By Notes2u
Welcome back to the 4th instalment of this series, and congratulations - now we’ve officially gotten through the hard parts of understanding the HSC together! For most people, the information we covered should be enough to start making informed decisions about courses, units, and pathways in life. However, if you’re really looking to get the absolute most out of your school life, we’re here to help you do that. Let’s take a look at some more unusual cases, requirements, policies, and options that break down the walls of convention and push you towards the highest possible ATAR!
Have you ever heard of a child prodigy? Maybe you are one! Well, in any case, “skipping a grade” has long been held as a sign of super-intelligence and insane work ethic - and, in the case of the HSC, this is very much allowed (and even encouraged) by NESA!
Doing a HSC (Year 12 level) subject ahead of time is known as “acceleration”. NESA’s ACE 8043 policy covers everything in detail, but it’s a bit dense. Let’s break it down in simple and clear terms!
Any student can accelerate their studies in one or more courses. This can be done independently, on a student’s own initiative and approved by the school principal. More commonly, it can also be done as a cohort, as many schools, especially high-achieving selective schools, offer limited places in special accelerated classes that take Year 12 level exams in Year 10 or 11, in place of a normal elective subject that does not count towards the HSC.
There are many reasons why a student would like to accelerate their studies - but the main reasons go hand in hand. Students want to streak ahead in subjects they have special interests and skills at - so they can start their HSC before even starting Year 12 (taking some of the stress off the final year), further pursue a subject they’re passionate in, and have a “buffer” of additional units in case subjects they don’t do well in in Year 12 don’t end up counting to their ATAR, meaning they may choose to take fewer units in Year 11 and 12, or keep the extra units as a major buffer against underperformance and burnout for the same amount of equivalent workload. Most importantly, an accelerated course is a low-stakes, high-reward ticket to “experience the HSC” one or two years before the real thing - students get a taster on how NESA expects them to manage their time, deal with assessments and sit a formal three-hour exam with external invigilators, which is invaluable for those seeking to further develop exam skills and smarts. Finally, some really high achiever students (especially those in top schools) want to target state rankings (or even #1 in state!) as a prestige achievement that they believe will help them to obtain awards, scholarships, and placements in universities overseas.
Accelerating your studies in a subject by yourself is often quite challenging, because it requires you to demonstrate proficiency in Year 7-10 levels of that subject, and produce a new learning schedule for you to complete the Year 11 and 12 levels of that subject which align with NESA’s outcomes. Students must usually be exceptionally talented in their particular subject(s) and be enrolled in a supportive school with resources capable of supporting acceleration, such as a selective school.
Let’s look at an example of individual acceleration! Many students who are STEM whizzes, such as Rachel, may prefer to independently accelerate a subject like Physics (completing the Physics HSC in Year 11) so that they can dedicate more of their time to even harder subjects like Maths Extension 2 in Year 12. For Rachel to do this, she must first demonstrate to her school’s science faculty head that she has mastered Year 10 level physics by the end of Year 9 (often in a customised assessment or exam). She must then come up with a plan on how she will complete Year 11 physics in Year 10, and Year 12 physics in Year 11 - for example, by dropping elective Stage 5 music at the end of Year 9, and join her school’s Year 11 physics morning classes so they don’t clash with her other Year 10 classes. Rachel must still do Year 10 science as she needs to meet the outcomes for chemistry and biology (which she isn’t accelerating). This can be thought of as “partial acceleration” (completing one or more HSC subjects while completing preliminary/Year 11 courses for other subjects). Once all of this has been decided by Rachel, her school’s head science teacher, and her parents, it must be taken to her Principal for final approval. Once the Principal gives the final tick, the school will submit an application to NESA on Rachel’s behalf and she can officially join Year 11 classes in Year 10, putting her well on track to complete 2 units of the HSC early! If Rachel does exceptionally well in accelerated physics, then her Principal might even allow her to only select 8 units in Year 12, meaning she has a lot more free time to study her other subjects and a lot less stress from fewer assessments and materials to work through!
