1.1 Pattern of Study 

To be eligible for the award of the HSC, students must: 

• have completed Year 10, and 

• have attended a government school, an accredited non-government school, a school outside NSW recognised by NESA or a TAFE NSW institute, and 

• have completed All My Own Work (AMOW) or its equivalent, and 

• have demonstrated the minimum standard of literacy and numeracy, and 

• have satisfactorily completed courses that comprise the pattern of study required by NESA for the award of the HSC, and 

• undertake and make a serious attempt at the requisite HSC exams. 

To be eligible for the award of the HSC credential, students must satisfactorily complete: 

• a Preliminary pattern of study comprising at least 12 units, and 

• a HSC pattern of study comprising at least 10 units 

 To ensure students satisfy NESA’s requirements, the pattern of study in both Preliminary and HSC must include: 

• At least 6 units from Board Developed Courses 

• 2 units of a Board Developed course in English 

• at least 4 more units of Board Developed courses 

• at least 3 courses of 2 or more units (which may be either Board Developed or Board Endorsed), and 

• at least 4 subjects. 

Students may study a maximum of 6 units of Preliminary Science courses, and 7 units of HSC Science courses. 

For students entered in Mathematics Extension 2, both Mathematics Extension 1 and Mathematics Extension 2 are counted as 2-unit courses. Mathematics Extension 1 is a 1-unit course when studied with Mathematics Advanced. 

Students must meet all other course eligibility requirements and HSC eligibility requirements to be granted the HSC credential. 

Specific Rules 

There are also specific eligibility rules for some Languages courses, such as Beginners and Continuers. The campus Principal or delegate must ensure that the course is at the appropriate level for the student’s experience. Enrolling in a course that a student is not eligible for could put their HSC at risk, students are responsible for carefully checking their eligibility for all courses they are entered for. 

Students may study a maximum of 6 units of Preliminary Science courses, and 7 units of HSC Science courses. Students may study one of, or any combination of, the following Stage 6 Science courses: 

• Biology 

• Chemistry 

• Earth and Environmental Science 

• Investigating Science 

• Physics 

• Science Extension (Year 12 only) 

The above Stage 6 Science courses including the Investigating Science course may provide entry into the Science Extension (Year 12) course, which has been developed to engage high-achieving students and better prepare them for university and careers in STEM. Students must continue studying at least one of Biology, Chemistry, Earth and Environmental Science, Investigating Science or Physics in Year 11 and continue the study of at least one of these science courses throughout Year 12.  

Students who take English Studies in the HSC and want to receive an Australian Tertiary Admission Rank (ATAR) will need to remember that at least two units of English must be included in the ATAR calculation. Therefore, English Studies students who want an ATAR will need to sit the optional HSC examination.  

 1.2 Types of Higher School Certificate Courses

Board Developed Courses 

Board Developed Courses are the large number of courses set and examined by NESA that can contribute to the calculation of the ATAR. 

These include: 

• general education courses 

• VET Industry Curriculum Framework courses 

• Life Skills courses (not examined) 

 
View a list of all Board Developed Courses 

Board Endorsed Courses 

Board Endorsed Courses count towards the HSC but do not have a HSC exam and do not contribute towards the calculation of the ATAR. 

These include: 

• Content Endorsed Courses 

• VET Board Endorsed Courses 

• School developed Board Endorsed Courses 

• University developed Board Endorsed Courses 

Stage 6 Life Skills

Life Skills courses provide course options for students with intellectual disability or imputed intellectual disability in Years 11–12 who cannot access related general education courses. A student studying a Stage 6 Life Skills course cannot return to studying general education courses once a decision to access Life Skills courses has been made. Students accessing Stage 6 Life Skills courses must continue studying Stage 6 Life Skills courses in the current stage of schooling. A student studying any Stage 6 Life Skills course(s) will usually have completed one or more courses based on Life Skills outcomes and content in Years 7–10. Life Skills courses do not count towards the ATAR. 

