Contents
- Part 1 - an introduction to the HSC, units, and what students have to study
- Part 2 - how the ATAR is calculated, school scores, alignment, moderation, scaling, and competition
- Part 3 - subject selection, prerequisites, and dropping subjects
- Part 4 - acceleration, special study options, appeals, high achievers, and university applications
- Part 5 - summary, strategy, and putting all of it together
Hey there! Thanks so much for sticking with us all throughout our super detailed HSC explained series. It’s been a long and difficult journey (TS Eliot?), but hopefully you’re much more confident in your understanding of this complicated system, and you will be able to apply it to your own interests, commitments, and goals to come up with your own plan for HSC success.
If you want more detail, read articles 1 to 4 For people who are already decently acquainted with the system, or want a quick summary to refresh everything from parts 1 to 5, let’s wrap everything up - here’s the best explainer you’ll read in a while!
Article 1
In article one, we introduce and break down down the fundamental concepts of HSC subjects, unit structures, and subject selection, helping students navigate Years 11 and 12 strategically. We explain that the HSC consists of school-based assessments and final external exams, and it is separate from the ATAR, which is calculated by the Universities Admissions Centre (UAC) based on a student’s HSC performance. We look at how subject selection in Year 10 plays a crucial role in shaping a student’s academic path, affecting university options and future career prospects, and the basic requirements for selecting subjects - units!
We explain that HSC subjects are structured in terms of “units,” with most subjects being 2 units and some extension subjects adding 1 or 2 extra units, and that units represent content volume, not difficulty, and that scaling (covered in Part 3) determines how subjects contribute to a student’s ATAR.
We also outline different subject types, including compulsory English courses, single-level subjects (e.g., Legal Studies, Business Studies), multi-level subjects (e.g., Mathematics, Languages), and subjects with extension options (e.g., History, Science, Languages). The unique structure of Mathematics Extension 2 is also examined, showing how it affects unit calculations differently from other subjects.
Finally, the concept of dropping subjects to balance workload and maintain focus is introduced, setting the stage for later discussions on subject strategy. We conclude by introducing five fictional students at the same school, each with different subject combinations and academic goals, to illustrate how subjects and scores impact HSC pathways, requirements, scores, and ATAR outcomes.
Article 2
In the next article, we also looked at how HSC bands are just a way of grouping students’ marks into categories, and how, unlike NAPLAN, where bands are based on skill level across different grades, HSC bands are simply rounded groups of marks. Half of the final HSC mark comes from school-based assessments throughout the year. These include tests, essays, projects—anything that contributes to your school’s internal marks. But here’s the catch: your raw school marks aren’t just averaged into your final HSC result. Since different schools have different levels of difficulty in their assessments, a process called moderation adjusts marks to ensure fairness across the board.
The other half of your HSC mark comes from the external exams. These are standardised tests that every student in the state sits for their subjects. Unlike school assessments, these marks don’t need moderation because everyone takes the same test under the same conditions. The final HSC mark is the average of the moderated school mark and the external exam mark—then rounded up.
Scaling is probably the most misunderstood (and feared) part of the HSC. People throw around terms like “hard subjects scale better” and “high-ranked schools give you an advantage,”. We took a deep dive into what it all meant.
NESA aligns external exam marks (alignment) so that final scores reflect actual skill level. For example, if Rachel loses 35 raw marks in Maths Extension 2, her score might still align to a Band 6 because 4U maths is extremely hard. Meanwhile, losing 35 marks in Business Studies could align to a much lower score, since the subject is considered easier.
This is where things get really interesting. Since different schools have different standards, NESA adjusts school marks based on how well students perform in the external exams (moderation).
- If students from Number One School get 70% internally but score 90% externally, their school marks will be moderated up to match their real ability.
- If students from Number Two School get 80% internally but only 50% externally, their school marks will be moderated down because their internal tests were easier.
