Cp2, An2
Feature-mapping rationale: Cp1 — retained because the criterion assesses comprehension or evaluation of information, ideas, or opinions in the supplied text or texts. Cp2 — retained because the criterion expressly assesses how a text is composed for its purpose, audience, or context. An2 — retained because the criterion expressly analyses the relationship between purpose, conventions, and language or visual features.
Internal Skill Align diagnostic code: SEA0-Q2-RANK
Question-specific evidence prompts: Complete ranking; Precise visual evidence; Salience explained
Acceptable alternatives: Any equivalent interpretation or wording that is accurate, relevant and supported by the supplied text or media
Do not credit by itself: General assertion without precise evidence; Feature listing or retelling without explaining meaning or effect
Evidence testing (3 marks)
Selects and justifies the stronger spoken evidence for the advertisement's safety claim.
Applicable SACE specific features: Cp1, Ap2
Feature-mapping rationale: Cp1 — retained because the criterion assesses comprehension or evaluation of information, ideas, or opinions in the supplied text or texts. Ap2 — retained because the criterion requires selection and use of evidence or examples from the supplied sources.
Internal Skill Align diagnostic code: SEA0-Q2-EVID
Question-specific evidence prompts: Defensible choice; Exact interview evidence; Strength for claim explained
Acceptable alternatives: Any equivalent interpretation or wording that is accurate, relevant and supported by the supplied text or media
Do not credit by itself: General assertion without precise evidence; Feature listing or retelling without explaining meaning or effect
Section 1 Question 3
Indicative response guidance — not a model or required answer
(a) The ten-week result that no parcel exceeded 5°C at handover confirms the claim. Kavi's warning that a diagram cannot teach safe probe placement, together with the required first-shift demonstration and named coordinator, qualifies it by showing what the advertisement alone cannot deliver.
Award one mark for confirming evidence, one for qualifying evidence and one for explaining the difference.
(b) The account gains reliability from a defined ten-week period and the measured result that no parcel exceeded 5°C at handover. Its limits include that Kavi reports the program's own results, gives no parcel total or comparison baseline, and provides no independent verification. Credit another defensible limitation.
Award one mark for a measured result, one for a relevant evidence limitation and one for a balanced reliability judgement.
(c) Add a prominent first-shift note that a thermometer demonstration and named exception coordinator are provided. Text 3 establishes that a diagram cannot teach probe placement and that unusual starting conditions require accountable decisions. Keeping the booking band preserves the direct response action while the new note makes preparation honest.
Award for one feasible advertisement change, exact Text 3 evidence, a clear benefit for a new volunteer and preservation of the call to action.
Skill Align practice marking guidance — not an official SACE marking guide
Mark allocation
- Award each subpart only for evidence stated in its key or an equivalent answer supported by the final stimulus.
- After any editorial change, independently replay both identical readings against every question, answer and mark allocation before release.
Detailed marking criteria
Confirmation and qualification (3 marks)
Distinguishes spoken evidence that confirms the advertisement's claim from evidence that limits its completeness.
Applicable SACE specific features: Cp1, Cp2, An2, Ap2
Feature-mapping rationale: Cp1 — retained because the criterion assesses comprehension or evaluation of information, ideas, or opinions in the supplied text or texts. Cp2 — retained because the criterion expressly assesses how a text is composed for its purpose, audience, or context. An2 — retained because the criterion expressly analyses the relationship between purpose, conventions, and language or visual features. Ap2 — retained because the criterion requires selection and use of evidence or examples from the supplied sources.
Internal Skill Align diagnostic code: SEA0-Q3-QUAL
Question-specific evidence prompts: Confirmed handover result; Training or exception qualification; Difference explained
Acceptable alternatives: Any equivalent interpretation or wording that is accurate, relevant and supported by the supplied text or media
Do not credit by itself: General assertion without precise evidence; Feature listing or retelling without explaining meaning or effect
Reliability judgement (3 marks)
Balances a measured result against a limitation in the available account.