Vocational Education and Training (VET) 

VET courses contribute towards the HSC credential and Australian Qualifications Framework (AQF) VET qualification. They are recognised by industry and employers throughout Australia. Board Developed VET courses have an optional HSC exam, that means that should students choose to sit the exam, the results may also contribute to the calculation of their ATAR.  VET courses can be studied either at school or through TAFE NSW and other training providers. Students will need to check with the school about which courses are available and the requirements of the different courses. For example, most VET courses require a minimum number of hours in the workplace. 

1.3 Understanding Higher School Certificate Pathways 

While most students complete their HSC over 2 years during Years 11 and 12, there are alternative pathways that suit different circumstances. For example, if you want to study while you work, care for your family or even take part in elite sports or cultural activities, one of these 5 pathways may be suitable for you. 

Understanding HSC Pathways 

1.4 Australian Tertiary Admission Rank (ATAR)

Applications for each university course are ranked in order of merit using the ATAR. The ATAR is a scale between 0 and 99.95, which indicates a student’s placing in the state, relative to all other candidates for the HSC. This ranking is based on the assumption that all Year 10 students from a cohort completed Year 12 and were eligible for an ATAR. 

To be eligible for an ATAR in NSW, you must satisfactorily complete at least 10 units of HSC courses. These courses must include at least: 

• 10 units of HSC Board Developed courses 

• 2 units of English 

• three HSC Board Developed courses of 2 units or greater 

• four subject areas 

Your ATAR is then calculated from your: 

• best 2 units of English 

• best 8 units from your remaining units 

A subject is the general name given to an area of study. A course is a branch of study within a subject. A subject may have several different courses, for example, with the subject English the courses will include English Standard, English Advanced, HSC English Extension 1, English Extension 2. 

Changes in 2025

Note that from 2025 there will no longer be a distinction between Category A and Category B courses.

1.5 Higher School Certificate Minimum Standard

The HSC minimum standard is set at Level 3 of the Australian Core Skills Framework (ACSF) 

Students must meet the HSC minimum standard prior to completing Year 12, to be eligible for the award of the HSC. 

• To meet the HSC minimum standard, students must demonstrate Level 3 or above in the NESA minimum standard online reading, writing and numeracy tests. 

• Students may demonstrate the HSC minimum standard at any time while they are enrolled in a school in Years 10 to 12, but before their enrolment ceases.  

• Students planning to leave school in Years 10 to 12 may choose to attempt the NESA minimum standard tests and use the test results to demonstrate their levels of reading, writing and numeracy to employers and/or further education and training providers. Students must attempt the tests whilst they are enrolled in a school. 

Students undertaking Stage 6 Life Skills courses are eligible for an exemption from the HSC minimum standard under the following conditions: 

• students studying Year 12 English Life Skills are exempt from demonstrating the literacy standard, and 

• students studying Year 12 Mathematics Life Skills are exempt from demonstrating the numeracy standard, and 

• students studying 4 or more Life Skills courses and not a Stage 6 Mathematics course are exempt from demonstrating the numeracy standard. 

To be exempt, students need to undertake Life Skills courses to the completion of Year 12. 

Students do not need to meet the HSC minimum standard to: 

• study HSC courses 

• sit HSC exams 

• receive HSC assessment and exam results 

• receive an ATAR 

• receive a RoSA

Maclean High School will issue warning letters to students who are at risk of not meeting course completion requirements in any course, including VET courses, giving the student time for the problem to be corrected, and providing advice about possible consequences on Higher School Certificate eligibility of an ‘N’ determination in a course. It is the student’s responsibility to ensure that the course outcomes are met. Students will be advised as to what is necessary to enable them to meet the requirements satisfactorily.  

