Selective high schools and opportunity class placement procedures
Direction and guidance on requirements and criteria for student placement in NSW Government opportunity classes, selective high schools and agricultural high schools. Information on the criteria for entry and the selection processes for high potential and gifted students.
Audience
All staff, parents or carers, and students.
| Version | Date | Description of changes | Approved by |
|---|---|---|---|
| V01.1.0 | 6/11/2024 | Updated to include the combined application period and implementation of computer-based testing from 2025. | Executive Director, Educational Standards |
| V01.0.0 | 15/03/2024 | Under the 2023 Policy and procedure review program, these procedures consolidate and streamline the Selective education and opportunity class placement policy and intranet instructions. | Executive Director, Educational Standards |
About the policy
These procedures relate to the Enrolment of students in NSW Government schools policy. The department is committed to high quality educational outcomes for all gifted and high potential students.
| Term | Definition |
|---|---|
| Opportunity classes | Full-time, self-contained classes for high potential and gifted students in Years 5 and 6. There are designated primary schools with opportunity classes across NSW. Most students will leave their current school to attend the school with an opportunity class. The placement process is managed by the Selective Education unit. |
| Selective high schools | Cater for the needs of high potential and gifted students from Years 7 to 12. There are 4 types:
The Year 7 placement process is managed by the Selective Education unit. The Years 8 to 12 placement process is managed by schools using guidelines published by the Selective Education unit. |
| High potential and gifted students | High potential students are those whose potential exceeds that of students of the same age in one or more domains – intellectual, creative, social-emotional and physical. Gifted students are those whose potential significantly exceeds that of students of the same age in one or more domains – intellectual, creative, social-emotional and physical. |
Illness |
If students were sick or injured or had a diagnosed medical condition affecting their performance or causing them to miss the test. |
Intellectual domain of potential |
Refers to natural abilities in processing, understanding, reasoning and the transfer of learning. |
Invigilator |
An adult supervising a test. |
Misadventure |
An incident or circumstances affecting the student’s performance in the test or causing them to miss the test. |
Deputy Secretary, Public Schools:
- directs the establishment of opportunity classes and selective high schools, as well as the number of initial vacancies in consultation with the Deputy Secretary, Teaching, Learning and Student Wellbeing
- approves variations to the number of vacancies in later years of placement.
The Selective Education unit:
- administers the statewide placement of Year 5 students in opportunity classes and Year 7 students in selective high schools
- provides guidelines and documentation to selective high schools for Years 8 to 12 placement processes.
Directors, Educational Leadership:
- may chair selection committees or appeals panels on a voluntary basis.
Selective high school principals:
- promote the availability of online applications and application information and distribute relevant materials to the public as required
- may take part in the selection committee or appeals process for Year 7 placement
- must coordinate personnel for selection committees for Years 8 to 12 placement at their own schools, and chair selection committee meetings and review selection committee decisions on request.
Primary school principals:
- promote availability of online applications, application information and inform parents and/or carers of relevant dates
- check information provided by parents and/or carers in the application for accuracy and advise the Selective Education unit about reasonable adjustments that students may require for testing, including where students have the potential to cause disruption at the test centre.
Principals of primary schools with opportunity classes also:
- may take part in the selection committee or appeals process.
What needs to be done
The department is committed to high-quality educational outcomes for all high potential and gifted students, as set out in the High potential and gifted education policy.
These procedures cover student placement in NSW public school opportunity classes (Years 5 to 6); and selective classes, selective high schools, agricultural high schools and Aurora College (Years 7 to 12).
They do not cover gifted or enrichment programs that schools manage, including sporting, performing arts, conservatorium or visual arts programs or other school-based matters after the student is enrolled.
The department has fact sheets for opportunity classes and selective high schools (refer to A guide to selective high schools and opportunity classes) translated into 25 other languages, as well as videos in the following languages – Arabic, Cantonese, Mandarin, Korean and Vietnamese (refer to Resources in other languages).
1. Plan for opportunity classes and selective high schools
Opportunity classes and selective high schools cater for high potential and gifted students (refer to What are selective high schools and opportunity classes?). They group these students together, concentrating school resources and using specialised teaching methods.
The department:
- establishes opportunity classes and selective high schools
- sets the number of places available
- sets the academic and residency criteria.
The Selective Education unit administers the application and placement process, including:
- updating and providing key application dates
- providing information and guidance on the placement process.
To reduce barriers to entry into opportunity classes and selective high schools for some groups of high potential and gifted students, the department uses the Equity Placement Model (refer to Fair access and also discussed in section 2.2), which holds a percentage of student places at each school to help increase participation.
1.1 Inform the school community about application processes
Selective high school principals and primary school principals will:
- provide information to parents or carers about opportunity classes and selective high schools, including promoting the online application process in relevant language
- distribute relevant application information to the school community as required in relevant languages.
Primary school principals will also distribute relevant application information to their own students and inform parents of relevant application dates in relevant languages.
1.2 Choose opportunity classes and selective high schools
Parents and carers can access information about the benefits of opportunity classes and selective high schools on the department’s website, to help decide if it is the right option:
Opportunity classes
For information on where to find classes, refer to Find an opportunity class.
For students in rural and remote NSW, the online school, Aurora College, also offers virtual opportunity classes at authorised host schools (PDF 232 KB).
