Pattern of Study 

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

• have completed Year 10 

• 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: 

• 2 units of compulsory English 

• at least 6 units of Board Developed Courses 

• at least 3 courses of 2 units value or greater 

• at least 4 subjects (including English) 

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. 

Students may accumulate HSC courses towards the award of the HSC credential within a consecutive five-year period. 

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. 

Types of HSC 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.

Understanding HSC Pathways 

Accumulating 

Students can take up to five consecutive years to finish their studies, starting from the first year they complete a HSC course. After five years, they must have met all HSC requirements.  

Repeating 

Students can repeat one or more courses within the five years without penalty. The Record of School Achievement (RoSA) will report the results of all attempts. If eligible, the Universities Admissions Centre (UAC) will calculate the student’s Australian Tertiary Admission Rank (ATAR) from their most recent HSC results.  

Transferring credit and recognition of prior learning (RPL)  

Students may be able to count courses studied at TAFE, or other non-school educational institutions, towards the HSC as Credit Transfer. 

Or they may not need to complete some course components, if they can show that they have met the necessary outcomes in another way via RPL, such as through interstate study. 

For general education this may apply to a Preliminary course, part of a Preliminary course or part of a HSC course. For more information, see Credit transfer and recognition of prior learning on the NESA ACE website. 

For VET this may apply to part of a course or the entire course. For more information, see Recognition of prior learning (RPL) and credit  transfer within VET courses on the NESA website. 

Acceleration 

Students may be able to complete some HSC courses, sit for the HSC exam in that course and accumulate these results before they are in Year 12. This acceleration would form part of an Individual Education Plan and be consulted between the school, student and family.  

Undertaking a school-based apprenticeship or traineeship

Students can start an apprenticeship or complete a traineeship while they study at school. A school-based apprenticeship or traineeship combines paid work, training and school studies. 

Students will gain an industry recognised national VET qualification and credit towards their HSC. 

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. 

HSC Minimum Standard 

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

Satisfactory Record of Attendance 

Satisfactory attendance at school is required to achieve the outcomes of the course. 

At Murwillumbah and Wollumbin High School, at least 85% attendance is expected and there should be no unexplained absences. 

In circumstances where attendance is deemed unsatisfactory, the Principal may decide that sufficient course outcomes have not been achieved. In this situation, the student’s pattern of attendance will be reviewed. Following this review, the student will be required to justify to the Principal that the record of attendance has not impeded achievement of sufficient course outcomes. 

Where the Principal considers that a student’s pattern of attendance could result in the non- completion determination (‘N’ determination) of a HSC, the student must be warned and (if the student is under 18), the parents or caregiver immediately advised in writing. Absences through illness/injury may be allowed if considered legitimate. Medical certificates will be accepted as satisfactory evidence of legitimate absence in the event of prolonged/recurring illness/injury. 

In cases of prolonged absence and where it is not possible for students to complete the requirements of a course or not done so, during the period of absence, the Principal will decide whether sufficient course outcomes have been met. 

Extended Leave 

Any extended leave requires the approval of the principal prior to the student commencing their leave. Under certain circumstances extended leave may be granted. This must be discussed and negotiated with the Principal in advance. 

Possible absence, such as that resulting from a student exchange, should be discussed with the Principal.

Satisfactory Record of Application 

Satisfactory application is essential for the completion of HSC courses. A judgement will be made by the Principal as to whether a student has applied themselves with diligence and sustained effort to the set tasks and experiences provided in a course by the school. In making this judgement, the Principal will consider the degree of effort shown by the student and their attitude to their studies. In circumstances where application is unsatisfactory, an ‘N’ determination will be issued for that course(s). 

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

• followed the course developed or endorsed by NESA; and 

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

• achieved some or all of the course outcomes. 

Satisfactory Completion of Course Requirements 

A student will be considered to have satisfactorily completed a course if, in the school’s view, there is sufficient evidence that the student has, by effort and achievement, demonstrated they followed the NESA requirements of the course. If such evidence does not exist, the school will apply the ‘N’ determination for the HSC course(s). 

