Year 12

A student will be considered to have satisfactorily completed an HSC course if, in the principal’s view, there is sufficient evidence that the student has:

• Followed the course developed or endorsed by the NESA.

• Applied themselves with diligence and sustained effort to the set tasks and experiences provided by the school in the course.

• Achieved some or all of the course outcomes.

Certain patterns of study and course requirements apply. Students must satisfactorily complete:

• a Preliminary pattern of study that includes at least 12 units

• an HSC pattern of study that includes at least 10 units.

Both patterns of study must include at least:

• 6 units of Board Developed Courses

• 2 units of a Board Developed Course in English

• 3 courses of 2 or more units (either Board Developed or Board Endorsed Courses)

• 4 subjects.

For more information about subject selection, go to Stage 6 Subject Selection

A student who completes a Higher School Certificate course will receive a Record of Achievement from NESA. 

This record will show: 

For 2 unit Board Developed Courses

•  An examination mark, out of 100, based solely on performance in the HSC examination. 

• A scaled assessment mark, out of 100, based on marks submitted to NESA by the school.

• A HSC mark, which is the average of the two marks above, to the nearest whole number. 

• A performance band (1, 2, 3, 4, 5 or 6). 

For Extension 1 courses and Extension 2 English 

• An examination mark, out of 50. 

• An assessment mark, out of 50.   

• HSC mark. 

• A performance band (E1, E2, E3 or E4). 

For an Extension 2 Mathematics 

• Each of the Extension 1 marks and the Extension 2 marks, mark out of 100. 

• No 2 Unit mark is given.

For a VET course for which a student sits the HSC examination

• An examination mark, out of 100 

• A performance band (1, 2, 3, 4, 5 or 6). 

For a VET course for which a student does not sit an HSC exam

• No marks are given. 

For Board Endorsed Courses

• The HSC mark is the assessment mark submitted by the school, without moderation. 

• 2 unit course, out of 100. 

• 1 unit course, out of 50. 

Each year, approximately 40,000 current school leavers apply through UAC (the Universities Admission Centre) for admission to courses offered by NSW and ACT universities. For the majority of courses, there are more applicants than places. Applicants must be ranked to allow selection to take place.

The first step in the selection process is to check whether applicants have satisfied any and all prerequisites specified for the courses for which they have applied. The second step is to rank all applicants who satisfy the prerequisites for that course.

For most courses, applicants who are current school leavers are ranked using the ATAR.

What is the ATAR? The ATAR is a number between 0.00 and 99.95 (with increments of 0.05). It provides a measure of overall academic achievement in the NSW HSC in relation to other students, and it helps universities rank applicants for selection. It is calculated on behalf of the universities and released by UAC. The ATAR is a rank, not a mark.

How is the ATAR decided? The Universities Admissions Centre (UAC) have a process of scaling the HSC marks to produce the Australian Tertiary Admission Rank (ATAR). Two units of English and the next best eight units are used to calculate the ATAR.

To be eligible for an ATAR, students must include at least:

• Eight units of Category A courses, hence no more than 2 units of Category B courses

• Two units of English

• Three Board Developed courses of two or more units

• Four subjects.

The ATAR process is a fair and balanced way of comparing results in each course with those in every other course. There is no way of manipulating the process to gain a better ATAR than by hard work and application. Whilst many university courses do not have prerequisites, it is important to consider the ‘assumed knowledge’ for a course. Without the assumed knowledge for a course, you may be accepted but may need to complete a bridging course.

The difference between an HSC and an ATAR

There is an apparent lack of relationship between HSC marks and ATARs. To use the reported HSC marks to estimate an ATAR is difficult. It is sufficient to say that to get a high ATAR, a student must not only have high HSC marks but be ranked highly in their courses across the state.

A student’s HSC and ATAR are used for different purposes.

• The HSC shows their strengths and weaknesses across courses they have studied.

• The ATAR shows only their overall position in relation to other students.

More information can be found on the UAC website: What is an ATAR?  

Student performance in each HSC course is measured against defined standards. The performance band descriptions give meaning to the HSC mark. Each band represents a particular range of marks:

• Band 6 = 90 - 100 marks

• Band 5 = 80 - 89 marks

• Band 4 = 70 - 79 marks

• Band 3 = 60 - 69 marks

• Band 2 = 50 - 59 marks

• Band 1 = 0 - 49 marks.

Each band is aligned to what a student at that level of performance typically knows, understands and can do. These descriptions give meaning to the HSC marks.

For a 2 unit course:

• Band 6 indicates the highest level of performance

• The 'average' performance in most courses is usually a mark in the mid-70s (Band 4)

• The minimum standard expected is 50 (Band 2)

• Band 1 (0 to 49) indicates a student has not demonstrated the minimum standard expected.

For an Extension course, the bands are E4 (highest level of performance) to E1.

The purpose of the HSC Assessment program is to provide a measure of student achievement based on: 

• a wider range of syllabus outcomes that may be measured by the external examinations alone. 

• measures and observations made throughout the HSC course rather than at one formal examination. 

The HSC Assessment program in any course is designed to produce a set of marks that reflect the students’ achievements relative to each other at the end of the HSC course. 