Selective high schools
To find selective high schools in NSW, refer to Find a selective high school. For students in rural and remote NSW, Aurora College provides selective high school education from authorised host high schools (refer to the Selective high schools web page).
Apart from Aurora College (which is restricted to host schools as noted in this section), opportunity classes and selective high schools do not have designated intake areas. This means students can apply for and enrol, if successfully placed, no matter where they live.
2. Determine student eligibility requirements
Student eligibility for entry to opportunity classes and selective high schools is determined by the factors outlined in this section.
The department also has a provision to ensure equity of access as outlined in section 2.2.
During the application process, parents will be asked to select up to 4 schools with opportunity classes, or up to 3 selective high schools (see section 3). Students will only be considered for entry to these schools.
2.1 Determine academic merit
Students are placed in opportunity classes and selective high schools they have applied for, based on academic merit.
The department uses the Opportunity Class Placement Test and the Selective High School Placement Test to determine academic merit.
Except for some students applying for boarding places in agricultural high schools (refer to section 3.5), students must sit a placement test or the make-up test to be considered for placement in a selective high school or opportunity class.
Student placements are determined by academic merit, based on their performance in the relevant placement test. No other forms of academic merit will be considered.
Agricultural high schools with boarder places give priority to isolated students. The department considers both isolation criteria and academic merit for students who wish to be considered for placement as a boarder in these schools. To determine a student’s suitability for boarding, schools may also incorporate an interview into the selection process (refer to section 3.5 for further information).
2.2 Ensure equitable access
Equity means students have fair access and opportunity to attend opportunity classes and selective high schools, regardless of their background.
The Equity Placement Model (refer to Fair access) makes access fairer by ensuring a number of places are available for under-represented groups, as set out below.
There is no separate application process for equity placement.
The department will identify students from each of the equity groups using data from the application and other data held by the department. The Selective Education unit may request further documentary evidence from parents and/or carers as needed.
For Aboriginal and Torres Strait Islander students, where there is no school data available, the Selective Education unit can request further supporting evidence that includes confirmation from a Local Aboriginal Land Council or an Aboriginal community organisation. Parents and/or carers can also submit this type of supporting evidence.
Table 1 Eligibility under the Equity Placement Model
| Equity groups | Eligibility for equity placement |
|---|---|
| Students from low socio-educational backgrounds | Currently attend a school that serves communities with high levels of disadvantage. |
| Aboriginal and/or Torres Strait Islander students | Identify as Aboriginal and/or Torres Strait Islander. |
| Rural and remote students | Current school is in a rural or remote area. |
| Students with disability | Listed on the Nationally Consistent Collection of Data on School Students with Disability as receiving a supplementary, substantial or extensive adjustment. |
Up to 20% of places are made available to students in equity groups (refer to section 2.3). Table 2 outlines the percentage of available places for each equity group. Please note that the equity model percentages and targeted groups can be flexible from year to year to respond to diversity changes in the wider student community, changes in student numbers, and the level of educational disadvantage experienced by under-represented students.
Table 2 Percentage of places available by equity group
| Equity group | Percentage of places held |
|---|---|
| Students from low socio-educational backgrounds | 10.0% |
| Aboriginal and/or Torres Strait Islander students | 5.0% |
| Rural and remote students | 2.5% |
| Students with disability | 2.5% |
2.3 Determine availability of places
The department sets the number of initial vacancies for opportunity classes (Year 5 entry) and selective high schools (Year 7 entry).
Of the available places for opportunity classes and selective high schools:
- 80% are initially offered to students according to their performance in the placement test (including eligible students in equity groups)
- up to 20% are made available to students in the equity groups (refer to section 2.2) who have not already been offered a place, based on their performance in the placement test (which must be either within 10% of the minimum first round offer score of general applicants, or as the selection committee determines).
If there are not enough applications from equity group students who meet the minimum test performance requirements, the remaining equity places will be offered to general applicants.
There may also be variations to the number of vacancies in later years of placement (Years 8 to 12). Students apply directly to their selective high school of choice (refer to section 3.7).
2.4 Comply with residency requirements
Enrolment conditions apply to opportunity classes or selective high schools if students are not an Australian or New Zealand citizen or a permanent resident of Australia living in NSW by the beginning of the school year.
Students who do not meet residency requirements at the time the application is made, but expect to meet them before initial offers are made, can sit the Opportunity Class Placement Test or Selective High School Placement Test. However, they will not be offered a place unless an eligible visa has been granted. Enrolment conditions for each visa subclass are maintained in the Visa subclasses and enrolment conditions (PDF 200 KB) list. Parents and/or carers are advised to check the list regularly for the latest residency rules governing enrolment eligibility for selective high schools and primary schools with opportunity classes.
If possible, students should be in NSW to sit the test. Parents and carers of interstate and overseas applicants who cannot return to NSW for the test can apply to sit the placement test at an available authorised test centre location interstate or overseas (refer to section 4).
Applicants must show evidence that residency requirements have been met before being offered a place.
Principals of opportunity class or selective high school candidates must check claims of residential status and citizenship against school records. Offers will be cancelled if the placement was based on false or misleading information.
Parents and/or carers of all successful students need to show original documentation, such as a birth certificate, Australian citizenship certificate or visa, before the school can finalise their enrolment.
Applications from parents and/or carers who continue to live outside NSW when the school year begins will be considered only if there are vacancies after all suitable applicants from NSW have been placed.
