What the HSC test markers are looking for in your answers

Dos and don’ts for English Standard

• Ensure that you read unseen texts closely in short-answer questions. Use your reading time strategically to explore the ways in which the text connects to the question.
• Remember to clearly and purposefully respond to the question. It is important to use the key terms in the question to frame the ideas you explore and the evidence you engage with across your response.
• Make sure you understand the directive verb in the question. Allow this to guide and shape your response, ensuring that you understand the nuances between different kinds of directive verbs.
• Questions position you to respond personally and authentically. To succeed, make sure that your perspective, informed by well-developed ideas and textual evidence, is allowed to clearly shine in your critical, imaginative and/or discursive responses.
• Ensure that any ideas, assertions and perspectives are supported by well-chosen textual evidence. Ensure you consider the ways the writer’s use of language and form create and shape meaning within the text.
• Don’t respond with a generic recount or retelling of the text. Focus on analysing specific examples from your prescribed text, allowing you to be more focused on the question and how specific ideas, concerns, values and attitudes emerge.
• Don’t simply write a response ‘about’ your text using generalised statements or vague ideas. Instead, focus closely on the ideas in the question and explicitly connect these to your response.
• Don’t spend too much time on any one section – the time indicated should be followed to ensure that you have every opportunity to fully address each section.

Dos and don’ts for Mathematics Standard 2

• Interact actively with tables and diagrams. In tables, highlight the cell/s you believe are relevant to solving the given problem. With diagrams, label any unknown values you calculate (such as angles or side lengths), even if you’re unsure whether they will directly lead to the final solution.
• Always use mathematics to support your answers. State the numerical values of what it is you are comparing. For example, if you are comparing the median of two sets of data, you should state the values of the medians.
• Go into the exam with a clear plan. Are you going to start at question 1 of the multiple-choice section or will you complete the short-answer section first?
• Quickly re-read your response to make sure it answers the question.
• Get to the point quickly when stating reasons to support your answer. The number of lines given for working is a good indication of how much you need to write. Students who say too much risk contradicting themselves.
• Don’t leave any questions blank. Try and show some mathematical working that relates to the question.
• Don’t forget to show all mathematical working, even if it is simply what you type into your calculator.

Don’t leave any questions blank. Try and show some mathematical working that relates to the question. Janie Barrett

Dos and don’ts for Biology

• Analyse each question in detail before committing pen to paper. Understand the meaning of the key word used in the question, as defined in the NESA glossary. The requirements for achieving top marks are aligned with this key word.
• Look for ‘and’ and plurals in the questions. If they are there they must be addressed in your response, as this will be reflected in the marking.
• Know the correct scientific conventions for constructing tables, graphs and flowcharts and take your time to draw clearly and accurately.
• When analysing stimuli, such as images or data in graphs or tables, always engage with specific components and data points in your responses. This provides depth to your response.
• Don’t rush your response. Students often see key words in the stimulus and just start writing, without pausing to consider what the question is asking. Analyse the question and plan your response.
• Avoid the ‘great answer, wrong question’ syndrome, where often extremely good responses are provided but they don’t address the actual question. Think: DNA replication versus mitosis, or gene pool versus genetic drift.

Don’t rush your response. Analyse the question and plan your response. Janie Barrett

Dos and don’ts for Physics

• Use the information on the formula sheet not just for calculations but to support explanations and descriptions of relationships. Equations help you justify trends, identify proportionalities and strengthen the clarity of your reasoning.
• Develop a clear understanding of key terms and use them deliberately to make your responses coherent and concise.
• Carefully read and engage with every part of the question, including all graphs, diagrams and instructions. Underline key points and ensure your answer addresses each requirement explicitly.
• Don’t rely on rehearsed, generic responses. Instead, focus on understanding concepts and tailor your response to specifically address the question.
• Don’t give a calculation without clear working and a concluding statement when the question requires interpretation. In these cases a correct number without a conclusion is an incomplete answer.