If a student is to be given a non-completion (‘N’) determination because of failure to complete tasks which contribute in excess of 50 percent of the final assessment marks in that course, the home campus Principal may apply for an ‘N’ determination for that course. The student will be notified and informed of the appeal process. 

Where a student receives an ‘N’ determination in a course, that course will not appear on the student’s RoSA. The student may not then have the pattern of study necessary to complete the HSC. 

In a course in which a student is also studying a related Extension course, neither that course nor the related Extension course will contribute to the required pattern of study. However, an ‘N’ determination in an Extension course has no effect on the related two-unit course. 

‘N’ warning letters may be issued by a teacher if they have concerns about a student applying themselves with diligence and sustained effort to the set tasks and experiences provided in a course. This could include but is not limited to: 

• failure to complete an assessment task, and/or  

• non-serious attempts in tasks 

• poor performances in class, and/or  

• lack of effort and/or interest, and/or  

• incomplete or missed work due to frequent absence from class or online/remote learning 

• VET or Board Endorsed Course (BEC) studied either at school or TAFE 

As with all HSC courses, students undertaking VET courses may be deemed to have either completed or not completed course requirements based on the course completion criteria. 

The HSC course requirements in a VET course are defined by: 

• the HSC indicative hour requirements of the course 

• the HSC course structure 

• mandatory work placement requirements (if applicable) 

• the HSC content (focus areas) and associated mandatory and stream (if applicable) units of competency in Industry Curriculum Frameworks 

• competency-based assessment requirements. 

Courses studied at TAFE are either Board Developed or Board Endorsed Courses. Therefore, all courses fall under these same rules for ‘N’ determinations. 

If a student fails to undertake any mandatory work placement component it may be determined that the student has not made a genuine attempt to complete course requirements. In this case, the Principal can indicate that the course has not been satisfactorily completed and the student may be issued with a non-completion (‘N’) determination. 

3.1  The ‘N’ Determination Process - Principal’s Determination of Non-completion of Course Requirements  

This determination process will begin in Term 4 of Year 12. It will normally finish at the end of Term 3 Year 12. 

This process, outlined in the table below, is designed to provide a student with clear information about the steps taken towards an ‘N’ determination for a HSC course. Each subsequent action represents a student’s failure to respond to the advice and concerns expressed by their teacher(s) in the previous letter and/or further concerns that the teacher(s) has. The purpose of this process is to give a student early warning, to provide them with the time and opportunity to take action to rectify the area(s) causing concern, and to provide the support that a student may need to successfully complete their HSC course. 

3.2  Non-completion of Internal Assessment: Review of Non-completion Determinations  

The procedures for a school review of an 'N' determination will follow those laid down for other school reviews of assessments as follows: 

• A student seeking a review of an 'N' determination must apply to the Principal by the date listed in the Higher School Certificate (HSC key dates and exam timetables). 

• If the school upholds the appeal, the school advises the NSW Education Standards Authority (NESA) by the date stipulated in the Higher School Certificate Events Timetable. 

• If the appeal is declined, the student may appeal to NESA. NESA's review will focus on whether the school review properly and correctly considered the matters before it. 

• Appeals must reach NESA by the date stipulated in the Higher School Certificate HSC key dates and exam timetables. NESA will advise students and Principals of the outcome of any appeal as soon as possible after the Higher School Certificate examinations.

Students may apply for late submission, extension of an assessment task date or special consideration in the following circumstances: 

 4.1 Illness 

If a student is applying for an extension to an assessment task due to illness, and the teacher considers the student to have a valid reason, the Principal may decide that an extension of time may be granted or a mark may be awarded based on a substitute task. Students must apply for an extension on the day of their return after an illness. 

If students are applying for an extension due to illness the following process must be followed: 

• The teacher/head teacher is to be kept informed as soon as students are aware of events/illness that may affect their performance/completion of the task. 

• Complete the Illness/Misadventure Appeal Application form and attach any supporting documentation (Forms are available from the subject head teacher). 