A more conventional pathway for acceleration is for a student to complete it as part of a group (i.e., a class for each cohort organised by the school). This takes all the difficulty of proving your capabilities and designing a study plan that your school will agree with out of the equation - many schools offer an accelerated subject as a typical elective, or require students to take a qualifying exam to gain a place in the available class(es). The most common accelerated courses are usually offered as a streamed Year 10/11 class by selective schools like North Sydney Boys HS, James Ruse AHS, and Baulkham Hills HS. They include but aren’t limited to Enterprise Computing (formerly Information Processes and Technology), Studies of Religion, Legal Studies, Software Design, Agriculture, and Music.
Let’s look at an example of cohort acceleration! Scott, our resident enjoyer of humanities, has dreamed of a legal career since primary school - and so it is natural for him to seek to accelerate HSC Legal Studies and apply his debating and UN knowledge in his favourite topic areas of Crime and World Order. Fortunately for him, his school allows one class to complete the Year 11 Legal Studies course in Year 9, and the Year 12 course in Year 10. This can be thought of as more “full acceleration”, i.e., completing one or more HSC subjects before commencing preliminary/Year 11 courses for other subjects). Scott’s Year 8 results (as well as a short essay exam he did at the end of the year) were used to select him and 14 other friends to form a small group, half the size of a typical junior school class, that will study the accelerated course. After completing the accelerated course, he will be able to use the skills and knowledge he gains in time management, extended response and short-answer questions, essay-writing, and NESA exam procedures to his benefit for his other 7 units of humanities in Year 12!
Studying a HSC subject outside of school
Now, let’s take a look at how you or your child can study a subject if it isn’t offered at school. There are many reasons why one would want to do this:
To study a subject not offered at school, students can explore several pathways:
Additional limited “bonus points” for ATARs* are sometimes offered for a student who takes one or more distance education HSC courses in Year 12. We explore these further on in the article.
Let’s look closer at how Amelia did drama in Year 12! As we know, Amelia always had a strong passion for acting and loved watching Kdramas and Netflix series. Her interest in drama was strong, but her school didn’t offer drama as a subject due to a lack of interest among other students (the school couldn’t run a class for just one student!) Undeterred, Amelia decided to take matters into her own hands.
She explored her options and found that TAFE offered drama courses as part of their HSC (6493DR). Amelia enrolled in the distance education program at TAFE, where she could study HSC drama remotely with other students and participate in online acting workshops. This not only allowed her to follow her passion but also provided her with an opportunity to earn additional credit points for her ATAR.
Through her dedication and the support of her distance education teachers, Amelia was able to excel in her drama studies. From distance education high schools to TAFE and language schools, the options are diverse and cater to a wide range of learning needs. By taking advantage of these opportunities, students can broaden their horizons, follow their passions, and achieve their academic goals, just like Amelia did.
While specialised pathways to success in individual HSC subjects, such as acceleration or distance education, can be the perfect fit for many students, it’s also important that you understand the impacts these unique courses may have on a student’s moderated school scores, and how the final HSC mark is calculated. Oftentimes, accelerating or completing a subject at a different school can impact the scaling of raw school rankings, causing marks to be taken only from the student’s external examinations, or taken from a different cohort (e.g., distance education classmates or older grades), especially if a student is accelerating or completing distance education individually as opposed to within a school-developed program. The potential impacts on school scores are difficult to predict and impossible to list down concisely, so students, parents, and principals should communicate their expectations and questions clearly before deciding to undertake a special program of HSC study.
We’ve looked at what the ATAR is, and how it was calculated. But there’s another important concept separate from the ATAR which is what actually matters when it comes to getting into university.