2.5 Comply with age and/or school year requirements
Opportunity classes are offered for entry in Year 5, with the application process starting at the end of Year 3 and testing taking place in Year 4.
Selective high school entry generally begins in Year 7, with the application process starting at the end of Year 5 and testing taking place in Year 6. Table 3 in the section below outlines the application and testing timeframes.
Students may also apply for places at selective high schools during Years 8 to 12 (refer to section 3.7), with applications and selection occurring in the year before the placement would begin.
There is no provision to apply for Year 6 entry to opportunity classes.
Table 3 Applications and placement tests for Years 5 and 7
| Placement test | Parents and/or carers submit application | Students sit placement test | Students begin placement |
|---|---|---|---|
| Opportunity class | November to February (when child is at end of Year 3 or beginning of Year 4) |
Year 4 (May) | Year 5* |
| Selective high school | November to February (when child is at end of Year 5 or beginning of Year 6) |
Year 6 (May) | Year 7** |
*Students will generally be aged between 9 years and 5 months, and 11 years at the beginning of Year 5.
** Students will generally be aged between 11 years and 5 months, and 13 years at the beginning of Year 7.
If a student is out of this age range or in another school year when the application is made, the selection committee will carefully check the reasons parents and/or carers give for requesting placement. They may ask for more information, or for an interview with the parent and/or carer and the student if they are very young, to determine suitability for placement or whether there are special requirements the school can provide.
The selection committee may:
- decide not to accept students much older than the usual age range set out in Table 3
- decide not to accept students already in Year 5 and seeking to repeat Year 5 in an opportunity class or those already in Year 7 and seeking to repeat Year 7 in a selective high school.
When deciding on applications for students seeking acceleration from Year 3 to Year 5 or Year 5 to Year 7, the selection committee will consider the level of consultation that has taken place between the school, family and student in accordance with section 1.4.4. of the High potential and gifted education policy.
3. Apply for places
Parents or carers need to apply for student placements in opportunity classes (for Years 5 and 6) and selective high schools (for Year 7) using the online application system for selective high school and opportunity class placement.
Parents and/or carers must ensure details in the application are accurate and updated throughout the placement process, especially the contact details, current school and school choices.
Parents and carers must upload a photo of their child when applying. The photo will be included on the test admission ticket (refer to section 4.3) and will be used to identify students when they enter a test centre.
3.1 Meet application dates
Parents and/or carers need to comply with the application dates to ensure their child is considered:
- opportunity class applications open in November when the student is in Year 3
- selective high school applications (for Year 7 entry) open in November when the student is in Year 5
- selective high school applications (for Years 8 to 12) open in June.
Closing dates for applications are strictly observed. No late applications will be accepted.
The application process for Year 5 opportunity class placements opens in November when the student is in Year 3. The application period closes in February, with the test taking place in May (when the student is in Year 4). Refer to Opportunity classes (Year 5-6) and key dates for each year.
The application process for Year 7 selective high school placements opens in November when the student is in Year 5. The application period closes in February, with the test taking place in May (when the student is in Year 6). Refer to the Selective high schools and key dates for each year.
Students can also apply for entry to selective high schools in Years 8 through 12, although they can be placed only if there are vacancies. If there are no vacancies, they may be placed on a reserve list. An application form is available in late June (for entry the following year) from the web sites of all selective high schools. Refer to Selective high schools – Years 8 to 12 applications for the dates for each year.
Closing dates for applications are strictly observed. No late applications will be accepted.
Table 4 outlines the key steps for each application process.
Parents and/or carers can change school choices after the placement test up until a cut-off date in mid-May. Refer to key dates for each year.
Parents/carers cannot change school choices after this cut-off date unless the family moves a significant distance from one part of NSW to another. Documentary evidence of this move must be provided to the Selective Education unit before a change of choice request can be considered.
Table 4 Key steps by type of application.
| Key steps | Opportunity class (Year 5 entry) | Selective high school (Year 7 entry) | Selective high school (Years 8 to 12 entry) |
|---|---|---|---|
| Applications open | early November, when student is in Year 3 | early November, when student is in Year 5 | June |
| Applications close | February, when student is in Year 4 | February, when student is in Year 6 | end-July |
| Placement Test (held over 3 days, from Friday to Sunday) | early May | early May | Schools will notify parents and/or carers of their specific requirements, including test date, if applicable. |
| Placement outcome information released | end-August | end-July | September to October |
| Reserve bands/lists activated | mid-September | mid-August | n/a |
| 'Authority to attend' letters made available to parents and/or carers in their application dashboard | mid-January | late-January | n/a |
3.2 Request reasonable adjustments for testing
Parents and/or carers can request reasonable adjustments for the test when applying. Reasonable adjustments are practical arrangements that allow students to access and participate in the test on the same basis as students without disability, in accordance with the National Disability Standards for Education 2005.
For further information, refer to the Using the application website (section 4 reasonable adjustments).
When applying, parents and/or carers need to:
- explain the student’s needs in detail
- note if the student has a disability requiring adjustments to the testing environment. This will help the department consider other possible arrangements, such as separate room supervision arrangements, to maintain optimal testing conditions for all (for example, where the student makes involuntary noise that could disrupt other students)
- upload supporting documentation.
Information that parents and/or carers and schools provide about disability is:
- used for approving and arranging reasonable adjustments for the test. The Selective Education unit sends advice to the placement test provider to ensure the approved adjustments are implemented
- considered for equity placement (refer to section 2.2)
- shared with the receiving school if your child is successful in gaining a place, to facilitate transition to the opportunity class or selective high school.