• The head teacher must sight all work completed to that date, demonstrating the progress the student has made. 

• Submit the form to the head teacher of the subject to complete. The head teacher will make a decision in consultation with the Principal if appropriate. If the application is approved the head teacher will either: 

• provide an extension of time to complete the original assessment task, or 

• provide the student with a substitute assessment task 

In exceptional circumstances where a student cannot complete the assessment task, schools may provide an estimate based on completed comparable assessment tasks which contain comparable outcomes approved by the Principal and in line with the school’s policies and procedures for school-based assessment. 

Failure to apply for an extension on the day of return from an illness will lead to a zero mark for that task. If there is no valid reason for failing to complete an assessment task, a zero mark must be recorded for that task. 

4.2 Misadventure or Unforeseen Circumstance 

There must be a valid reason in order to apply for an extension to an assessment task. In such cases the following process must be followed: 

• The teacher/head teacher is to be kept informed as soon as students are aware of events or circumstances that may affect their performance/completion of the task. 

• The head teacher must sight all work completed to that date, demonstrating the progress the student has made. 

• Student to discuss the reason with the head teacher of the subject and complete the Illness/Misadventure Appeal Application stating the reason why an extension or alternative date is sought and attach any supporting documentation.  Forms are available from the subject head teacher. 

• Submit the form to the head teacher of the subject to complete. The head teacher will make a decision in consultation with the principal if appropriate. 

• If approved, the Principal will notify the head teacher of the subject who will either: 

a. provide an extension of time to complete the original assessment task, or 

b. provide the student with a substitute assessment task 

In exceptional circumstances where a student cannot complete the assessment task, schools may provide an estimate based on completed comparable assessment tasks which contain comparable outcomes approved by the Principal and in line with the school’s policies and procedures for school-based assessment. 

Submitting an application for a late assessment does not necessarily mean that an extension will be granted. The student will be informed of the outcomes of the illness/misadventure appeal within two weeks of it being submitted. If there is no valid reason for failing to complete an assessment task, a zero mark must be recorded for that task. 

4.3 Managing the Impact of School Endorsed Activities 

This section pertains to work placement, TAFE mandatory tasks, sporting representation, debating, public speaking and other school endorsed activities.  

If a student is involved in a school endorsed activity, it is their responsibility to complete, by the set date, any assessment tasks that may be due in their absence. They must see the teacher/s involved as soon as they are aware of these commitments and negotiate a solution if the task is an in-class activity or exam. Any hand-in assessment task will be due on the due date or before. 

For work placement, the course teacher will supply a document that must be signed by all class teachers acknowledging the absence. This will give the student an opportunity to speak to all class teachers about work that may be missed and assessment task issues. It is the student’s responsibility to catch up on any work missed. 

Being involved in a school endorsed activity is not a reason for late assessment. Being able to manage these commitments successfully requires careful forward planning by the student and communication with the teachers involved. It is essential that teachers are aware of students’ progress and work efforts and they must be informed of impending absence prior to any school endorsed activity. 

In the case of a suspension the student must indicate to the Principal, upon being suspended, if they will miss any assessment tasks during the suspension period. If a student is on suspension at the time when an assessment item is due, it remains the student’s responsibility to ensure that this task is submitted on the due date. On all such occasions, submission of the task is to be organised through the front office – the student is not to go directly to the course teacher as students are excluded from the school grounds when on suspension. If, however, the nature of the assessment item requires the student’s attendance on the grounds for a set period of time (e.g. listening exercise, class test, presentation or speech), then the completion of this assessment item on the due date is at the discretion of the Principal, and in negotiation with the relevant head teacher. Where appropriate, a student may be asked to complete the task upon return from suspension. Under no circumstances does suspension from school entitle a student to submit an assessment item after the due date, nor entitle a student to additional time in which to complete an item. 