In any HSC course, the nature of the assessment program consists of a number of formal assessment tasks. To ensure valid and reliable tasks, assessment tasks are monitored and reviewed by the Leader of Learning prior to being issued to students.  

A formal assessment task may be: 

• An out-of-class task for which work is handed in by a specified date. 

• An in-class task, such as a formal test, an open book task or a practical task. 

• A task that has out-of-class and in-class aspects. (e.g. An oral presentation in class, for which a transcript must be submitted before or after the task) 

• A formal examination, such as the HSC Trial Examination. 

The assessment program includes a number of informal tasks and incorporates assessment for, as and of learning. Students must complete all such tasks to the best of their ability. Failure to do so may make a student eligible for an “N” determination in the course. 

Each assessment task should: 

• Be based on syllabus outcomes. 

• Include criteria to clarify for students what aspects of learning are being assessed. 

• Enable students to demonstrate their learning in a range of task types. 

• Be a valid and reliable measure outlining what the task intends to assess. 

• Provide accurate information on each student’s achievement. 

• Be free from bias and provide evidence that accurately represents a student’s knowledge, understanding and skills. 

• Enable students and teachers to use feedback effectively and reflect on the learning process. 

• Be inclusive and accessible for all students. 

• Be part of an ongoing process where progress is monitored over time. 

• Allow for a good performance to maintain or improve a student’s ranking in the group while not allocating such importance to one task that recovery from poor performance is not possible. 

• Allow for realistic estimation of performance in a missed task based on performance in other tasks attempted, including summative and formative tasks. Estimates should only be used in exceptional circumstances. 

Notification of Assessment 

Notification of assessment tasks will be communicated by an Assessment Notification posted on Compass. 

For each task, the Assessment Notification document will set out: 

• The course (e.g. 2 Unit Business Studies) 

• The nature of the task (e.g. formal examination oral presentation) 

• The due date 

• Components and weightings - mark value in relation to the total number of marks for the course (e.g. 30%) 

• Mode of submission of the task (e.g. submitted via Google Classroom prior to 9 am) 

• What will be assessed and by what means (e.g. test on Chapter 4 Algebra) 

• The outcomes assessed 

• The marking criteria 

• Details about opportunities for feedback 

• The task to be completed (a clear outline of the work required) 

• Any additional details (e.g. students will require calculators). 

NOTE: It is each student’s responsibility to check the assessment task specifications and details carefully. 

Number of Assessment Tasks for Each Course

• Schools have authority to determine the number, type of task and the weighting allocated to an assessment task. Schools may also follow the sample assessment programs provided by NESA. 

Duration of Assessment Program 

• HSC Assessment commences no earlier than Year 11, Term 4. 

• It concludes no later than Year 12, Term 3 Week 7, unless students have deferred tasks due to special circumstances. 

• No other assessment task will be due or scheduled during major examination periods or during the week before the commencement of these periods. 

Marking of Tasks 

Teachers will mark all assessment tasks and return them to students promptly. This will normally be within two weeks of the task being completed. For each task, the teacher will provide students with: 

• • A total mark or overall grade. 

  • A mark or grade for each component of the task. 

  • A cumulative ranking in the course for that task. 

  • Feedback sheets or written constructive comments enable the student to learn from the task. 

A student has the right to appeal if they feel that 

• they have been disadvantaged by the organisation and administration of an assessment task. 

• the mark they received for an individual task does not reflect their work in relation to the marking criteria, or there has been an error in the calculation of the mark. 

• their final rank in Year 12 is not reflective of their results in assessment tasks throughout the year. 

Individual Assessment 

• Each student should check the accuracy of any addition of marks and discuss with the teacher any issues which arise within two school days of receiving a marked task from a teacher. 

• Each student should check the marking and discuss with the teacher any component mark or grade which the student feels inaccurately rewards the work. This discussion should take place within two days of receiving the marked task. 

• If a student disagrees with a mark allocated for an assessment task, then the student is to submit the Student Appeal for School-based Assessment within one week to Assistant Principal. 

• A student may appeal against any penalty imposed in an assessment task by submitting the Student Appeal for School-based Assessment within one week to Assistant Principal. 

Final HSC Assessment Rank 

• Students may appeal against their final rankings in a course if they believe their ranking is incorrect, given their feedback on their performance during the course. The appeal cannot be on the basis of marks awarded for any particular assessment task. The student is to submit a Request for HSC Rank Review within one week to the Assistant Principal. 

ALL FORMS ARE AVAILABLE IN THE DOWNLOAD FORMS PAGE OF THIS SITE. HARD COPIES ARE ALSO AVAILABLE ON REQUEST - SEE MISS BAILEY OR MR BALDWIN.

The Appeals Panel will determine whether: 

• The weightings specified by the school in its assessment program conform with the NESA requirements. 

• The procedures used by the school to determine the rankings conform with its stated assessment program. 

• There are any computational or clerical errors in the determination of the assessment marks and rankings. 

The Assistant Principal will inform the student and teacher of the outcome of the appeal and inform NESA if the assessment mark should change. 

• Students may appeal to NESA if they are not satisfied with the outcome of the appeal. This appeal must be made using the Request for HSC Rank Review and submitted by the date specified by NESA.