Applicable SACE specific features: Cp1, Ap2
Feature-mapping rationale: Cp1 — retained because the criterion assesses comprehension or evaluation of information, ideas, or opinions in the supplied text or texts. Ap2 — retained because the criterion requires selection and use of evidence or examples from the supplied sources.
Internal Skill Align diagnostic code: SEA0-Q3-RELY
Question-specific evidence prompts: Measured evidence; Relevant limitation; Balanced judgement
Acceptable alternatives: Any equivalent interpretation or wording that is accurate, relevant and supported by the supplied text or media
Do not credit by itself: General assertion without precise evidence; Feature listing or retelling without explaining meaning or effect
Audience-focused recommendation (4 marks)
Recommends an evidence-based advertisement change for a new volunteer without weakening the call to action.
Applicable SACE specific features: Cp1, Cp2, Ap1, Ap2
Feature-mapping rationale: Cp1 — retained because the criterion assesses comprehension or evaluation of information, ideas, or opinions in the supplied text or texts. Cp2 — retained because the criterion expressly assesses how a text is composed for its purpose, audience, or context. Ap1 — retained because the criterion assesses production of the required text for a named purpose, audience, and context. Ap2 — retained because the criterion requires selection and use of evidence or examples from the supplied sources.
Internal Skill Align diagnostic code: SEA0-Q3-REC
Question-specific evidence prompts: Feasible change; Text 3 evidence; Audience benefit; Call to action preserved
Acceptable alternatives: Any equivalent interpretation or wording that is accurate, relevant and supported by the supplied text or media
Do not credit by itself: General assertion without precise evidence; Feature listing or retelling without explaining meaning or effect
Section 2 Question 4
RECOMMENDATION: READY EQUIPMENT
Purpose
This recommendation proposes a school process that makes learning equipment demonstrably ready before each loan. The hearing, pathway and service record show that deposits and asset locations cannot guarantee a usable kit. The system should instead record parts and condition, confirm only the safety-relevant purpose, inspect returns and assign every unresolved fault to a person and deadline.
Findings
Text 4 exposes the decision the committee must resolve. The technician shows why an asset number cannot establish that a multipart kit is functional, while the student representative identifies the queue and privacy costs of demonstrating every familiar item. The librarian adds the missing accountability rule: a reported fault must alter the catalogue and receive an owner, deadline and alternative. Together, the speakers support proportionate evidence rather than either a deposit-only system or maximum supervision.
Text 5 improves on a single sequence by matching proof to risk. A pictured self-check can protect privacy and reduce queues for simple kits, whereas powered or multi-part equipment still needs demonstration and full return inspection. Random sampling prevents the express route from becoming an unverified promise. The fault branch is equally important: an item with a named owner or alternative cannot quietly return to circulation.
Text 6 tests that design against a dated service trail. Tuesday's note recorded a loose plate but did not change the READY status, link the fault to Kit 17 or assign a reset owner. The next booking therefore transferred the discovery to a student even though a phone clamp and tabletop stand were available. Thursday's response demonstrates the required repair: HOLD status, named technician, deadline, alternative and a photograph of the part. The log also prevents overreaction by distinguishing a missing-part failure from equipment that requires a compulsory operating demonstration.
Recommended process
First, each kit should have a digital parts record with a current photograph and a risk category. Returning borrowers may privately self-check familiar low-risk kits. Staff should assemble or power the main function for unfamiliar, high-risk or multi-part equipment, with the student confirming that the setup meets the planned use. This is especially important for adapters, batteries, mounting plates and safety items that an asset number does not describe.
Second, staff and student should inspect the returned kit together whenever possible. They should record missing parts, damage and intermittent faults in the same booking record. Reporting a fault should not automatically create a penalty; otherwise borrowers may hide useful information. Charges should be considered separately and only where the school's normal policy justifies them.