4.4 Other Circumstances 

Absences from school with no acceptable explanation 

This will result in a zero mark being recorded. The assessment task, however, must still be attempted in order for course outcomes assessment to be completed. 

An absence from school when task/calendar is handed out 

The schedule of tasks/calendar will be posted in a prominent position (e.g. the main teaching room, senior study room, student notice board, etc.), for all students studying the course. Students are expected to consult the schedule of tasks regularly and to keep a current timetable of assessment tasks. This will also be shared to students through the agreed online/remote learning platform.  Following an absence, a student must consult the subject teacher and the posted schedule of tasks to ensure the student’s calendar remains accurate. 

Non-completed tasks 

If the progress of a task is interrupted (e.g. by a fire), then this task is to be abandoned and an alternative task may be scheduled. 

Disputes/problems 

Any dispute/problem arising out of late submission of any task or absence from a task, will be resolved by a committee consisting of the Principal (or nominee), Deputy Principal and a Head Teacher from outside the Key Learning Area concerned. 

5.1 School based Assessment Appeals 

Students who wish to challenge aspects of their assessment for a course, should immediately lodge their grievance with the appropriate subject head teacher, who will notify the School Assessment Appeals Panel. 

For the purpose of reviewing assessment marking/ranking, a School Assessment Appeals Panel will be established, comprising: 

• the Principal or nominee 

• the Deputy Principal 

• an independent Head Teacher 

The School Review must ensure that:

• assessment was in accordance with Maclean high School and NESA policies/procedures 

• there are no computational or clerical errors 

A student seeking a review must make the request within two days of the task being returned. A student has five school days to lodge an appeal in relation to an assessment task review. The appeal will be conducted by the School Assessment Appeals Panel. Students may appeal to NESA for further review of school assessment procedures for HSC assessments. 

5.2 VET Frameworks and TAFE Courses Appeals 

Students have access to an appeal process if they are dissatisfied with the assessment process. Dissatisfaction over assessment process should be approached informally at first with a view to resolution through discussion between student and assessor(s). Both sides of the story can be shared and any misunderstandings clarified. If not resolved by discussion, between teacher and student, the teacher’s direct supervisor will convene and mediate a further informal meeting. 

However, if the informal approach fails to resolve concerns, a formal appeals process should be initiated. Formal appeals need to be based on identified problems with the assessment process rather than an unsuccessful assessment result. The student lodges a formal appeal in writing to the Principal clearly stating the grounds for the appeal.  Appeals must be lodged within five days from the date of the assessment. 

Appeal submissions are recorded by the school which then asks an appeals panel to review the assessment process to confirm whether or not there are justifiable grounds for appeal. The panel may call for the student and the assessor to present their views before reaching a decision. 

If the student appeal is upheld, the Registered Training Organisation (RTO) arranges a re- assessment process with the student. The student should have the right to request that different assessor(s) be involved in the alternative assessment to avoid any fears of recrimination. 

6.1 Honesty in HSC assessment: what constitutes malpractice

All work presented in assessment tasks and external examinations (including submitted works and practical examinations) must be a student’s own or must be acknowledged appropriately. Malpractice, including plagiarism, could lead to students receiving zero marks and will jeopardise their Higher School Certificate results. 

Malpractice is any activity that allows students to gain an unfair advantage over other students. It includes, but is not limited to:

• copying someone else’s work in part or in whole, and presenting it as their own

• using material directly from books, journals, CDs or the internet without reference to the source

• building on the ideas of another person without reference to the source

• buying, stealing or borrowing another person’s work and presenting it as their own

• submitting work to which another person, such as a parent, coach or subject expert, has contributed substantially

• using words, ideas, designs or the workmanship of others in practical and performance tasks without appropriate acknowledgement

• paying someone to write or prepare material

• breaching school examination rules

• using non-approved aids during an assessment task

• contriving false explanations to explain work not handed in by the due date

• assisting another student to engage in malpractice.

