Compressed HSC curriculum delivery
With a compressed curriculum, students can complete the Preliminary and HSC courses for a subject in one year instead of two. Find out how this model works.
How a compressed HSC model works
Students usually complete the Preliminary courses for HSC subjects in the first year and the corresponding HSC courses in the second year. They then sit their HSC exams at the end of the second year.
In a compressed delivery model, students complete the Preliminary and HSC courses for a subject within one year before doing their HSC exams.
A school can choose to compress some or all courses.
Where all courses are compressed, students typically do three subjects in Year 11 and another three subjects in Year 12. They sit HSC exams at the end of Years 11 and 12 for the subjects studied in those years.
Benefits of a compressed curriculum delivery
Compressed curriculum delivery enables:
- a greater range of subject offerings for the HSC program
- students to focus on fewer subjects at a time when doing their HSC.
Early commencement for compressed curriculums
To meet the requirements for course indicative hours, schools can begin compressed curriculum delivery before Day 1, Term 1 of Year 11 where NESA has granted approval and the following criteria are met:
- the delivery model does not give students any time advantage for the study of the courses
- teaching of Preliminary courses does not begin before Week 6, Term 4 of Year 10.
In the first year of the two-year cycle, schools typically:
- begin Preliminary courses in Week 6, Term 4 of Year 10 and complete Preliminary courses at the end of Term 1 of the following year (approximately 15 weeks)
- begin HSC courses at the beginning of Term 2, and complete HSC courses at the end of Term 3 (approximately 20 weeks).
Rules and requirements for schools
Schools delivering a compressed curriculum model must follow all HSC requirements detailed in Assessment Certification Examination (ACE). These requirements include:
- satisfactory completion of a course
- indicative hours of teaching and learning for Record of School Achievement (RoSA), Preliminary and HSC course requirements
- submission of concurrent Preliminary and HSC student entry data
- submission of Preliminary grades and HSC internal assessment data
- satisfactory completion and issuance of non-completion of course requirements and related appeal processes
- eligibility for entry into Preliminary courses
- disability provisions applications.
Things to consider before you decide
Schools need to consider the following when deciding to deliver one or more courses under a compressed model:
- the needs of students
- the nature of courses.
Schools also need to consider and plan for:
- the processes and timings for changing courses
- how to accommodate students who transfer into the school during the year
- administrative processes that relate to non-course completion, such as warning letters and appeals processes as they also operate on a compressed timeframe.
Key steps for delivery
The following are important steps to consider when deciding on a compressed curriculum delivery model.
Identify the impetus for change
Key questions:
- What are the issues that compressed curriculum delivery might address?
- What evidence or data supports identification of the issues?
- What benefits will a compressed curriculum provide?
Consult with schools and school networks experienced in delivering compressed curriculum
Key questions:
- Where has compressed curriculum been successfully implemented?
- How was it implemented?
- What are the similarities and differences in school contexts?
- What advantages and disadvantages have schools experienced?
Consult with the school community
Key questions:
- What is the most effective way to consult with staff, students and parents?
- How will staff, students and parents be told about the possible advantages and disadvantages of compressed curriculum delivery and early commencement?
- How will consultation feedback be collected, collated and reported?
Make an ‘on-balance judgement’ by analysing and evaluating school community feedback
Key questions:
- Should compressed curriculum delivery be implemented?
- How should it be adapted for the school context?
- What processes and actions are required to support implementation of compressed curriculum delivery and early commencement?
- What are the key milestones and timelines for implementation?
Regularly evaluate the effectiveness and success of this model
Key questions:
- What is the impact of compressed curriculum delivery on the school and on student learning outcomes?
- What evidence or data demonstrates the impact?
- What adjustments are required?
- Should compressed curriculum delivery continue to be implemented?
Approval and notification
There are two ways to approve and notify when implementing or continuing with a compressed curriculum model.
Implementing a compressed curriculum
Schools must apply to NESA for approval through Schools Online. This needs to be submitted by the end of Week 5, Term 3 of the year of early commencement.
For more information about implementing a compressed curriculum delivery model, visit ACE 8050.
Continuing with a compressed curriculum delivery model
In the following year, schools must notify NESA through Schools Online. This needs to be submitted by the end of Week 5, Term 3.
For more information about continuing a compressed curriculum delivery model, visit ACE 8050.
More information
See the recent compressed curriculum delivery model evaluation from the Centre for Education Statistics and Evaluation.