Students accelerating into a course(s)
Updated 08 Oct 2023
Rule 13.1.2 has been updated to reflect the name of the new Mathematics K–10 syllabus, and arrangements for 2024. This update will support schools to make accurate decisions about students accelerating into Stage 5 courses, including Mathematics.
NESA is authorised under sections 6(1)(j), 10, 94, and 95 of the Education Act 1990 (NSW) to:
- provide opportunities to children with special abilities
- exercise functions in connection with the school curriculum, the RoSA, and the HSC.
About students accelerating into courses
- Acceleration occurs when individual students access a course(s) that is beyond their chronological stage of schooling. Decisions about students accelerating into a course(s) must be made on an individual case-by-case basis.
- Students accelerating into a course(s) must satisfactorily complete the preceding course(s) in less than the stated indicative hours. A student may also be considered for acceleration if there is no related course1 in the student’s chronological stage of schooling and the student has demonstrated ability and readiness to undertake the course.
- NESA allows students to accelerate into one course, a number of courses, or all courses (grade advancement).
- Students who accelerate into a Stage 5 or Stage 6 course may begin to accumulate results towards the award of the RoSA or HSC.
Footnotes
Where there is no NESA course or where the school is unable to offer the related course in that stage of schooling.
Glossary
Students who undertake one or more courses, one or more years ahead of their chronological stage of schooling.
When a student satisfactorily completes and accrues one or more courses over a period of time. For example, a student completes HSC courses over more than one year.
An educational program designed to support students to follow the principles and practices of good scholarship before they are entered into Preliminary and/or HSC courses.
A course developed by NESA, that includes general education courses, Life Skills courses and VET Industry Curriculum Framework courses.
A separate entity to the school that delivers an entire course to the student(s). These courses may be delivered on school premises or elsewhere, but the school remains primarily responsible for each student.
A program of assessment established by a school prior to the start of each Preliminary and HSC course and shared with students. NESA requires that the program comprises: school-based assessment policies and procedures; course-specific assessment schedules; assessment tasks; and retained documentation.
A course designed by school(s) and endorsed by NESA to meet curriculum needs of students that cannot be accommodated by Board Developed courses, or Content Endorsed courses (CECs), or Vocational Education and Training Board Endorsed courses (VET BECs). Once the course proposal is endorsed by NESA, SDBECs count as Board Endorsed unit credit for the HSC but do not contribute towards an ATAR.
A course designed by a university and endorsed by NESA that supplements and extends HSC curriculum in areas not covered by Board Developed courses or other types of Board Endorsed courses. Intended for high-achieving students in Stage 6 (Year 11 and/or Year 12). UDBECs count as Board Endorsed unit credit for the HSC but do not contribute towards an ATAR.