In the case of suspected plagiarism, students will be required to provide evidence that all unacknowledged work is entirely their own. Such evidence might include but is not limited to the student:

• providing evidence of and explaining the process of their work, which might include diaries, journals or notes, working plans or sketches, and progressive drafts to show the development of their ideas

• answering questions regarding the assessment task, examination or submitted work under investigation, to demonstrate their knowledge, understanding and skills.

6.2 Use of Artificial Intelligence by Students

• NESA has developed a policy on the use of AI in schools. This policy falls under NESA’s existing rules governing academic honesty and the use of external reference materials and sources in student work. Maclean High School will decide how best to use AI to support teaching and learning, in accordance with sector policies.

• AI has implications for academic honesty (see ACE 9022). Unapproved use of AI in the completion of assignments is a breach of academic integrity. All work presented in assessment tasks and external examinations (including submitted works and practical examinations) must be a student’s own or must be acknowledged appropriately (see ACE 9023).

• Plagiarism and other forms of academic dishonesty are unacceptable. You should be aware that current rules for cheating and plagiarism still apply to AI (see ACE 9024). All work should be your own or correctly acknowledged. It is important that you take academic pride and ownership by submitting original work at Maclean High School.

• AI can also be unreliable and must always be monitored by a human. AI can produce biased and/or toxic content, false information or facts that are not based on real data or events and false citations. This could compromise the quality of your submissions.

6.3 General Principles for Acknowledgement 

In all written work submitted for assessment students must show the sources of their material. The principle is that whenever submitted material is not the student’s own original work, must be acknowledged. To present material without acknowledgement is in effect to claim that it represents the student’s own work and ideas. 

6.4 Common Knowledge 

Students sometimes have difficulty knowing where the need for acknowledgement of works starts and finishes. The principle of common knowledge is worth understanding. 

Common knowledge consists of information from a field of study as well as common-sense observations. Standard information includes, for instance, the major facts of history. The dates of the first World War (1914-1918) and the fact that the ANZACs landed on the Gallipoli Peninsula on 25th April 1915 – both are facts available in many reference books – do not need to be acknowledged, even if you have to look up the information. Folk literature, which is popularly known and cannot be traced to particular writers, is considered common knowledge. This would include nursery rhymes, fairy tales, and any stories from the oral tradition of literature. Even if you read these things in printed form, documentation is not needed. 

A common-sense observation, such as the idea that weather affects people’s spirits does not require acknowledgement. But a scientist’s findings about the effects of high humidity on people with blood pressure, will require acknowledgement. 

Students may use common knowledge as their own, even if they have to look it up in a reference book. For example, a student may not know the dates of the French Revolution or the standard definition of photosynthesis, although these are considered common knowledge. If the student looks them up in a dictionary or reference book, they do not need to acknowledge the source. 

6.5 Knowing What to Acknowledge 

When writing a research essay, students may use information from three kinds of sources: 

• their independent thoughts and experiences 

• common knowledge, the basic information people share and 

• other people’s independent thoughts and experiences 

Of the three, only other people’s independent thoughts and experience’s need to be acknowledged. Teachers will speak to students about how they want the works of others acknowledged. 

You should be aware that current rules for cheating and plagiarism still apply to AI. AI can also be unreliable and must always be monitored by a human. AI can produce biased material, false information or facts that are not based on real data or events and false citations. This could compromise the quality of your submissions. Unapproved use of AI in the completion of assignments is a breach of academic integrity. All work presented in assessment tasks and external examinations (including submitted works and practical examinations) must be a student’s own or must be acknowledged appropriately.  

6.6 How Cheating and Plagiarism in School Assessment Tasks will be dealt with 

Maclean High School expect that submitted assessment tasks will be the independent work of that student, and that they have written their response in their own words. As indicated, where there is proven dishonesty the following will occur: 

• Copied assignments will be given a zero 

• If student A copies student B’s assignment, both students may get zero 

• Assignments copied in whole or large part from books or articles will receive zero 

• The same essay may not be submitted for assessment in two different subjects. 