• Students studying a HSC course must make a genuine attempt to complete the course requirements. It is a matter for the teacher’s professional judgement to determine whether a student has made a genuine attempt to complete the requirements. 

• For courses where school-based assessment marks are submitted, students must make a genuine attempt at assessment tasks that contribute in excess of 50 percent of the available marks. It is emphasised that completion of assessment tasks worth exactly 50 percent is not sufficient; tasks worth in excess of 50 percent must be attempted. Furthermore, the student must fulfil the course completion criteria. 

• A course will not be listed on the RoSA unless both of these conditions are met. 

• In the case of competency-based courses, where a student has not successfully completed any units of competency, it is a matter for the teacher’s professional judgement to determine whether the attempts made by the student to complete the course are genuine. 

• Where students are studying a HSC course that includes a requisite examination, students must sit for and make a genuine attempt at the examination. 

• If it is determined that a student has not made a genuine attempt to complete the course requirements, the Principal must indicate on the appropriate documentation that the course has not been satisfactorily completed. 

• Students studying VET Industry Curriculum Framework courses must complete the mandatory work placement hours in order to be deemed satisfactory. 

• Until a student presenting for a Higher School Certificate has satisfactorily completed courses totalling at least 12 units of Preliminary courses and 10 units of HSC courses that satisfy NESA's pattern of study requirements, the student will not be eligible to receive the award of a Higher School Certificate.

A student will be deemed not to have satisfactorily completed a course if there is sufficient evidence of: 

• Omission, to a significant degree, of experiences, which are integral requirements of the syllabus, e.g. assignments, practical work, participation in class or online/remote learning. 

• Non-serious attempt or a non-attempt at the examination. Non-serious attempts include frivolous or objectionable material. Non-attempts include those where only multiple- choice questions are attempted. Any student identified as making a non-serious attempt or a non-attempt will be asked by NESA to justify why they should receive a result in the course concerned. 

• Failure to make a genuine attempt at assessment tasks which contribute in excess of 50 per cent of assessment marks available. Failure to make a genuine attempt at a particular task will score zero. It is a matter of the teacher’s, in consultation with the head teacher’s, professional judgement whether the attempt is a genuine one. The Principal will make the final decision. 

‘N’ Determinations 

Wollumbin and Murwillumbah High School (Murwillumbah Learning Community of Schools) 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. 

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. 

Click here to see the High School 'N' Warning Procedures

 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, as well as their teachers and others who guide them, must comply with NESA’s requirements for upholding the integrity of HSC assessment and exams. The honesty of students in completing assessment tasks, exams, and tests underpins the integrity of the HSC. The HSC Course will commence in Term 4 2024 and conclude with the HSC examinations in Term 4 2025. 

The formal assessment program must adhere to course-specific requirements, including assessment schedules that detail: 

• the number and type of assessment tasks, and 

• syllabus outcomes assessed in each assessment task, and 

• the components and weightings allocated to each assessment task, and 

• when each assessment task is to be attempted or submitted 

A formal written examination is defined as a task such as a Half Yearly, Yearly or Trial HSC Examination completed during a designated examination period. It is undertaken individually, under supervised examination conditions and includes one or more unseen questions or items. A formal written examination is used to gather evidence about student achievement of a range of syllabus outcomes, at a point in time. A formal written examination is often in the format of a HSC examination and typically draws from most or all content areas or topics or modules completed at that point in time. Schools are able to schedule more than one written examination to provide opportunities for students to prepare for and experience examination conditions. However, only one formal written examination can contribute to a formal assessment schedule. Tests of limited scope (i.e. include a small number of content areas or topics or modules) will continue to be relevant and appropriate methods of formal assessment. These types of tasks are not considered as formal written examinations. 

Assessment Notification, Submission and Feedback 

The Schedule of Tasks (Section 2) indicate specific dates scheduled for assessment tasks from Term 4, 2024 to Term 3, 2025. All tasks will be due at 11.59pm on specified date on assessment task. 