The selection rank is the score universities use to determine admission, and it consists of three key components: your ATAR, + adjustment factors, + any unique course- or university-specific considerations. Unlike the ATAR, which is a standardised rank comparing students across the state, selection ranks often differ depending on the university and course, as both UAC and institutions apply their own adjustments to certain applicants. Each university uses your ATAR as a “base”, and then adds any relevant selection factors on top, and treats some students differently (subtracting points to certain groups of students to keep courses equitable and accessible to all).
For example, Jasper is applying for a course that typically requires a selection rank of 95.5 for standard applicants. However, his ATAR is only 92, which on its own wouldn’t meet the requirement. Fortunately, he receives +2 adjustment factors, increasing his selection rank to 94. Additionally, his background profile means the university lowers the entry requirement for him by 2 points, meaning he only needs a selection rank of 93.5 to be considered. As a result, Jasper qualifies for the course despite initially falling short. We’ll look at the specifics of how this works below.
Understanding selection rank is key to making realistic and strategic university applications. It’s important to check each university’s policies to see if you qualify for any additional adjustments that could boost your chances of getting into your preferred course.
Now let’s look at ways in which you can improve your selection rank (without changing your HSC marks or your ATAR!)
The Educational Access Scheme (EAS) is another program designed to assist students who have experienced genuine and significant educational disadvantages in their journey towards obtaining the Higher School Certificate (HSC). It is run by UAC, and hence provides eligible students with adjustments to their selection rank by offering them additional points on top of their ATAR for all universities, offering them a fairer chance of gaining entry into their desired university courses. Understanding the EAS, its criteria, and application process is crucial for students who believe they might benefit from this scheme.
The Educational Access Scheme aims to level the playing field for students whose education has been negatively impacted by circumstances beyond their control. These circumstances could include medical conditions, severe family disruption, socio-economic hardship, or other significant life challenges. The EAS acknowledges that such disadvantages can affect a student’s performance and seeks to compensate for this in their ATAR calculation. It’s important to note that EAS doesn’t increase HSC marks, it only changes the ATAR to compensate for marks that are perceived to be lower than what a student could have achieved.
EAS covers a wide range of educational disadvantages, grouped into various categories:
The application process for the EAS involves several steps:
The adjustments made to a student’s ATAR through the EAS can vary depending on the severity and type of educational disadvantage. These adjustments are not simply added to the ATAR; rather, they are considered in the context of the student’s overall academic performance. The goal is to provide a fair assessment that reflects the student’s potential despite the challenges they’ve faced.
It’s important to note that the EAS adjustments do not guarantee entry into a specific course or university. They aim to improve the student’s chances by providing a more equitable representation of their academic capabilities. Each university and course may have different criteria for considering EAS adjustments, so students should research their preferred institutions’ policies.
The EAS offers several benefits to eligible students:
Examples
Given his background and the challenges he has faced, our fifth model student, Mohammed, is eligible for the Educational Access Scheme (EAS). His bilingual upbringing, status as a recent migrant to Australia, and his huge responsibilities in helping run his family business after school (taking away the time he has to study and complete assignments) qualify him for EAS adjustments, which can increase his ATAR and boost his applications to certain university courses.
There are a range of additional pathways available to boost a student’s ATAR without having to adjust their HSC marks, which are independent from the well-known EAS. These include, but are not limited to:
As previously discussed, distance education courses offer flexibility and the opportunity to study subjects not available at your school. These courses can be taken through distance education high schools, TAFE, or other accredited institutions, allowing students to tailor their learning to their interests and needs. Some universities offer additional credit points to be added to an applicant’s ATAR for one particular course only if they complete a distance ed course. This generally falls under EAS Provision S01D which states that students studying “Year 12 courses through a secondary distance education centre, an Access program or School of Now as a result of circumstances beyond your control or choosing” are eligible for further adjustment factors on top of other EAS considerations.