Develop a clear understanding of key terms and use them deliberately to make your responses coherent and concise. Janie Barrett

Dos and don’ts for Economics

• Directly align your response to the relevant area of the syllabus. This important connection could be central to the formation of paragraphs for extended responses.
• Integrate theory, statistics and models where appropriate throughout the extended responses – not in a separate paragraph.
• Pay attention to the directive verb in the question to guide your response. For example, questions asking students to ‘assess’ require a clear judgment.
• Don’t forget to read each sub-question before you commence answering the question in section II. This may stop you from repeating yourself, and encourage a succinct answer.

It is important to allocate your time carefully in the examination. Janie Barrett

Dos and don’ts for Ancient History

• Use the sources as evidence when they are provided with questions but ensure you clearly demonstrate how they support your argument.
• Read the questions carefully. If the question is asking you about more than one thing, make sure you address all parts of the question.
• Allocate your time carefully in the examination.
• Use specific historical terms and concepts throughout your responses to demonstrate your understanding of the topics.
• Make sure you are answering the question for the topic that you have studied.
• Don’t confuse your topics. Be clear on which content and evidence belongs to the Core Topic and which belongs with your various Options.
• Don’t just tell the story. The best responses integrate analysis and develop a clear argument.

Photo: Janie Barrett

Dos and don’ts for Primary Industries

• Develop a comprehensive understanding of key verbs, particularly those requiring higher-order cognitive skills such as discuss, explain, analyse, evaluate and justify. Ensure that your responses align with these verbs.
• Articulate your answers with clarity and conciseness, incorporating relevant and specific terminology relevant to Primary Industries, to enhance your responses.
• Ensure you integrate and analyse stimulus content when instructed to do so, such as graphs, diagrams or other visual data, to substantiate your response.
• Provide substantive and relevant information in your responses. Focus on contributing meaningful analysis or explanation.
• Don’t repeat the question or embed it within your answer.
• Allocate your time carefully so you can complete the entire exam.
• Even if you’re unsure, attempt every question. Avoid leaving a question blank or re-stating the question.

Understand the meaning of the key word used in the exam question, as defined in the NESA glossary. Janie Barrett

Dos and don’ts for Dance

• Rehearse under exam conditions. Practise performing or writing within exam time limits. This will help build stamina, endurance and confidence under pressure. Practise in the dance attire/footwear you intend to perform in.
• Choreograph movement that highlights your individual strengths. When you lean into what you do best – dynamic variation, flexibility, strength – your work will be more authentic and personalised.
• Practise delivering succinct responses and have a range of examples ready. Over-explaining and focusing too much time on choosing what to demonstrate wastes your precious time.
• In composition, be clear about what each phrase means and how motif manipulations support the communication of the intent.
• Don’t panic if something doesn’t go to plan – stay focused, committed and remember to breathe!
• Don’t be afraid to ask the markers to repeat or rephrase a question in the practical exam. Remember, the markers are just teachers, like your teacher.
• Don’t rely on tricks and unsafe dance skills in your performance. Focus on working within your anatomical structure and demonstrating an understanding of safe dance practice.

Dos and don’ts for Health and Movement Science

• Know the structure of the exam. The HSC is your ‘grand final’ day. It’s important that you know exactly what you’re preparing for.
• Know the NESA glossary of key words. The key is to not just know what they are requiring you to do but to use words and phrases in your response that clearly show the marker that you are addressing the requirements of that term.
• Use syllabus language and support this knowledge with various relevant and specific examples. This demonstrates a higher level of understanding and application.
• Be mindful of how you are using your time. The two extended responses, for example, comprise nearly one quarter of the total marks for the paper and require you to demonstrate a comprehensive understanding of course concepts.
• Don’t underestimate the academic challenge of multiple-choice questions. Many students incorrectly perceive this section of the exam as easy.
• Don’t skim-read the questions. Read each one carefully to ensure you don’t overlook important terms or content that need to be addressed.
• Don’t ‘knowledge-dump’ and write everything that you know about a topic. Think carefully or strategically about the question and what you know.