This information cannot be used to restrict access to opportunity class or selective high school placement in any way.
While parents and/or carers can add supporting documentation after submitting their application, reasonable adjustments requested after the closing date for applications cannot be guaranteed. Please check the current information on the department’s web pages for Key dates.
The Selective Education unit may contact the parent and/or carer and/or the school to confirm the existing adjustments the student has at school. In many cases, if the requested adjustments are already provided at school, the Selective Education unit can arrange for these in the test.
These could include, but are not limited to:
- computer adjustments such as alternative background and text colours, magnification, other forms of assistive technology or alternative test formats such as paper tests with large print or braille
- extra time
- medical equipment
- specific seating.
Invigilators trained in anaphylaxis response and first aid will be present at each test centre. Parents and/or carers of students with anaphylaxis must take an anaphylaxis kit to the invigilator before the test starts. The Selective Education unit will send these parents and/or carers information about the anaphylaxis kit well before the test day.
Parents and/or carers do not need to request arrangements for the student to bring glasses or asthma medication. These are automatically allowed for any student.
The Selective Education unit will try to assist in providing reasonable adjustments in unforeseeable emergency situations (for example, a broken arm just before the test). Parents and/or carers should contact the Selective Education unit as soon as they can in these cases. If reasonable adjustments cannot be organised in time, parents and/or carers can apply for an illness/misadventure request and the child may be considered to sit the make-up test (refer to section 4.2).
3.3 Late applications
Closing dates for applications are strictly observed. No late applications will be accepted.
3.4 Apply for opportunity class (Year 5) and selective high school places (Year 7)
Parents and/or carers should follow the steps outlined in the section below (Table 5) when applying. For further information, refer to the Application process.
Table 5 Applying for opportunity classes (Year 5) and selective high schools (Year 7)
| Steps | Action |
|---|---|
| 1 | Read Submitting your application. |
| 2 | Apply using the online application for selective high school and opportunity class placement. You will be able to update and make changes to your application after you have submitted it.
|
| 3 | Submit your application. |
| 4 | Check you have received a confirmation email. |
3.5 Apply for a boarding place in an agricultural school
Of the 4 agricultural selective high schools, 3 have places for boarders, where students live at the school during the school term.
There are different requirements and processes for applying for boarding at each school (refer to Table 6).
Table 6 Requirements for applying for places at agricultural selective high schools
| School | Type | How to apply | Required to sit placement test? |
|---|---|---|---|
| Farrer Memorial Agricultural High School | Boarding | Directly to school | No |
| Farrer Memorial Agricultural High School | Day | Online application* – Application process | Yes |
| Yanco Agricultural High School | Boarding | Directly to school | No |
| Hurlstone Agricultural High School | Boarding and day | Online application** – Application process | Yes |
*Students applying for day places at Farrer Memorial Agricultural High Sschool, will still be required to sit the Selective High School Placement Test.
**If applying for boarder places at Hurlstone Agricultural High School, select the boarder option on the online application form rather than the day option, and accurately complete the details about distance and travel times.
The boarder selection committees give higher priority to applicants living in isolated areas than to applicants living in other country areas and cities.
Schools may invite applicants to an interview to determine their suitability for boarding placement and their interest in an agricultural boarding school experience. Following the interview, students may be eligible for an early offer. Early offers will commence at the beginning of Year 6.
Parents and/or carers will need to provide recent academic reports for their child. The school will contact parents/or carers directly to request academic reports if they are eligible to apply for an early offer. The student’s academic merit will be considered, along with confirmation that they live in an eligible rural or remote location.
Students who have received an early offer for boarding at Hurlstone Agricultural High School will still be required to sit the Selective High School Placement Test. Test results help schools to plan for their students’ learning needs.
Students applying for boarding at Farrer Memorial Agricultural High School or Yanco Agricultural High School are not required to sit the Selective High School Placement Test.
Fees will be payable for boarding. The department offers 2 financial support programs for eligible families whose children must board away from home to obtain secondary education. Refer to Scholarships and allowances for rural students for further information or contact the Rural and distance education team.
If, after gaining a boarding place, parents and/or carers want to change to a day place, they will need to apply in the following year (refer to the application process for Selective high schools –Years 8 to 12 applications). Students cannot transfer directly from a boarder to a day place.
3.6 Apply for a place at Aurora College
Aurora College has ‘virtual’ opportunity classes and selective high school places for students attending a non-selective government school in a rural or remote area. Aurora College is only available to students attending an authorised host school (refer to Find an opportunity class and Find a selective high school for lists of authorised host schools).
Students attend their local government schools (host schools) and join the following online classes:
- opportunity class for science, technology and mathematics lessons
- selective class subjects in science, technology, mathematics and English.
Students connect with their teachers and other students through a virtual learning environment and residential school programs.
3.7 Apply for a selective high school (Years 8 to 12)
Selective high schools may also have places that become available in Years 8 to 12 if students leave the school, or additional places are added. Applications for Years 8 to 12 are managed by each selective high school, following consistent guidelines.
Note that students cannot automatically transfer between selective high schools, they will need to complete the process outlined below.
To apply for places that are currently available or may become available in Years 8 to 12 (for up to 3 selective high schools):
- contact the school or check the school website to find out about specific assessment requirements and selection criteria
- read Selective high schools – Years 8 to 12 applications for more information
- access and complete the application form from each school’s website (only available while applications are open – June to July) and submit or send (email or mail to) the school/s by the due date.