The Duke of Edinburgh’s Award (Duke of Ed) is a prestigious program that encourages personal development and community involvement. Achieving the Gold level of the Duke of Ed can provide students with valuable skills and experiences that are highly regarded by universities and employers. The program involves completing activities in four sections: Service, Skill, Physical Recreation, and Adventurous Journey, along with a Residential Project. Participation in the Duke of Ed can demonstrate a student’s commitment, leadership, and resilience, which can positively impact their ATAR through programs such as UNSW’s EAPL and allow for additional points to be claimed upon application to certain courses at various universities.
Many universities offer bonus ATAR points for achieving high grades in specific Year 12 subjects. For example, students who excel in advanced mathematics, sciences, or languages other than English may receive additional points. These subject incentive schemes vary by institution, so it’s essential to check the specific criteria and eligible subjects for each university. For instance, the University of Queensland (UQ) offers adjustment factors for students who complete specific distance education courses. These adjustment factors can increase a student’s selection rank, helping them gain entry into their desired university programs. For example, a student who completes a distance education course in a language other than English or advanced mathematics can receive additional ATAR points, boosting their selection rank and improving their chances of admission under the Index of Community Socio-Educational Advantage (ICSEA) program administered by ACARA.
Some universities offer enrichment programs that allow high school students to take university-level courses concurrently with their senior studies. Successfully completing these courses can earn students bonus ATAR points and provide a head start on their university education. These programs are designed to challenge and extend high-achieving students, giving them a taste of university life and learning. For example, the University of New South Wales (UNSW) offers the GERRIC (Gifted Education Research, Resource and Information Centre) Student Programs. These programs are designed for gifted and talented students, providing them with enrichment and extension opportunities during school holidays. Students can participate in intellectually stimulating activities across various subject areas, helping them develop their skills and knowledge, and improving their consideration for scholarships and alternative entry pathways which substitute for ATAR points. It is important to note that these programs are not true ATAR boosters as they are only considered on a case-by-case application basis where individual selection ranks depend on factors like interviews or personal statements rather than just ATAR calculations.
Students who live in rural, remote, or disadvantaged areas, or areas of a particular demographic, as well as Indigenous students and those with refugee status, may be eligible for cultural or location-based adjustments to their ATAR. These adjustments recognise the additional challenges faced by students in these contexts and regions, such as limited access to educational resources and extracurricular opportunities. Universities may offer bonus points to these students to support their transition to higher education.
For example, if Jasper wanted to gain admission into medicine at Western Sydney University (WSU), he would be aware that WSU offers location-based adjustments to support future medical students from the Western Sydney or regional Australia regions. For instance, students applying for the Bachelor of Clinical Science (Medicine)/Doctor of Medicine (MD) program at WSU need a lower ATAR and UCAT scores if they have lived in the Western Sydney area (a group of postcodes) for a minimum of five consecutive years prior to program commencement (at the time of writing). The ATAR (or equivalent) threshold is 95.5 for all non-Greater Western Sydney applicants and 93.5 for Greater Western Sydney applicants and 91.5 for Rural Entry Admission Scheme applicants as of February 2025. If Jasper lived in Greater Western Sydney for the period specified (and provided WSU with evidence of this), his selection rank would effectively increase (as the requirements for him to gain admission would correspondingly decrease).
These adjustments help level the playing field for students from various regions and backgrounds, acknowledging the unique challenges they may face and enhancing their chances of gaining entry into competitive courses like medicine.
Other special consideration programs, similar to the Educational Access Scheme (EAS), provide adjustments to the ATAR for students who have experienced significant educational disadvantages. These programs acknowledge the impact of personal, family, or socio-economic challenges on a student’s academic performance and offer a fairer assessment of their potential. They are run by individual universities and can act either separately or in addition to EAS.
Finally, VET courses provide practical, hands-on learning experiences that can complement academic studies. Completing VET courses can also contribute to a student’s ATAR and provide valuable skills for future employment. These courses are available through TAFE and other accredited training providers, cover a wide range of industries and professions, and can often act as both a selection incentive and additional credit for some relevant university courses.