Teachers will provide written notification for each assessment task, outlining specific task details and marking criteria, at least two weeks prior to the task due date. 

• Teachers will use their professional judgement to ensure students have adequate time to prepare for each task. 

• For examinations, written notice may be given outlining details prior to the task date. However, students should use the schedule of tasks for task dates, weightings and outcomes assessed. 

• Notification of changes (eg. of date due) will be given in writing and will require Deputy Principal approval. Students must have at least 2 weeks notice of changes to assessment schedules. 

Students and staff will acknowledge by signature the receipt of a notification, a submission of an assessment task and received feedback, on the class teacher’s record sheet. In instances where an assessment task notification is communicated through a digital medium, students will need to confirm their receipt digitally, as requested by the teacher. When assessment task notifications have had to be posted to a student, confirmation of receipt will be sought and recorded by the teacher. 

• Students must hand in their assessment tasks to the class teacher on the due date and by the prescribed time. Assessment tasks that are in a digital medium and submitted online must follow the ICT policy (4.4). 

• Students must keep a current timetable of assessment tasks. 

• Parents/caregivers must be notified by letter when an assessment task is missed or zero score is awarded. 

• If a student has concerns about the timing of assessment tasks or the task itself, this must be discussed with the teacher well in advance of the due date for the task. 

• There is a two-week moratorium on all assessment tasks prior to any examination period observed across the school. 

Known Absences 

If a student knows that they will be absent for a reason deemed acceptable by the campus on the day the assessment task is to be due, the student must negotiate, prior to the due date, an alternative time with the head teacher to complete or submit the task. 

 Unexpected Absences 

The student should contact the campus on the day of the task, to explain the absence. Upon the student’s return they must complete an Illness/Misadventure Appeal application form. 

For any absence, it is the student’s responsibility to contact the teacher responsible for administering the task, before or during the next lesson in the subject, where a task has not been completed. 

Feedback 

All students will receive meaningful, timely feedback on their performance in each Assessment Task. The feedback for each assessment task should include: 

• Mark 

• Rank 

• Feedback 

• Achievement of outcomes assessed 

Students should check their mark calculations and report any discrepancies at the time the assessment task is returned to them. 

Reporting Student Progress 

The achievement of syllabus outcomes together with information on assessment and exams will be reported on twice a year. 

Formal, written school reports are issued after Term 1, 2025 and following Trial examinations. These reports are designed to reflect the work achieved by the student in all aspects of their studies, not just in HSC assessment tasks. Students need to complete all work given so that they are adequately prepared for the HSC examination at the end of Year 12. 

Unsatisfactory progress through incompletion of homework, absence from lessons, poor effort, etc. will be communicated to families, and documented on Sentral by the teacher. Students are reminded that failure to complete both assessable and non-assessable tasks will contribute to their not having met the requirements for the award of a Higher School Certificate. 

The school will provide each student with formal details of their ranked position within this school's candidature as part of their final HSC report. 

NESA regulations prohibit the school from providing a raw aggregate of marks scored in any course or subject. 

Information Communication Technology 

Assessment tasks will include instructions regarding the submission of tasks. Submission in digital form requires: 

• The student to follow the directions provided on the assessment task notification 

• The student to take responsibility for the file being in the agreed file format and medium. 

• The student to take responsibility for replacing digital copies for any lost/crashed data within 24 hours of a written request from the teacher. 

If a student submits a file that is not in the agreed file format and medium, the assignment will be deemed not to have been submitted. It is the student’s responsibility to ensure this condition is satisfied. Breakdown of a student’s computer hardware will only be accepted as a reason for extension if the student submits draft notes on the due date. 

HSC Examinations - Accommodation 

Wollumbin and Murwillumbah High School will provide suitable accommodation for the HSC examinations. Accommodation must be adequately lit and ventilated and as free as possible from external noise. Accommodation for students needing disability provisions needs attention. A student’s home school provides the exam centre for all of their exams, including when the course is studied through an external provider. Students may need to attend an exam centre in another school. 