4. Prepare for and sit placement tests
Students should be in NSW to sit the Opportunity Class Placement Test and the Selective High School Placement test.
Placement tests will be held in external test centres across NSW at scheduled times over multiple days – Friday, Saturday and Sunday. Students will be allocated a specific test centre and day to attend.
Parents and carers will be able to nominate a preferred test day but there is no guarantee that their child will be allocated to this preferred test day. Allocation depends on the availability, capacity and location of test centres and the demand for preferred dates.
Students are allocated to test centres based on the postcode of the school they attend, whether they are public or non-government schools. Parents and carers must keep their contact details and their child's school details up-to-date in their application dashboard to ensure students can be allocated to a suitable test centre.
Once students are allocated to a test centre, it is not possible to change test centres unless there are extenuating circumstances. In these cases, parents and/or carers should email the Selective Education unit. While the department will try to accommodate legitimate requests after this date, there is no guarantee that changes will be made.
On each of the test days:
- the opportunity class placement test will be held in the morning
- the selective high school placement test will be held in the afternoon.
Students should sit the placement test in NSW. If a student is interstate or overseas and cannot travel to NSW to sit the test, their parent and/or carer can apply for their child to sit the placement test, at their own expense, at an available authorised interstate or overseas test centre location.
Interstate or overseas testing is organised independently through the British Council test network. Parents and/or carers submit their application in the online tool, Selective high school and opportunity class placement and indicate that overseas or interstate testing is required.
The department provides application details for interstate and overseas testing to an external test centre provider, known as British Council, to organise testing. Testing outside NSW incurs a fee of £295 (Great British Pounds), payable directly to the local British Council test centre. The British Council network operates in specific countries and test centres are usually located in the capital city. (Refer to Where we deliver your exams on Our Global network). The test centre will confirm with the parent and/or carer their child’s allocation to the test centre 4 weeks prior to the test day. Payment must be received by the test centre within 10 days of the test centre allocation advice being sent to the parent and/or carer.
Entry to the test centre may be subject to third party payment terms including a right to refuse entry (and inability to access the test) if those terms and conditions are not complied with.
Students sitting the test interstate or overseas will be assigned to sit the test on day 1 (Friday) of the test period. Testing is not available on Saturday or Sunday at interstate or overseas test centres.
If a student is unable to sit the placement test on the test day, or their performance is impacted during the test, parents and/or carers can submit an illness or misadventure request (refer to section 4.3).
Test centre allocation depends on the availability, capacity and location of test centres.
Students who sit the placement test interstate or overseas will also be subject to the residency requirements outlined in section 2.4 to gain placement in a selective high school or opportunity class.
4.1 Receive an authorisation to sit placement tests
Parents and/or carers will receive an email to notify them that their child’s test admission ticket is available in the application dashboard in the online tool, Selective high school and opportunity class placement, 2 weeks before the start of the main test period. A test admission ticket in the dashboard will notify parents and/or carers of the following:
- their child has been approved to sit the placement test
- the test centre location
- the day and time of their child’s placement test
- information about the test and what to bring on the day
- information about reasonable adjustments (refer to section 3.2) for the test, if relevant.
The test admission ticket will include a photo of the student (provided by parents and/or carers in the application dashboard) and a QR code that allows the student entry into the test centre.
A printed copy of this ticket must be taken to the allocated test centre on the day of the test.
4.2 Prepare for the tests
The department does not recommend any coaching for the tests. The department provides an Opportunity class student resource hub and Selective high school student resource hub to help students familiarise themselves with the types of questions they may be asked, the test format and procedures.
The Opportunity Class Placement Test and the Selective High School Placement Test allow students to demonstrate their abilities across a range of areas, including reading, writing (for selective high school only) mathematical reasoning and thinking skills. The tests measure ability rather than academic performance.
Practice tests are available on the department’s website. Results of practice and sample tests do not show how a student will perform in the test and selection committees do not consider performance on sample or practice tests.
The tests are computer-based and follow the structures laid out in tables 7 and 8. For further information and practice tests, refer to the Opportunity class practice tests and Selective high school practice tests.
Table 7 Opportunity Placement Test structure
| Opportunity Class Placement Test section | Minutes | Questions | Type | Weighting |
|---|---|---|---|---|
| Reading | 30 | 13 (2 questions have multiple parts to answer) | Multiple choice | 33.3% |
| Mathematical reasoning | 40 | 35 | Multiple choice | 33.3% |
| Thinking skills | 30 | 30 | Multiple choice | 33.3% |
Table 8 Selective High School Placement Test structure
| Selective High School Placement Test section | Minutes | Questions | Type | Weighting |
|---|---|---|---|---|
| Reading | 40 | 16 (2 questions have multiple parts to answer) | Multiple choice | 25% |
| Mathematical reasoning | 40 | 35 | Multiple choice | 25% |
| Thinking skills | 40 | 40 | Multiple choice | 25% |
| Writing | 30 | 1 | Open response | 25% |
4.3 Sit the tests
Students must:
- arrive at the correct test centre at the arrival time shown on the test admission ticket
- wear school uniform (even if testing is on a weekend)
- bring a printed copy of the test admission ticket and all required materials listed on the ticket and on the department’s website.
