HSC minimum standard disability provisions
Some students may be able to apply for disability provisions or be exempt from meeting the HSC minimum standard. Find out how these provisions and exemptions work and read case studies.
Disability provisions for HSC minimum standard
Where possible, all students in NSW should be supported to develop reading, writing and numeracy skills for everyday life after school.
NSW Education Standards Authority (NESA) has developed a Disability Provisions, Exemptions and Appeals policy for the minimum standard online tests.
The policy sets out the provisions and conditions for students sitting the online tests, including disability provisions, exemptions, appeals and credentialing.
The policy:
- aligns, where possible with HSC exams and takes into account the distinctive features of the minimum standard online tests
- minimises the administrative burden for schools
- acknowledges that the minimum standard online tests are unlike other HSC assessments in nature and purpose.
The policy allows:
- all students to change the font size and screen colour
- students with learning, sensory or physical disability to access disability provisions to provide a fair opportunity to respond to the minimum standard online tests
- students with permanent or temporary disability to speak to their teachers to determine whether they are eligible for provisions
- principals to approve and implement some practical arrangements that would, for HSC examinations, require NESA approval.
Some students with disability studying Life Skills courses may be exempt from meeting the minimum standard to receive their Higher School Certificate (HSC) credential.
Case studies (disability provisions)
Read two examples of how disability provisions have been applied in the case studies below.
Chloe has difficulties processing information in print texts. She does not have a diagnosed disability or an individual learning plan. Her needs are supported through quality differentiated teaching practice.
Chloe completed a standardised reading test at her school, which showed her decoding skills and reading rate were significantly below the average for students of a similar age. Teachers observed that Chloe’s ability comprehending print texts improved when read aloud to her.
After consultation with Chloe and her parents, the principal decided Chloe should access a reader for the minimum standard online tests. This decision was documented and stored in Chloe’s student file, which included a brief description of why a reader was authorised.
During the tests, a student with proficient reading skills in the year above Chloe acted as her reader. They were both supervised in a separate room.
Chloe’s reading test report included the following footnote: This test was completed with the assistance of a reader. The reader provided no assistance in interpreting the meaning of words or the text.
Nick is in Year 11, and teachers have seen that during examinations he often runs out of time. Nick completed a psychometric assessment and scored in the low range for his working memory.
Nick has an individual education plan (IEP) that his school’s special education teacher manages. The special education teacher, Nick, his parents and year advisor reviewed his IEP.
The review identified supplementary adjustments were needed for Nick’s classwork and assessment tasks. These adjustments provide opportunities to complete school-based assessment tasks under non-timed conditions and additional time to complete assessment tasks in timed conditions.
It was agreed that additional time of five minutes per half hour would be given to Nick when sitting school-based examinations. This aligns with NESA’s disability provisions for HSC examinations.
During Nick’s review, the special education teacher discussed with Nick and his parents the reasonable adjustments needed to assist Nick with sitting the HSC minimum standard online tests on the same basis as students without disability. The minimum standard online tests’ purpose is to determine if Nick meets the standard for literacy and numeracy, rather than his performance under timed conditions.
As a result, the school decided it was not necessary to align the additional time allocated to Nick for the minimum standard online tests with the requirements of disability provisions for the HSC examinations.
This decision is documented as part of Nick’s individual education plan, including a brief description of the reason for authorising additional time.
Using a typist
Students with disabilities that prevent them from typing during the tests can use a typist. For example, students with cerebral palsy or muscular dystrophy.
School principals approve typists.
Typists can’t be used for students:
- who are poor spellers
- with a disability that only affects typing speed. In such cases, extra time should be approved
- who are unfamiliar with computers or have poor keyboarding skills. Extra time may be appropriate.
Typists can only be adults who don’t have a relationship to the student, for example:
- teachers who haven’t taught the student for at least two years
- former students of the school
- Parents and Citizen’s Association members
- retired teachers
- non-teaching school employees, such as school administrative officers or laboratory technicians.
Typists can’t be:
- current students
- relatives or friends of the student
- current teachers or teacher’s aides of the student
- anyone who taught the student in the last two years
- anyone who has a close relative sitting the same test
- the minimum standard coordinator or test supervisor at the school.
Exemptions for Life Skills courses
Life Skills courses are designed to provide an equitable pathway to the HSC credential for students with an intellectual disability.
Students taking the Life Skills courses outlined below can be exempt from meeting these HSC minimum standards.
| Students who | Can be exempt from meeting HSC minimum |
|---|---|
| take an English Life Skills course in Year 12 | literacy standard |
| take a Mathematics Life Skills course in Year 12 | numeracy standard |
| do not take a Stage 6 Mathematics course but who are enrolled in four or more Life Skills subjects | numeracy standard |
Exempt students can sit the online reading, writing and numeracy tests if they want to. The decision for a student to be exempt should be made as part of the collaborative planning process, based on the personalised needs of the student.
Case studies (exemptions)
Read two case studies about how exemptions from the minimum standard are managed.
John is taking the Stage 5.2 Mathematics course and accessing the Stage 5 English course based on Life Skills outcomes. He is in Year 10.
During the collaborative planning process, John and his parents, special education teacher and year advisor discussed his pattern of study for Stage 6. John will take English Life Skills in Years 11 and 12.
Based on this pattern of study, John will be exempt from meeting the HSC minimum literacy standard in Year 12. It is therefore decided that John will not sit the online reading and writing tests in Year 10.
If he changes his pattern of study or decides he wants to demonstrate he has achieved the standard, he can sit the online tests during one of the test windows during the next two years.
John will not be taking Mathematics Life Skills course in Year 12 and so will not be exempt from the HSC minimum numeracy standard. Therefore, John will sit the online numeracy test in Year 10. Sitting the test in Year 10 will also help John decide what subjects to choose in Stage 6.
If John can’t demonstrate the minimum numeracy standard in Year 10, he will have the option of taking Mathematics Standard in Year 11 to assist him to further develop his numeracy skills. He will then be able to demonstrate he has achieved the standard during the test windows in Year 11 or Year 12.
If John’s Stage 6 study pattern includes four or more Life Skills courses, he will be exempt from the minimum numeracy standard and will not have to sit the online numeracy test in Year 11 or Year 12.
Casey has been accessing Life Skills outcomes and content since Year 7. She is in Year 11 and taking a full pattern of study of Life Skills courses.
Casey didn’t sit the online tests in Year 10 so hasn’t yet demonstrated the HSC minimum standard for literacy and numeracy.
Taking a full pattern of study of Life Skills courses in Year 12 means Casey is exempt from meeting the minimum standard for literacy and numeracy.
Casey’s HSC credentials will note this exemption from the standard.
During the collaborative planning process, Casey expressed confidence in her literacy skills and wants an opportunity to demonstrate the minimum literacy standard. Her teacher supports the decision and it is agreed that Casey will sit the online reading and writing tests in Year 11.
If Casey doesn’t demonstrate the minimum literacy standard in her first attempt, she will work with her English teacher to improve her skills before attempting the tests again the following year.
If Casey demonstrates the minimum literacy standard by the end of Year 12, the exemption from this standard won’t be noted on her HSC credentials.