Boosting your ATAR involves exploring various pathways and opportunities that align with your interests and strengths. Whether through distance education, enrichment programs, or special consideration schemes, there are multiple ways to enhance your academic profile and achieve your educational goals. By taking advantage of these pathways, students can maximise their potential and increase their chances of gaining entry into their desired course(s).
After completing the Higher School Certificate (HSC) exams, students in New South Wales (NSW) receive their results through various channels. The NSW Education Standards Authority (NESA) provides HSC results online, via SMS, and through the mail. Here’s how the process works:
If a student believes there has been an error in the calculation of their HSC marks, they can request a mark results check. A mark results check involves checking the addition of marks awarded for each question to ensure the total mark is correct. Here’s how to request a mark results check:
The results check is not a re-mark of an exam, and it only checks for clerical and administrative error, including:
Students can also order their raw examination marks and a copy of their examination responses for records, posterity, or to make new resources which they can then sell on Notes2u or affiliated platforms!
Appeals
External (NESA) examination marks are final and cannot be re-marked under any circumstances.
If a student believes that the actual marking of internal/school-based HSC assessments was unfair, prejudiced, or negligent, they can request a variety of reviews at many levels, including but not limited to:
The first step in the appeals process is the school review. If a student believes that their placement in the rank order for any course is incorrect based on the feedback they have received during the course, they can request a review by their school. It is important to note that students cannot appeal the marks awarded for individual assessment tasks; instead, the review focuses on the overall rank order placement.
During the school review, the school will check the following:
If the school is satisfied that these conditions have been met, no changes will be made to the assessment. The school must inform the student of the outcome and advise them of the provision for a subsequent appeal to NESA.
If a student is not satisfied with the outcome of the school review, they can appeal to NESA. The appeal to NESA focuses on whether the school review process was adequate and proper. NESA will consider the following aspects:
NESA does not revise assessment marks or the order of merit directly. If the appeal is upheld, NESA will refer the matter back to the school for a further review. The results of this review may affect the assessment of the student making the appeal and potentially other students as well.
Appeals to NESA should be submitted by the date shown in the HSC key dates and exam timetables. These appeals must be submitted through the school using the appropriate form. Appeals submitted after the release of results will not be considered by NESA unless there are exceptional circumstances.
The HSC appeals process in NSW provides a structured and fair mechanism for students to seek a review of their assessment rankings. By following the school review and, if necessary, appealing to NESA, students can ensure that their performance is accurately and fairly assessed. This process helps maintain the integrity and fairness of the HSC assessment system.
Now for you hungry students aiming for the very very top! The HSC offers several prestigious recognitions. These awards acknowledge both subjective placements (more coveted rank-based achievements based on subjective assessment by senior HSC markers) and score-based placements (awards based on a numerical score).
Some awards are based on where you rank compared to other students in the course. These placements highlight students who outperform their peers and demonstrate exceptional mastery of a subject.
First in Course: The highest individual honour in any HSC course, this is awarded to the student who achieves the highest overall final HSC mark in their subject across all of NSW. Where more than one student achieves 100 (or any lower number which is the highest mark for that year), senior HSC markers will use their discretion to rank the students based on the longest and hardest extended response questions (not any multiple choice or short answers) - so get those essays right and read exemplars and samples from state rankers when you’re practicing!
State Rankings (recently renamed “Top Achievers in Course”): These recognise the top-performing students in a subject. The number of places available varies depending on course enrolments:
Again, students here are ranked arbitrarily by senior HSC markers ranking their responses based on integration of syllabus content, non-syllabus (extension) content, depth of analysis and evaluation, and fluency of a response. It can be a bit of a “luck-of-the-draw” process, but, take it from a real state ranker here - if you work really ultra hard, practice the right things, and get just a bit lucky, it’s certainly possible!
First in School: While not an official state-level award, being first in course within your school is still a major achievement. Since internal assessment ranks affect HSC marks, coming first in a competitive cohort can be a huge advantage.