If a child is unable to sit the Opportunity Class Placement Test or the Selective High School Placement Test on the test day, or was prevented from doing their best in the test, parents and/or carers should submit a request for consideration of illness or misadventure (refer to Illness or misadventure requests below), along with relevant supporting evidence by the deadline listed in the key dates on the website. The form will be available in the application dashboard (Selective high school and opportunity class placement) from the first test day.
Students should:
- arrive at the test centre at the arrival time shown on the test admission ticket (note that late arrivals will be allowed to sit the test but will finish at the same time as other students)
- wear school uniform (even if testing is on a weekend)
- bring food to eat during the breaks (for the Selective High School Placement Test only – no no nuts or nut products).
The test will begin at the time shown on the test admission ticket. There will be short breaks between the tests for students to eat or go to the bathroom as needed.
When collecting their child, parents are asked to wait quietly at the test centre entrance. If someone else is to collect the child, parents need to send a note with the child explaining the arrangement.
If something happens to delay or disrupt the test, parents will be informed by text message as soon as possible.
Students found to be cheating or involved in malpractice risk disqualification (refer to Malpractice below).
The department has robust measures to identify student malpractice for the Opportunity Class Placement Test and the Selective High School Placement Test. These measures ensure that no student receives an unfair advantage or causes disadvantage to other students.
Students sitting the placement tests are required to observe the test rules and guidelines and avoid any irregular conduct that disrupts other students, including anything that can be considered as malpractice.
The Notice to Candidates, which is displayed outside all test rooms, warns students of the consequences of such actions.
Examples of malpractice include, but are not limited to:
- copying answers from another student or allowing another student to copy answers during testing
- collaboration and/or communication between students during testing
- using or trying to use unauthorised material during testing such as notes, study guides, mobile phones and electronic devices
- altering or attempting to alter any software, hardware devices or test materials, laptops or computer-based test interface
- using technology devices such as smart watches, hidden cameras, audio recorders, digital glasses or other wearable technology to capture test content and/or access information during the test
- not following the instructions of invigilation staff during testing
- student impersonation (pretending to be someone else) or arranging for another person to take the test on your behalf
- obtaining or trying to get the test questions before the test
- individual or multiple students submitting another person’s work as if it were their own
- removing test materials from the test room without authorisation, for example test materials, working out paper and test admission ticket (TAT)
- sharing answers or test content with others (individuals and/or educational business entities) before, during, or after the test
- any other conduct that provides an unfair advantage.
When malpractice is reported or observed, the invigilation staff will complete an incident report, which is made available to a malpractice panel for investigation.
After completing the test, potential malpractice could also be identified through post-test statistical analysis on individual student results, pairs and groups of students in the same test centre venues. The analysis compares, but is not limited to:
- the similarity of response patterns between 2 or more students
- performance on one test in comparison to performance on the other tests.
A malpractice panel reviews each potential malpractice case and considers all available evidence. Where malpractice is confirmed, the Selective Education unit will inform parents and/or carers. Students will not be offered placement and their outcome advice will be withheld. Parents and/or carers will be advised of an appeal process (refer to section 6.1) should they wish to appeal the decision.
Parents and/or carers can submit a request for illness/misadventure (see definitions) in situations where:
- illness, injury, anxiety, fatigue, stress or a medical condition at the time of the test
- negatively affected a student’s performance on the day of the test
- resulted in the student missing the test
- a student missed the test or part of the test due to another incident (for example, Sorry Business or other bereavement)
- the student experienced test centre problems, such as disruptions during the test or suspected shorter time given for the test
- unexpected, unscheduled, unavoidable activities and/or events that stopped the student from sitting the test or doing their best in the test, such as selected participation in representative entertainment and sporting events, excursions, camps or family related travel needs or events.
Illness/misadventure requests applicable to the day of the placement test and/or the make-up placement test, must be submitted by parents and/or carers through the application dashboard by the cut-off date listed in the key dates (typically 4 business days after the first day of the main test period or 4 days after the make-up placement test).
Illness/misadventure requests must include supporting documentary evidence showing why the child missed the placement test or why their test performance was impacted. Supporting documentary evidence includes:
- a medical certificate (if relevant)
- any other evidence that covers the test day.
Invalid grounds for illness/misadventure request include:
- parent oversight – forgot test date, didn’t read emails/messaging in the application dashboard, generally busy with work or family activities
- family holiday – child and family are away during the test period and no prior request was submitted to sit the test interstate or overseas with the child’s application
- participation in school or local sporting activities – for example, individual or team school or local sport activities, school fairs, school photo days
- missing the whole make-up test – as no other forms of academic merit can be considered (refer to section 2.1), if a student misses the test in the main test period and also the whole make-up test, they cannot be considered for placement in a selective high school or opportunity class.
Parents and/or carers will receive advice on the outcome of their illness/misadventure request via message sent to the application dashboard. If the illness/misadventure request is approved, the student may either:
- be eligible to sit a make-up test (date and location will be provided)
- have their score adjusted, if they sat some or part of test during the main test period.
The test provider will investigate any illness/misadventure matters relating to performance in the test.
Students who miss the make-up placement test can no longer be considered for placement in a selective high school or opportunity class.
The illness/misadventure process detailed above also applies to applicants sitting the placement test interstate or overseas.
5. Determine placements and notify parents or carers
Student placements are determined by academic merit, based on their performance in the relevant placement test.