This is why having a strong cohort is important—the better your classmates do in the external exams, the better your moderated school marks will be. Also, because of scaling and moderation, raw marks from school assessments don’t mean much. Instead, rankings are what really count. Your internal school mark is just a way to place you in order within your school. For example, if a student scores 70% on a tough Chemistry test but ranks near the top of his class, they don’t need to worry - his high ranking amongst his peers (who should all do well in the external exams and hence increase the value of his own place) is what really matters!
We also showed you how the maths works for moderation in the HSC, using some interesting examples to adjust a student’s school marks based on their performance in external exams, linking internal ranks to corresponding external marks. After this “swap,” we saw how NESA makes further adjustments to align school marks with external exam performance. The aim is to fairly compare students’ abilities, especially in larger, consistent cohorts. A student’s moderated school mark, combined with their external mark, contributes to their final HSC score, which is then used to calculate their ATAR.
We confirmed the meaning of the ATAR as a ranking which reflects a student’s percentile within their age group, not their raw score, and is influenced by subject scaling to ensure fair comparisons across varying difficulty levels of HSC subjects. We hence looked at how subject scaling (scaling) boosts the value of harder subjects in ATAR calculations, increasing their contribution to a high ATAR, but this effect diminishes as scores approach 100, and hence at why scaling should be a consideration, but not the central consideration, during subject selection (taken alongside the student’s passion for that subject, career goals, previous marks, and capacity to improve!).
Ultimately, you should remember that collaboration, rather than competition, is key to succeeding in the HSC. Students should focus on improving together, as a stronger cohort benefits everyone. Rank protection, where students aim to maintain a high rank rather than improve skills, ultimately hurts the group. A supportive, collaborative environment will lead to better overall performance and higher moderated school marks.
Article 3
In Article 3, we looked at how choosing the right subjects for your HSC is essential for your future goals. Start by focusing on subjects that match your interests and strengths. Consider your career aspirations and align them with relevant subjects—such as Biology and Chemistry for Medicine or Advanced English for Law. While scaling can be a factor in your decision, it’s more important to choose subjects that you enjoy and excel in. Diversifying your subject choices with a mix of humanities, STEM, and advanced subjects can help balance your workload and open up more future opportunities. Additionally, selecting complementary subjects can make studying easier and more efficient.
It’s also crucial to understand university prerequisites and recommended studies. Prerequisites are required for entry into certain courses (like Maths for Engineering), while recommended subjects provide foundational knowledge that can help you succeed in your degree. If you don’t meet a prerequisite, bridging courses are an option to catch up before university. When choosing subjects, think carefully about whether a subject aligns with your future career path and whether it’s something you enjoy. Lastly, if you find yourself struggling with a subject, don’t hesitate to reconsider your choices or even drop a subject to manage your workload and focus on what you’re best at.
We talked about how dropping a subject is a common decision many students face during their HSC journey, and it’s important to approach it thoughtfully. Whether it’s due to struggling with the material, feeling disengaged, or wanting to lighten your workload, dropping a subject can help you focus on the subjects that align better with your strengths and career goals. It’s essential to balance your workload so that you’re not overwhelmed, and dropping a subject strategically in Year 12 can help you maximise your performance in your remaining courses. This could mean reducing the level of difficulty for a subject, dropping an entire subject, or even dropping an extension subject while keeping the base subject. Whatever your reason for dropping a subject, make sure it’s a well-considered decision that supports your academic success and well-being.
Article 4
In this article, we covered a bunch of edge cases and special circumstances or scenarios, and we looked at how making use of these can help you work within your own unique circumstances and maximise your marks!
Accelerating your studies, or “acceleration,” is a pathway where students complete HSC (Year 12) subjects before entering Year 12. This can be done either individually or as part of a cohort. Individual acceleration requires students to demonstrate proficiency in earlier year levels and create a detailed study plan for completing higher-year subjects ahead of time. Schools may support this path, especially for students with specialised talents in areas like STEM. Cohort acceleration, offered by many selective schools, allows students to complete HSC subjects early as part of a class. It provides a structured environment for learning, and students gain valuable exam experience earlier in their education.