Examination Procedures 

Examinations are conducted under conditions that are fair and equal for all students. They are used so that students can demonstrate their knowledge and understanding in a subject. The following instructions are to be followed so that all students have the best chance to show the outcomes they have achieved. 

Instructions to Students 

Only clear containers holding equipment are to be taken into the exam room. 

All students are to remain in the exam room for the entire length of the exam. 

If a student is absent from an exam they must follow the procedures for ‘Illness and Misadventure’. 

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

black pens to write with (recommended) – make sure you bring spare pens to each exam 

• ruler 

• highlighters 

• pencils (at least 2B) 

• sharpener 

• water in a clear, unlabeled bottle. 

• You can wear a watch, but it should be taken off and placed in clear view on your desk once you sit down for your exam. Programmable watches (for example smart watches) are not permitted in the exam room. 

All equipment you bring is subject to inspection on entry. Make sure any equipment you are allowed to bring, such as a calculator, is in good working order because an appeal under misadventure provisions for equipment failure will not be upheld. 

What you cannot bring into your exam room: 

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

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

• Other electronic devices (except a calculator or wired headphones where permitted). This includes any other communication devices, organisers, tablets (e.g. iPads), wireless 

• earphones/headphones (e.g. Air Pods), electronic dictionaries, and music players. 

• Paper or any printed or written material. You can ask your presiding officer for working paper. 

• Print dictionaries, except where permitted in language exams. 

• Correction fluid. 

You are not allowed to borrow equipment during exams. 

During examinations, appropriate behaviour is essential to maintaining a fair and focused environment for all students. You are expected to remain quiet and respectful throughout the exam, refraining from disruptive actions that may distract others. It is important to follow all instructions given by the invigilators, including proper handling of examination materials and observing the rules regarding personal items, such as mobile phones, which must be switched off and stored away. 

Unauthorized communication, whether verbal or non-verbal, is strictly prohibited to uphold academic integrity. Any breach of these rules will result in disciplinary actions, which may include receiving a zero for the exam. 

If you need assistance or a toilet break during an exam, it is essential that you raise your hand to get the invigilator’s attention and follow their instructions. 

Disability Provisions 

If a student has a disability that may disadvantage them in an exam situation they should contact the school counsellor, learning support teacher, deputy principal or the year adviser to seek disability provisions. Disability provisions: 

address students’ exam needs impacted by one or more of the following categories of disability: 

• learning, and/or 

• medical, and/or 

• vision, and/or 

• hearing. 

• are determined on the basis of functional evidence of impact, and 

• provide practical support for students with disability to access HSC exams, not to achieve potential. The practical support does not include any adjustments to marks in an exam. 

Disability provisions may take the form of: 

• Separate supervision 

• Reader and/or writer 

• Additional time and/or rest breaks 

• Access to computers 

• Access to necessary medical equipment, e.g. blood glucose testing equipment, food, and drink for students with diabetes 

These apply only where the disability needs a practical arrangement to reduce the student’s disadvantage in an exam situation. 

For further clarification on Disability Provisions for the HSC visit The Disability Provisions Guide on the NESA website. 

Adjustment for Students with Disability 

It is a requirement, under the Disability Standards for Education 2005, for schools to ensure that students with disability can access and participate in education on the same basis as other students. Some students with additional learning needs will require adjustments to assessment practices in order to demonstrate what they know and can do in relation to syllabus outcomes and content. Teachers must make reasonable adjustments to assessment activities if required, to enable access and equitable opportunity for students with disability to demonstrate what they know and can do in relation to syllabus outcomes and content. Schools are responsible for any decision at the school level to provide adjustments to coursework, assessment activities and tasks, including in-school tests. Providing an adjustment does not restrict a student’s access to the full range of grades or marks. 

These may include, but is not limited to: 

• Adjustments to the assessment process. Some examples include additional time, rest breaks, the use of a reader and/or scribe or specific technology. 

• Adjustments to assessment activities. Some examples include rephrasing questions, using simplified language or alternative formats for questions. 