Multiple choice questions are computer-marked and manual reliability checks are carried out to ensure accuracy.
Responses for the writing section of the selective high school placement test are independently marked by 2 markers. Where the score differs between the markers, it is re-marked by a third marker.
On occasion, placement decisions may need to consider other relevant factors. In these cases, a selection committee will meet to decide if a student is eligible to be offered a placement.
There is a selection committee for opportunity class placement and for selective high school placement. This ensures consistent decisions across the statewide programs. The selection committee makes placement decisions independently. It uses consistent selection criteria and considers all students based on the order of academic merit. The committee consists of:
- two principals from relevant placement schools (selective high schools or schools with opportunity classes)
- two Directors, Educational Leadership.
A quorum is one Director, Educational Leadership and two principals. The committee considers:
- whether students outside the usual age range or school year are eligible for placement (refer to section 2.5)
- students in the 4 equity groups – low socio-educational advantage students, Aboriginal and/or Torres Strait Islander students, rural and remote students, and students with disability (refer to section 2.2)
- other relevant factors brought to their attention.
When considering placement at agricultural high schools with boarding places, a selection committee will also consider:
- giving priority to isolated students and siblings of enrolled students if applying for boarding at agricultural high schools
- whether an early offer has been given to the student after being interviewed for boarder placement.
Based on performance in the placement test and the above considerations, the selection committee determines students to be listed for offers and reserve places according to the number of vacancies at the chosen opportunity class or selective high school.
Students with too many unjustified absences from school will be brought to the attention of the selection committee. The selection committee is reluctant to offer placement to those whose attendance might not allow them to benefit from placement in an opportunity class or selective high school.
5.1 Notify parents or carers of placement outcomes
Parents and/or carers will be notified by email when their child’s outcome notification is available in the application dashboard (Selective high school and opportunity class placement). There will also be a performance report (refer to section 5.3) that shows how the student performed in the placement test. Table 9 in the Placement outcomes section below summarises the possible placement outcomes.
Parents and/or carers cannot change their school choices after the placement outcome is released. Once a place has been accepted, students cannot transfer between primary schools with opportunity classes or selective high schools.
For each school choice, the application dashboard will show one of four possible outcomes. Table 9 provides a summary of possible responses. Note that there is no reserve list for Aurora College as the process requires a lengthy liaison period with the host schools the college partners with. Accordingly, offers to all eligible applicants are made at the same time.
Table 9 Summary of possible placement outcomes
| Outcome | Meaning | Response |
|---|---|---|
| Offer | The student has been offered a place at the school shown | Parents and/or carers accept or decline the offer in the application dashboard by the response due date. Please note:
|
Reserve (with reserve list band indicator) Further information about reserve lists is provided in section 5.2. |
The student has been placed on the reserve list for the school shown | Depending on their position on the reserve list, students may then receive an offer of placement if there is one available. Students on reserve lists are not guaranteed a placement offer. The cut off for an offer is:
|
| Unsuccessful | The student is unsuccessful for all choices | Individual choices will not be listed in the application dashboard if the student is unsuccessful for all choices. |
| Not applicable | The student has qualified for a higher choice school | The outcome for the lower choice school will be ‘Not applicable'. |
5.2 Understand reserve list options
There are several possible options for parents and/or carers where students have been offered a place at one school and are on a reserve list for another school. Table 10 in the section below lists the possible options for reserve lists.
Reserve lists have a date after which the student’s name will be removed from the reserve list if an offer remains accepted. This will generally be before the beginning of the school year of entry for opportunity class placement and end of the school year before entry for selective high school placement (refer to key dates). To remain on the reserve list after this time, the student must decline the placement offer before the advertised date.
Where students have qualified for a reserve list, reserve bands will be included in outcome information. Reserve bands – listed as A, B, C – provide a general, estimated, idea of how long it took for students in a similar position to receive an offer during the previous year’s placement process. Table 10 outlines the possible options for reserve lists.
Further information about reserve bands will be made available at the time of the placement outcome advice at Opportunity class reserve list bands and Selective high school Year 7 reserve list bands.
Table 10 Possible options for reserve lists
| Options | Meaning | Response |
|---|---|---|
| Reserve list and an offer | The student has been offered a place at one school and is on the reserve list for a higher choice school | If the parents and/or carers accept the first offer, the student may also stay on the reserve list for the second school until the date their name will be removed from the list (before the beginning of the school year of entry for opportunity class placement or end of the year before entry for selective high school placement). If the parent and/or carer is then offered a position from the reserve list at the higher choice school, they have 2 options:
|
| Declining a reserve outcome | The student has been placed on the reserve list for the school shown | If the parents and/or carers are sure they do not want the student to accept a place, they should select ‘withdraw reserve’ in the application dashboard. |
5.3 Receive a performance report
Each student will receive a performance report (refer to Outcomes, performance report) showing how the student performed in comparison to the other students who took the placement test in that year. It will be available in the application dashboard.
For each of the test components, the report shows where the student performed in one of 4 bands:
- top 10% of candidates
- next 15% of candidates
- next 25% of candidates
- lowest 50% of candidates.
The report does not show the percentage of correct answers the student has achieved for any of the test components, rather how many other students performed within the same range. It does not provide an individual’s test scores or placement rank, which are not available to parents and/or carers.