• The unapproved use of AI in the completion of assessment tasks is a breach of academic integrity. All work presented in assessment tasks and external examinations (including submitted works and practical examinations) must be a student’s own or must be acknowledged appropriately.  

• In the case of suspected use of AI specifically, the Head Teacher will ask the student to provide evidence that all unacknowledged work is entirely the student’s own. Such evidence might include but is not limited to: the student providing evidence of and explaining the process of their work, which might include journals or notes, working plans or sketches, and progressive drafts to show the development of their ideas the student answering questions regarding the assessment task, examination or submitted work under investigation, to demonstrate their knowledge, understanding and skills.

• If malpractice is concluded to have occurred through the use of AI specifically, one or more of the following consequences will apply: 

  1. reduced marks for all or part of the task 

  2. zero marks for all or part of the task 

  3.  a NESA warning letter sent to the student. 

7.1 Examination Procedures for Students 

• Students will receive an exam timetable 2 weeks before exam period begins.

• Students must check equipment requirements for their subject areas. (See Exam Equipment List)

• Students are advised to arrive at least 30 minutes before their exam is scheduled to begin.If you miss an exam because you misread the timetable, contact the school immediately, you cannot apply for illness/misadventure on these grounds.

• Students will be let into the exam room 10 minutes before the start time of the exam. This is so that you are seated and ready to start the exam at the time listed on the exam timetable.   

• When asked to enter the exam room, students  will be required to sit at the desk allocated to them. Students will be in alphabetical order per subject.  

• Sign the attendance slip and wait for further instructions. 

• Students cannot leave their seat without permission and must not exit the room without direction from the supervisor.  

• Students  must raise your hand to speak to the supervisor or if you have any questions?  

• Students  may not leave the exams within the first hour or in the last half hour of the exam. 

• At the end of the exam, students will be given the ‘pens down’ instruction. Studnets must make sure they have written their student number on all parts of the exam. Follow the supervisor’s instructions in regard to leaving the examination space 

• If students are unable to complete an exam on a given day due to illness or misadventure, they must complete the illness and misadventure form as soon as possible and notify the school. Forms are available from the Attendance Office.  

7.2 Examination Rules

It is expected that students come prepared to the exam room with the required approved equipment in working order: 

• Black pens and pencils (at least 2B) 

• Ruler, highlighters, sharpener. 

• Calculators- will be reset upon entry into exam (see NESA approved model). • 

• A watch (not a programmable or smart watch), which you must take off, place on your desk in clear view and not touch during the exam. •

• Water in a clear label-free bottle and clear pencil case. 

•  All equipment students bring is subject to inspection on entry. Make sure equipment brought in by students is in good working order because an appeal under misadventure provisions for equipment failure will not be upheld. 

• Always follow teachers and supervisors’ instructions and behave respectfully towards staff and students. Swearing, disruptive behaviour, moving out of seat without permission and cheating will not be tolerated. 

• Make a serious attempt at the exam by answering a range of question types (Note: answering only multiple choice questions is not considered a serious attempt – you may have the course cancelled). 

• Except in an emergency, or toilet break, no student will be allowed to leave the examination room during the scheduled time of the exam. 

What students cannot bring into the exam room (see Current NESA Rules & Procedure Guide 2024) 

•  A mobile phone. Mobile phones are not permitted in an exam room under any circumstances 

• A programmable watch, e.g. a smart watch. 

• Any electronic device (except a calculator where permitted). This includes mobile phones or other communication devices, wireless earphones and headphones, organisers, tablets (e.g. iPads), music players or electronic dictionaries. 

• Paper or any printed or written material (including timetable). You can ask staff for working paper. You must not take any paper out of the examination room (including examination timetable). 