• Alternative formats for responses. Some examples include writing in point form instead of essays, scaffolded structured responses, short objective questions or multimedia presentations. 

• A substitute task assessing the same outcomes may be set if adjustments are not possible due to the student learning from home. 

To access adjustments for the HSC examinations, an application for Disability Provisions must be submitted to NESA. 

School-based Assessment and Students Undertaking Life Skills courses 

Students undertaking Life Skills courses will study selected outcomes and content informed by a collaborative curriculum planning process. Assessment should provide opportunities for students to apply their knowledge, understanding and skills to a range of situations or environments. Students undertaking Life Skills courses are not required to complete formal assessment tasks. Teachers are best able to determine the progress of the student. Students may demonstrate achievement in relation to Life Skills outcomes independently, with adjustments or with support. The type of adjustments and support will vary according to the particular needs of the student and the requirements of the activity. 

Teachers must: 

• assess students accessing Life Skills courses on their achievement of the outcomes selected through collaborative curriculum planning, and 

• provide learning opportunities for students to demonstrate achievement in relation to the selected outcomes. 

Students accessing Life Skills courses may achieve the designated outcomes independently or with support. An outcome should be considered as ‘achieved independently’ if there is evidence that a student can demonstrate the achievement of an outcome, either:

• without adjustments, or 

• with adjustments that enable the student to access course work and/or demonstrate achievement during assessment opportunities. 

Stage 6 Life Skills courses have no HSC exams and results cannot be used in the calculation of a student’s ATAR. Students with disability may access VET courses by: 

• undertaking the course under regular course arrangements, or 

• selected units of competency within the course, identified through collaborative curriculum planning. 

Other Circumstances 

The following will occur when there has been: 

Students who change courses 

Students, who have commenced a course after the assessment period has begun, will be credited with an estimate for the missed tasks. The estimate will be based on the student’s achievement in completed tasks i.e. the student will receive a mark in the missed task equivalent to that of the rank they achieve in completed tasks. 

Invalid, unreliable results 

If the results of an assessment task are deemed to be invalid or unreliable by the teacher/head teacher, an alternative task may be set. This would only be done in extreme circumstances. Results of assessment tasks that have been completed by students will not be discarded and will be held in faculty assessment files. The task will be returned to the student.

Alternative Submission Date of Assessment Tasks 

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

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: 

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. 

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. 

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. 

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.

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 

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 learning platform (CANVAS). 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. 

Assessment Appeals 

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 TRSC 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. 

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. 

Malpractice, Cheating and Plagiarism 

The honesty of students in completing assessment tasks, exams, and tests underpins the integrity of the HSC. Dishonest behaviour carried out for the purpose of gaining unfair advantage in the assessment process undermines the standard of scholarship represented by the award of the HSC and constitutes malpractice. 

Malpractice is any attempt to gain an unfair advantage over other students. Malpractice in any form including plagiarism, collusion, misrepresentation, and breach of assessment conditions is unacceptable. Malpractice will jeopardise a student’s award and achievement of the HSC. Student conduct amounting to malpractice may range from unintentional failures to comply with assessment rules and procedures, to deliberate attempts to gain an unfair advantage involving intentional wrongdoing. Students who knowingly assist other students to engage in malpractice will be considered complicit in the malpractice. 

Misrepresentation 

Misrepresentation is when a student misleads or deceives others by presenting untrue 

information through the fabrication, alteration, or omission of information. 

Misrepresentation can include but is not limited to: 

making up journal entries for a project, and/or 

submitting falsified or altered documents, and/or 

referencing incorrect or non-existent sources, and/or 

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

Misrepresentation is when a student misleads or deceives others by presenting untrue information through the fabrication, alteration, or omission of information. 

Misrepresentation can include but is not limited to: 

making up journal entries for a project, and/or 

submitting falsified or altered documents, and/or 

referencing incorrect or non-existent sources, and/or 

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

What is Cheating in HSC Assessment? 