6. Appeal and enrolment information after placement
6.1 Appealing decisions
There are a range of options for parents and/or carers to appeal a decision about the placement outcome. All valid appeals will be considered by an appeals panel. The panel will include a selective high school principal or an opportunity class principal, and a Director, Educational Leadership as Chair.
Appeals made on invalid grounds will be acknowledged and assessed but will not be passed on to the appeals panels. Appeals where any available valid adjustment would not make a difference to the placement outcome will not be passed on to the appeals panel.
Invalid grounds for appeal include:
- matters that should have been dealt with in an illness/misadventure request (refer to section 4.3)
- concern about recent changes to selection processes or the transition to computer-based testing
- suspected problems with the teacher, for example extended teacher absences, or changes of teacher or school
- lack of familiarity with the placement process, the English language, Australian culture and/or the NSW education system
- the student’s academic performance on the practice opportunity class or selective high school placement tests on the Selective Education unit’s website or other measurements or reports, such as IQ score, NAPLAN results, International Competition and Assessments for Schools (ICAS) testing, school reports or certificates and scholarship or coaching college testing
- requests for reconsideration of an application on the basis of parent and/or carer or student expectation or disappointment at not receiving an offer or not being placed on a reserve list
- young age of the student, lack of test preparation, educational disadvantage, and/or the perceived failure of the student to demonstrate their potential
- perceived advantage the student may gain from placement in an opportunity class or selective high school, including travel convenience, attendance with friends/siblings, benefits to the family.
All decisions made by the selection committee and appeals panel are based on the way students are ranked by academic merit for placement in opportunity classes or selective high schools.
Parents and/or carers may appeal against the outcome if something specific happened that prevented the parent and/or carer from submitting an illness/misadventure request at the time of the test.
Appeals that have the greatest chance of being upheld are those where the parent and/or carer:
- knows what happened to prevent the student from doing their best or from attending the test
- has written evidence to support the case.
All relevant documentary evidence must be included with all appeals at the time they are submitted.
The Selective Education unit will not request additional material and it cannot be considered after the due date.
An appeal based on residency can be made if the parent and/or carer has written proof that they are about to be approved for a permanent residency or other eligible visa. Applicants must satisfy residency requirements before a place can be offered or before they can be reinstated on a reserve list.
Parents and/or carers can also appeal against the determination of malpractice using the link within their malpractice letter (by the due date specified in the letter).
6.2 Enrolment of students
Schools with opportunity classes and selective high schools will contact parents and/or carers who have accepted placement offers about enrolment procedures and open days. Student enrolment in these classes or schools, however, is subject to the Enrolment of students in NSW Government schools policy.
Students are not guaranteed a place in an opportunity class or selective high school because they have a sibling there, for example one twin or triplet being offered a place does not guarantee a place for another. Placement is based solely on academic merit. Siblings will be offered a place in the same opportunity class or selective high school only if their test performance meets the level needed for placement.
Where brothers or sisters of students placed in a school with an opportunity class or in a partially selective high school are not in the catchment area for that school, parents and/or carers may apply for out-of-area enrolment at that school. There is no guarantee that the application will be successful.
In the case of boarders at agricultural boarding schools, selection committees may give some consideration to applications where a brother or sister is already enrolled at that school.
Enrolment cannot be delayed beyond the first 4 weeks of Term 1 for opportunity class placement or beyond Term 1 for selective high school placement.
If a parent and/or carer needs to delay their child’s attendance beyond the first day of the school year, the parent and/or carer must discuss it with the principal of the opportunity class or the selective high school (or message the Selective Education unit if there is a need to negotiate a delay during school holidays) before submitting enrolment forms. The principal may or may not approve the delayed start.
Mandatory tools and templates
- the online application system for selective high school and opportunity class placement.
Supporting tools, resources and related information
General support
- Fact sheets translated into 25 languages and videos in Arabic, Cantonese, Mandarin, Korean and Vietnamese – Resources in other languages
- Learn about selective high schools and opportunity classes – What are selective high schools and opportunity classes?
- Information on the Equity Placement Model – Fair access
Opportunity classes
- General information on Opportunity classes (Year 5 – 6)
- Rural and remote/virtual – authorised host schools (PDF 232 KB), Find an opportunity class
- Application and placement test dates – Application process
- Reasonable adjustments for tests – Using the application website (section 4)
- Reserve band information – Opportunity class reserve list bands
- Placement outcome – Outcomes
- Preparing for tests – Opportunity class practice tests and Opportunity Class Student Resource Hub
Selective high schools (Year 7)
- General information on Selective high schools
- Rural and remote/virtual – Find a selective high school
- Application and placement test dates – Application process
- Reasonable adjustments for tests – Using the application website (section 4)
- Reserve band information – Selective high school Year 7 reserve list bands
- Placement outcome – Outcomes
- Preparing for tests – Selective high school practice tests and Selective High School Student Resource Hub
Selective high schools (Years 8 to 12)
- General information, application dates and process – Selective high schools – Years 8 to 12 applications
Rural and remote support
- The online school – Aurora College
- Scholarships – Scholarships and allowances for rural students
- Further information – Rural and distance education team
Overseas and interstate applicants
- Opportunity classes – Residency requirements
- Selective high schools – Residency requirements
- the Visa subclasses and enrolment conditions (PDF 291 KB) list
- Sitting the test - interstate and overseas students
Policy contact
The Executive Director, Educational Standards monitors the implementation of this procedure, regularly reviews its contents to ensure relevance and accuracy, and updates it as needed.