Additionally, some students may study HSC subjects outside of their school, such as through distance education, TAFE, or language schools. This option allows students to pursue subjects not offered at their school or gain additional credit points for their ATAR. While these special programs provide flexibility and opportunities, they can impact how a student’s school scores are calculated. It’s important to understand how these pathways may affect final marks and university entry, particularly in terms of scaling and ATAR adjustments. We looked at selection ranks and how they differ from HSC marks and ATAR, and where they apply.
For students facing educational disadvantages, the Educational Access Scheme (EAS) offers adjustments to their ATAR. This scheme compensates for challenges like illness, family disruption, or socio-economic hardship by providing additional points to students’ selection ranks. EAS doesn’t change HSC marks but aims to ensure students are given a fair chance to gain university entry despite challenges they may have faced. The process for applying involves gathering supporting documentation and submitting an application through the Universities Admissions Centre (UAC). This can provide students with increased opportunities for university admission, particularly if they’ve faced significant life challenges.
There are several pathways available to increase a student’s ATAR that do not involve adjusting HSC marks. Distance education provides flexibility, allowing students to study subjects not available at their school. Some universities offer bonus ATAR points for students completing distance education courses, especially when these are undertaken due to personal circumstances, as outlined in EAS Provision S01D.
The Duke of Edinburgh’s Award, particularly at the Gold level, is another pathway that can enhance a student’s profile. Achieving this level demonstrates significant personal growth, leadership, and community involvement, and can earn bonus ATAR points through university programs like UNSW’s EAPL. Subject incentive schemes also provide opportunities for students to boost their ATAR. Many universities offer additional points for high marks in specific subjects, such as advanced mathematics, sciences, or languages. These schemes vary by institution, so students need to check the eligibility criteria for each university. Enrichment programs offered by universities allow high school students to undertake university-level courses. Finally, students from rural, remote, or disadvantaged areas, or those from specific cultural backgrounds, may be eligible for location-based or cultural adjustments to their ATAR. These adjustments recognise the challenges these students face and provide them with additional support to access higher education.
If a student believes there has been an error in the calculation of their marks, they can request a mark results check. This involves verifying the addition of marks for each question. To request a mark results check, students must complete the HSC Results Check Application Form available on the NESA website, ensuring that they include necessary details such as their name, student number, and the relevant subjects. A fee applies to this request, and the application must be submitted by the specified deadline. Once received, NESA will check for clerical errors, such as miscalculations or incorrectly recorded responses. If an error is found, the student’s marks will be adjusted, and a revised result will be issued. It is important to note that the check does not involve re-marking of the exam papers.
For students wishing to retain a record of their exam responses, they can order their raw examination marks and a copy of their responses. These can be kept for personal records or used in creating resources for platforms such as Notes2u.
Appeals to NESA regarding school (internal) assessments must be submitted through the school using the appropriate form before the deadline specified in the HSC key dates and exam timetables. Late submissions will only be considered in exceptional circumstances. If NESA upholds the appeal, the matter will be referred back to the school for further review, which may affect the student’s assessment.
For students aiming for the very top in the HSC, we explored the prestigious awards and options for students to have their hard work and exceptional performance recognised!
The First in Course award is given to the student who achieves the highest mark in a subject across NSW, with rankings based on performance in extended response questions. State Rankings recognise the top students in each subject, with the number of rankings varying depending on enrolment size. First in School is a significant achievement, influencing internal rankings and final HSC marks.
Score-based placements include All-Round Achievers, who achieve Band 6 or E4 in at least 10 units, and Distinguished Achievers, who score at least one Band 6 or E4. Achieving a Top ATAR Score (99+ or 99.95) places students among the top performers in NSW, a significant distinction. These awards can enhance university applications and scholarships, but it is important to balance ambition with sustainable study habits.
We looked in brief detail at the university enrolment and application process, and how each state runs a separate system of preferencing and consideration with multiple independent offer rounds allowing you to change your preferences at any time and receive multiple offers (even from the same university!), although a longer guide on this topic is coming soon!