Third, a faulty kit must become visibly unavailable or conditionally available. The record should name the staff role responsible for reset, set a realistic deadline and show an alternative item. Only the assigned person should mark READY after testing. If a safe partial use remains possible, the catalogue must explain that limitation before a student books.
Finally, the committee should monitor cancelled projects, repeat faults, repair time and borrowing rates across student groups. These measures would reveal whether the extra handover minutes are preventing larger losses later and whether any requirement creates a new barrier.
Conclusion
A returned object is not necessarily a learning resource. By joining demonstration, condition evidence, shared inspection and assigned reset, the school can protect equipment without making price or confidence the price of access. The next student should inherit a working kit or an honest alternative, not an undisclosed problem.
Strong recommendations reconcile the committee's competing priorities, convert the lending pathway into workable decisions and use the service record to keep missing parts or faults visible until they are resolved.
Mark allocation
- Apply the question-specific criteria, then confirm the result against the holistic band. Isolated features cannot compensate for a substantially off-task response.
- The original Skill Align sample is one defensible response, not an official or uniquely correct answer. Credit other relevant, well-supported interpretations.
Detailed marking criteria
Interpretation and synthesis (9 marks)
Builds connected findings from all three supplied texts.
Applicable SACE specific features: Cp1, An1, Ap2
Feature-mapping rationale: Cp1 — retained because the criterion assesses comprehension or evaluation of information, ideas, or opinions in the supplied text or texts. An1 — retained because the criterion expressly analyses or evaluates a personal or social perspective represented in the supplied sources. Ap2 — retained because the criterion requires selection and use of evidence or examples from the supplied sources.
Internal Skill Align diagnostic code: SEA0-Q4-SYN
Question-specific evidence prompts: Text 4 hearing positions reconciled; Text 5 pathway analysed; Text 6 service record applied; Relationships among sources developed
Acceptable alternatives: Any equivalent interpretation or wording that is accurate, relevant and supported by the supplied text or media
Do not credit by itself: General assertion without precise evidence; Feature listing or retelling without explaining meaning or effect
Recommendation and audience (8 marks)
Proposes a feasible school lending system.
Applicable SACE specific features: Ap1
Feature-mapping rationale: Ap1 — retained because the criterion assesses production of the required text for a named purpose, audience, and context.
Internal Skill Align diagnostic code: SEA0-Q4-REC
Question-specific evidence prompts: Pre-loan readiness check; Demonstration or user confirmation; Return condition record; Reset ownership and exception path
Acceptable alternatives: Any equivalent interpretation or wording that is accurate, relevant and supported by the supplied text or media
Do not credit by itself: General assertion without precise evidence; Feature listing or retelling without explaining meaning or effect
Development (7 marks)
Organises the recommendation around a clear rationale and workable sequence.
Applicable SACE specific features: C1, Ap1
Feature-mapping rationale: C1 — retained because the criterion assesses clarity and coherence in communication using appropriate vocabulary. Ap1 — retained because the criterion assesses production of the required text for a named purpose, audience, and context.
Internal Skill Align diagnostic code: SEA0-Q4-ORG
Question-specific evidence prompts: Purposeful opening; Evidence-led priorities; Logical actions; Effective conclusion
Acceptable alternatives: Any equivalent interpretation or wording that is accurate, relevant and supported by the supplied text or media
Do not credit by itself: General assertion without precise evidence; Feature listing or retelling without explaining meaning or effect
Language (6 marks)
Uses accurate, accessible and suitably formal expression.
Applicable SACE specific features: C1, C2, Ap1
Feature-mapping rationale: C1 — retained because the criterion assesses clarity and coherence in communication using appropriate vocabulary. C2 — retained because the criterion assesses grammatical control and complexity in the produced response. Ap1 — retained because the criterion assesses production of the required text for a named purpose, audience, and context.