• Print dictionaries, except if permitted in language exams or correction fluid or tape. 

• Food of any kind, unless approved by NESA (e.g. if you have diabetes). 

• Hats, helmets or baseball caps, unless approved by NESA. They are to be placed in students’ bag or under the seat before commencing the exam. 

• Breaches of exam rules and procedures will result in having the student’s exam cancelled (marked 0). 

MACLEAN HIGH SCHOOL

STAGE 6 ASSESSMENT PROGRAM -STUDENT RESPONSIBILITIES

Maclean High School has developed school-based assessment program for each course. 

Students have a range of responsibilities in relation to the successful attainment of the Preliminary and Higher School Certificate credential. (Updated Feb 2025) 

1. FAMILIARITY WITH MACLEAN HIGH SCHOOL ASSESSMENT POLICY AND PROCEDURES- Be aware of the assessment policies and procedures outlined in the Curriculum and Assessment Hub. 

2. ATTENDANCE -Attend school, be aware of due dates for assessment tasks and complete tasks on time. If you miss school, check with your teachers on your first day back to see if there are any assessment tasks you need to complete. 

3. PUNCTUALITY- Arrive on time for in-school assessment tasks, as extensions will not be granted. If you are late for any task scheduled during school hours, you must have a valid reason verified by the Deputy Principal or Principal. 

4. ATTENDANCE ON DAY OF TASK- You must be present for all in-school assessment tasks. If you are absent on the day of a task, provide a doctor’s certificate or other evidence for your absence. For more details, refer to the Curriculum and Assessment Hub regarding absences on task days. 

5. ATTENDANCE DAY BEFORE THE TASK- Be present the day before a task. Students who are absent the day before a task must provide a doctor’s certificate explaining this absence. This includes when absent on a Friday when a task is completed on the following Monday. 

6. HAND IN TASKS- Hand in all assessment tasks on time. Work will only be accepted from the student themselves. If you are absent on the day a hand-in task is due, contact the classroom teacher and email them a copy of your task if requested. You must see the Head Teacher of the course about the need for an Illness/Misadventure. 

7. SATISFACTORY COMPLETION OF COURSE Meet the requirements to satisfactorily complete all courses. See Section 2 of Curriculum and Assessment Hub: Requirements of Maclean High School. 

8. NOTIFICATION OF CLASHES FOR OTHER SCHOOL BUSINESS- Notify the Classroom Teacher and Head Teacher of any assessment conflicts in advance, e.g. clash of dates with an excursion or sporting knockout team. You must discuss this situation with the Head Teacher of the course that has the assessment task. If an alternative date cannot be found the assessment comes first. 

9. ILLNESS/MISADVENTURE AT TIME OF ASSESSMENT- If students come to school and become ill on the day of an assessment task or have suffered an illness/misadventure immediately prior to the day of an assessment task, they must inform the Head Teacher of the course on the day of the task prior to the completion of the task. You cannot apply for illness/misadventure after the assessment.

Illness/misadventure forms must be submitted to the Head Teacher, supported by a doctor’s certificate, upon your return to school. 

10. CHECKING OF TASKS- Students should check the marking of each task when it is returned to them. Students should check their assessment rank when provided.

Students:

-may request a school review of their final grade awarded to them by their school in any NESA Stage 6 course.

-cannot seek a review of results in a single or multiple individual assessment tasks.

(Appealing Stage 6 Grades - ACE Rules)

10. PROLONGED ABSENCES -Some prolonged absences, for example, a holiday overseas, cannot be considered and could lead to students not meeting outcomes in that subject. Students must seek approval from the principal before they take your leave.

•  NSW Curriculum Website 

• HSC

• Use of Artificial Intelligence by students 

• HSC minimum standards 

• Students online 

• 2025 Higher School Certificate Rules and Procedures 

 December 2024 - 6.6 How Cheating and Plagiarism in School Assessment Tasks will be dealt with