In NSW, university applications are handled through UAC, where students list preferences for courses. These preferences can be adjusted after receiving the ATAR. Early entry schemes allow conditional offers based on Year 11 results, extracurriculars, and other achievements, reducing stress during HSC exams.
Finally, scholarships, whether merit-based or equity-based, help ease financial burdens and are awarded for academic or personal achievements. There are a variety of pathways to applying for these (including through the university for a particular course, area, or generally, through UAC, or through external agencies), and it’s best to speak to a careers advisor or admissions officer at your high school or desired university to thoroughly evaluate your options.
We also made a flowchart to better illustrate the entire process of HSC mark calculation, from start to finish:
Glossary
We also made a glossary of all HSC terms in case some have slipped your mind, or you wanted a handy reference!
| Acceleration | The act of completing a HSC course outside of Year 12; that is, taking HSC internal and external assessments before a student’s graduating year either individually or as part of a special class. |
|---|---|
| Adjustment factors | See “selection rank” |
| Advanced | A more challenging course in that particular subject area. |
| Age group | The cohort of students who started high school with an individual student, i.e., those who were enrolled in Year 7. |
| Alignment | A process involving converting raw marks in external exams to final marks that correspond with bands to indicate every individual student’s level of performance against the different bands in a subject. |
| All-Rounder | A student scoring the highest band in 10 or more units. |
| Assumed Knowledge | Content that universities wish students to be familiar with before starting a course, even if it is not a strict prerequisite. |
| ATAR | A ranking produced by UAC which ranks students in increments of 0.05. An ATAR of 80 means a student scored better than 80% of those in their age group. |
| ATAR Cut-Off | The minimum selection rank required to gain entry into a university course in a given year. This is never a fixed number, as it depends on course demand in that year; hence all previous data is only an “estimate”. |
| Bands | A performance descriptor from 1 to 6 (non-extension subjects) and E1 to E4 (extension subjects), indicating the degree of achievement in an individual course. |
| Bridging Course | A short program offered by universities to help students meet assumed knowledge requirements if they haven’t studied a prerequisite subject. |
| Distance education | A HSC course delivered online or otherwise remotely to students who either live too far from the nearest school to make in-person attendance impractical, or who wish to study a subject not offered at their school |
| Distinguished Achiever | A student scoring the highest band in any unit of study. |
| Dropping | The process of ceasing enrolment and study in a course by discontinuing it and/or reducing the level of difficulty studied without discontinuing the course entirely. |
| Early Entry | A university admissions scheme allowing students to receive conditional offers before their ATAR is released, based on Year 11 or early Year 12 performance. |
| EAS | Educational Access Scheme; a scheme designed to account for students exposed to disadvantage or hardship by increasing their selection rank across all universities (effectively increasing their ATAR) without changing their HSC marks. |
| Extension | The most difficult course of a particular subject area. |
| External score | Refers to a student’s performance in external (NESA) HSC courses. |
| First in Course | See “state ranking” - the #1 state ranking is referred to as “first in course”. |
| HSC Assessment Mark | The formal term for a moderated school mark (confusing!) |
| HSC Course | Refers to the Year 12 course of a subject |
| HSC Examination Mark | The mark awarded for performance in external HSC exams, making up the remaining 50% of the overall HSC mark (even more confusing!) |
| Major Work | A substantial individual project required in some subjects (e.g., English Extension 2, Visual Arts, Design & Technology). |
| Moderation | A process which ensures school marks are fair, by using a school cohort’s external exam results to determine the “value” of their school rankings and assessments (like a currency index). |
| Module | One unit in a preliminary or HSC course - usually, one module is studied per term, and modules are studied in numerical order. |
| NESA | NSW Education Standards Authority - the government body that writes course curriculums, and writes, administers, and marks external examinations. |
| Offer Round | A period in which universities release course offers to students based on their selection rank and preferences. Multiple offer rounds occur for each graduating year. |