Cheating is any dishonest behaviour which gives a student an unfair advantage over others. What constitutes cheating during examinations and tests is generally well understood by students, but there are other types of behaviours which are considered to be cheating. Some of these include: 

• Downloading an assignment from an online source and submitting it as student’s own work 

• Buying, stealing or borrowing an assignment and submitting it as student’s own work 

• Copying a section of a book or an article and submitting it as student’s own work 

• Quoting from a source ‘word for word’, without using quotation marks 

• Copying, cutting and pasting text from an electronic source and submitting it as student’s own work 

• Using the words of someone else and presenting them as student’s own 

• Using significant ideas from someone else and presenting them as student’s own Most of the above actions can be jointly described as plagiarism. 

What is Plagiarism? 

Plagiarism is when a student pretends to have written, created or developed work that has originated from another source. When using work that has originated from another source, students must acknowledge the source material in accordance with course specific requirements (creative works may include published and unpublished written documents, interpretations, computer software, designs, music, sounds, images, photographs, and ideas gained through working with another person or in a group. These works may be in print and/or electronic media.) 

Plagiarism includes but is not limited to: 

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

• using material directly from books, journals, the internet, or any other offline/online resources, without appropriate acknowledgement of the authors and/or source, and/or 

• building on the ideas or words of another person without appropriate acknowledgement, and/or 

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

Collusion is when a student inappropriately collaborates with another student, group of students, person, organisation, or entity to produce work that was meant for individual assessment. 

Collusion includes but is not limited to: 

• sharing answers to an assessment with other students, and/or 

• submitting work that has been substantially contributed to by another person, such as a student, parent, coach or subject expert, and/or 

• contract cheating by outsourcing work to a third party, and/or 

• unauthorised use of artificial intelligence technologies. 

The Internet and Plagiarism 

The internet is a valuable source of information and an effective research tool. However, because electronic information is easily available does not make it ‘free’. Information you find online should be referenced just like any other source. Online sources should be used with care, fully acknowledged and evaluated in the same way as other, print based, information. 

Sometimes a student might accidentally plagiarise. This is usually the result of a lack of academic writing skills, inexperience, careless note taking, or a combination of these. It is important that students learn and follow the rules for the acknowledgement of written works for their individual subjects. 

Use of Generative AI 

The use of AI-generated content, such as text produced by ChatGPT or other AI tools, is prohibited by default in assignments, unless expressly authorised by the teacher. Submitting AI- generated work will be considered academic misconduct and may result in disciplinary action, including a failing grade for the assignment or course. If you are unsure whether the use of a specific AI tool is permissible for an assessment, seek prior approval from your teacher. To ensure academic integrity, teachers may require students to submit their work using Google Docs or other platforms with version history tracking (or some other means of evidence of authorship). This enables teachers to verify that the content has been created by the student and not generated by an AI tool.

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. 

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. 

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. 

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

Staff at Murwillumbah and Wollumbin High Schools 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. Procedure for Investigating Suspected Malpractice 

If Malpractice is suspected by a teacher, the student’s work in question will be referred to the Head Teacher and/or Deputy Principal for further investigation. If malpractice is confirmed, the task will be awarded a zero mark and the student/s and parent/s advised accordingly. 

A school letter will be sent home and the student’s name and details relating to the episode of malpractice will be recorded on the NESA malpractice register. Even though the mark awarded is to be zero, students will be expected to complete and submit the task on an alternate date to demonstrate satisfactory completion of the course. 

Appeals Process 

A student seeking a review of the decision must request an appeal within two days of the student and or parent/s being advised. 

A student has five school days to lodge an appeal in relation to the malpractice decision. The appeal will be conducted by the School Assessment Review Panel. Students may appeal to NESA for further review of school assessment procedures for HSC assessments. 

Who to Contact 

Further advice or clarification can be obtained from: 

• KLA Head Teacher 

• Careers Advisor/NESA contact 

• Deputy Principal 

• NESA Liaison Officer – Heidi O’Brien

Please see the downloadable resources below:

Assessment Task Notification

Record of Assessment Task Notification, Submission and Feedback

Assessment Task Cover Sheet