Other more common awards focus on raw scores rather than rankings. These recognise students who achieve top marks, either in one subject or across multiple subjects.
These recognitions can be a valuable addition to university applications, scholarship opportunities, and personal achievements. However, while aiming high is great, students should balance ambition with sustainable study habits to avoid burnout.
Above all, high achievers should remember that an ATAR is truly a means to an end. While the cliche that “ATAR doesn’t define you” may seem laughable to those competing for the most in-demand university courses, it’s truly important that you balance your aspirations, capabilities, time, budget, and situation in determining how hard you work, and the methods you use to improve your marks.
Reading all of this should reassure you that the HSC is an incredibly consistent, fair, and sophisticated measure of assessing student academic outcomes, and there are many safeguards in place to ensure that everyone’s abilities and skills are reflected as accurately as possible across the time period of one year, and if you trust the process, keep your mind open, and be honest with where you need to improve, you will not only survive, but thrive! (Sorry if this sounds a bit ChatGPT - but it’s true, and maybe you need to hear it one more time to believe it!)
Confused about each state’s application system, CSP vs CPF, how preferencing works, and how it’s possible to get an offer and then pull it off your UAC list immediately? Well, the world of uni applications is a truly massive (and very confusing) topic that’s almost as big as the HSC itself. We’re currently working on a truly massive guide to this process from start to finish, but in the meantime, we’ve put together a short summary of the main points in the interest of making this series as comprehensive as possible. Let’s take a look!
In NSW and the ACT, university applications go through the Universities Admissions Centre (UAC). Students can list up to five preferences, which are ranked in order of priority.
If you’re considering studying interstate, each state has its own admissions system, and you’ll need to apply separately, following the same process as you did for NSW (the ATAR is transferable across all states). Some key points to keep in mind:
Most students apply for multiple versions of the same course across different universities to increase their chances of getting in. For example, someone set on engineering might apply for that degree at UNSW, USYD, UTS, and ANU.
However, while it’s tempting to let ATAR requirements, convenience, or prestige dictate your entire decision, it’s important to think long-term. University is a major investment of time, effort, and money, so make sure you actually want to study the course you’re applying for.
Some ways to explore your options:
By planning carefully and keeping your long-term goals in mind, you can ensure your university preferences and any scholarship applications set you up for success.
Early entry is a university admissions scheme that allows Year 12 students to receive a conditional offer for a course before their ATAR is released. Instead of relying solely on final HSC results, early entry programs assess students based on factors like Year 11 results, school recommendations, extracurricular activities, leadership roles, and personal statements.
Many NSW universities have early entry programs, including:
Scholarships can be a great way to ease the financial burden of university and reward students for academic achievement, leadership, extracurricular involvement, or personal circumstances. They are offered by universities, private organisations, and the government, and they can cover tuition fees, living costs, textbooks, or even overseas study opportunities.
There are two main types of scholarships: merit-based and equity-based. Merit-based scholarships are awarded for academic excellence, leadership, or extracurricular achievements, such as UNSW’s Co-op Program or USYD’s Dalyell Scholars program. Equity-based scholarships support students who face financial hardship, regional or Indigenous backgrounds, or other personal challenges, such as the E12 scheme at USYD or the Rural and Regional Enterprise Scholarships.
Applying for scholarships often involves a separate application process, which may include written applications, interviews, or portfolio submissions. Some require you to apply at a specialised university portal (e.g., UNSW Scholarships platform), others are automatically considered when you apply for university directly or through UAC, (like the University of Newcastle’s Academic High Performers Scholarship), while others require you to apply through UAC itself, e.g., the UAC Equity Scholarships portal.
It’s worth researching scholarships early, as deadlines vary and competition can be tough. Even if you don’t think you’ll qualify, apply anyway—you might be surprised at what you’re eligible for, and a little financial support can make a huge difference during your university years.