| Overall HSC Mark | Final HSC mark; the final mark for an HSC course, calculated as the average of the moderated assessment mark and the external exam mark. |
| Preliminary | Refers to the Year 11 course of a subject |
| Prerequisite | A subject or level of study that must be completed before enrolling in a specific university course. |
| Ranking | A student’s position within their cohort, determined directly by their scores in internal assessments only. |
| Raw mark | An unchanged numerical value corresponding to the amount of marks collected and lost by a student in an internal or external examination, without any moderation or alignment applied. |
| Recommended Studies | Subjects that are not mandatory but are suggested by universities to help students succeed in a particular course. |
| Scaling | A UAC formula which allows for comparison of HSC marks in courses of different difficulties by making equal scores in more challenging courses worth more to the ATAR. |
| School score | Refers to some form of results gathered from a student’s internal assessments conducted in their own schools prior to the external (final) HSC exams. |
| Selection Rank | A student’s ATAR + any additional adjustment factors, i.e., “bonus points” + any “special considerations” lowering an admission rank for their desired university course(s). |
| Standard | The “typical” level of difficulty of a course in that particular subject area. |
| State Ranking | A ranking of the top 5-20 students across the state that studied a particular subject, carried out by senior HSC markers assessing students’ extended responses in external HSC exams. |
| Subject selection | A process in Year 10 during which students select their subjects for Year 11 and 12. |
| Success rate | The measure of “ranking” of a school - refers to the raw number of Band 6s achieved by students in a particular school cohort as a percentage of total units studied to completion. |
| Trial Exams | Mock HSC exams held by schools in Term 3 of Year 12. They are often the most significant internal assessment and help prepare students for the real HSC exams. |
| UAC | Universities Admissions Centre; the agency in charge of determining ATARs from HSC marks and allocating students to university courses based on their preferences and selection ranks. |
| Unit | A measurement of HSC course content volume (not difficulty!). Students must study at least 12 units in Year 11, and at least 10 units in Year 12. Most courses are 2 units. Extension courses are (usually) 1 unit. |
| 2U, 3U, 4U | Short-form for the units studied in that topic. 2U indicates a standard or advanced course, 3U indicates advanced + extension 1, and 4U indicates extension 2 + an applicable combination. |
Sources for Further Reading
We’ve also compiled a combination of official sources for further reading. Our article referenced these sources heavily, and they’re certainly a step above most forums and tutoring centre websites, so we’d recommend you check them out if you’d like to know more about any topics we touched on here.
NESA HSC Facts and Figures
NESA Acceleration Policy
HSC Student Services
NESA Assessment Moderation
HSC Course Enrolments 2023
HSC Terms & Keywords Glossary
NESA High Achievers List
UAC ATAR Technical Report
About the ATAR
UAC ATAR Calculator
UAC EAS Policy
Conclusion!
And… That’s a wrap! How far we’ve come - together with us, you’ve read over 25,000 words worth of explanations, case studies, examples, hypotheticals, technical calculations, and suggestions about the HSC, from start to finish. Hopefully, you found this super helpful, and you’re in a better position to make crucial decisions about your subjects, career choices, and anything special so you can succeed in the rest of your life (and maybe make a handy buck later by tutoring or selling your notes!).
Finally, if this was helpful in any way to you, imagine how helpful our notes, exemplars, scaffolds, and materials could be! We’ve tried to keep the self-promotion to a minimum throughout this blog to make it as unbiased and helpful as possible - but we’ve got to pay our bills, cover our costs, and support ourselves too! So, here goes - at Notes2u, we’ve curated brilliant, packaged, and contextualised resources to help you, our readers and customers, succeed. If you’d like to get ahead of the pack at your own pace, explore diverse perspectives from top students across the country, and support our small business, head straight to our homepage and start browsing resources. All the best from us, and don’t hesitate to email if you’ve got any questions (or corrections) regarding anything at all in this guide. We’re here to help, in more ways than one.
All the best!
The Notes2u team
P.S. Coming Soon - look out for our Getting Into University Explained, a series that’s just as detailed as this one, looking at university applications, scholarships, HECS debt, selecting courses, CSP vs CPF places, student loans, accommodation, societies, and more!