Internal Skill Align diagnostic code: SEA0-Q4-LANG
Question-specific evidence prompts: Appropriate register; Cohesion; Evidence integrated; Controlled sentences and vocabulary
Acceptable alternatives: Any equivalent interpretation or wording that is accurate, relevant and supported by the supplied text or media
Do not credit by itself: General assertion without precise evidence; Feature listing or retelling without explaining meaning or effect
Skill Align practice holistic bands - not official SACE grade boundaries
| Marks | Descriptor |
|---|---|
| 25-30 | Perceptive, sustained and highly controlled response that fulfils the task with precision. |
| 19-24 | Well-developed, purposeful response with effective analysis, structure and language choices. |
| 13-18 | Sound and relevant response with appropriate evidence and generally controlled expression. |
| 7-12 | Developing understanding with uneven analysis, support or organisation. |
| 0-6 | Minimal relevant engagement; interpretation, evidence or language control is fragmentary. |
Diagnostic Checklist
The codes below are internal Skill Align diagnostic and marking-reference codes. They are not SACE assessment-design codes, official marking codes or grade boundaries.
| Review focus | Section | Reflection and next action |
|---|---|---|
| SEA-D01 — Missed listening detail | Q1 | Replay both readings of The Cloud Ledger; use a two-column note grid for exact facts and their significance. |
| SEA-D02 — Inaccurate note-taking | Q1 | Compare notes after each reading; circle uncertain numbers, names or sequence words and correct them only from the second identical reading. |
| SEA-D03 — Incomplete answer | Q1 | Underline every command word and mark value, then supply one independently supported point for each available mark. |
| SEA-D04 — Purpose or tone | Q1 | Select two moments from The Cloud Ledger and explain how wording or delivery develops purpose, attitude or tone. |
| SEA-D05 — Advertisement-function classification | Q2 | Label the time-and-place detail, supplied training and required briefing as practical detail, assurance or condition before explaining the obligation. |
| SEA-D06 — Visual-salience ranking | Q2 | Rank the orange headline, cooler-and-thermometer image and dark booking band; justify the first position from colour, scale, placement or contrast. |
| SEA-D07 — Safety-evidence strength | Q2 | Set the rejected bakery yoghurt beside the ten-week temperature results, then choose which is stronger evidence for the safety claim and explain why. |
| SEA-D08 — Unexplained evidence choice | Q2 | Name the exact Kavi evidence selected, state the competing evidence and explain why the chosen scope, measurement or decision is more probative. |
| SEA-D09 — Claim-and-evidence relationship | Q2 | Use a sentence that names the advertisement's safety claim, identifies Kavi's exact evidence and states whether the evidence tests, supports or limits the claim. |
| SEA-D10 — Confirmation versus qualification | Q3 | Pair the no-parcel-over-5°C result with the probe-demonstration or exception-coordinator requirement, then distinguish confirmation from qualification. |
| SEA-D11 — Reliability balance | Q3 | Balance Kavi's measured ten-week result against one evidence limitation such as missing parcel totals, baseline data or independent verification. |
| SEA-D12 — Audience-focused advertisement change | Q3 | Recommend one prominent first-shift preparation detail for a new volunteer, justify it from Text 3 and preserve the existing booking action. |
| SEA-D13 — Single-text extended response | Q4 | Create a planning matrix with one independent contribution from each of Texts 4, 5 and 6 plus two explicit cross-text links. |
| SEA-D14 — Ignored counter-position or trade-off | Q4 | Identify the strongest cost, risk, limitation or dissenting perspective and explain how the proposed response manages it. |
| SEA-D15 — Copying rather than paraphrasing | Q4 | Paraphrase source evidence in your own syntax, then explain why it matters before adding another quotation or detail. |
| SEA-D16 — Form, development and language control | Q4 | Redraft one paragraph for the equipment-lending recommendation: strengthen its audience address, evidence link, cohesion and sentence control. |