Strand B - Requirement 2

4.7 Curriculum for schools delivering Years 11 and 12

4.7.3 Curriculum for the Higher School Certificate

The ACE website and NESA Official Notice set out the requirements, rules and procedures for the Higher School Certificate. Schools must refer to these rules and procedures to ensure the eligibility of students for the High School Certificate credential.

See Registration Process for the NSW Government Schooling System Manual.

Advice for principals

The NESA website states that four courses will be selected from the new Stage 6 courses, taught and examined for the first time in 2019. NESA will advise schools of the particular four courses when notified of the inspection.

  • The four courses will be selected from:
    • English standard and/or advanced
    • mathematics standard
    • biology/chemistry/investigating science/physics
    • ancient and/or modern history.

Principals may want to review curriculum for compliance with new syllabus and assessment requirements for each of the above courses.

Principal should review documentation for consistency.

  • Does the scope and sequence identify the delivery of outcomes?
  • Does the scope and sequence identify each required unit of work, any mandatory requirements such as depth studies or research project?
  • Do the outcomes on the scope and sequence align with outcomes identified in the teaching program for each unit of work?
  • Does the assessment schedule assess outcomes that have been delivered according to the outcomes identified in the scope and sequence?

Principals should review HSC assessment schedules for accuracy.

  • Does the assessment schedule comply with the Assessment and Reporting requirements for that subject?
  • Are the components and weightings correct?
  • Are these assessment types required? For example, a research project or mode of delivery.
  • Are there four, or less tasks scheduled?
  • Is the maximum task weighting 30% or less?

Principals should check teaching programs. Does the program:

  • align with the scope and sequence – name and duration of unit, outcomes to be delivered?
  • identify mandatory content and teaching/learning strategies?
  • contain records of teacher evaluation/reflection? If no, where is teacher evaluation/reflection recorded?
  • identify a range of strategies to meet the learning needs of a variety of students? If no, where these strategies recorded?

Evidence to provide at the random inspection

When notified of selection for a random inspection, NESA Inspectors will inform the principal of the four courses selected for review.

Schools will provide for each of the four courses:

  • 2019 Year 12 scope and sequence
  • 2019 Year 12 assessment schedule.

For one of the four courses:

  • one teaching program (Year 12, 2019)
  • records of teacher evaluation/reflection on the teaching program
  • records of teaching strategies to meet the learning needs of students across a variety of earning profiles.

Teaching strategies for a variety of student learning profiles and records of teacher evaluation/reflections may be contained in the teaching program, or may be additional documents. For example, KLA faculties may conduct a teacher evaluation session at the end of each unit of work, or schools may record a variety of planned teaching strategies in an IEP or PLP.

Department policy, procedures and resources and NESA syllabus

Due to the release of new syllabuses schools should check the NESA website to ensure the correct syllabus is being implemented in 2019.

The Department provides the following policy and support documents for schools in relation to curriculum:

The Department supports schools to meet the learning needs of students from a variety of backgrounds and learning profiles.

The following documents set out Department’s expectations for schools to meet the specific learning needs of their students:

The following is a link to a published SchoolBiz article published on 16 November 2018 (Week 6 Term 4)(staff only):

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