HSC Stuff > New South Wales Education Discussion
If you had the power, how would you change the HSC?
jamonwindeyer:
Really love the thought put forward by FB3! It's funny, the two big things mentioned so far are:
- Make the HSC more conducive to collaboration
- Make it so others in your cohort can't 'drag you down'
Read those two things together, one at a time. One is the solution to the other. The HSC encourages collaboration by making your marks partially dependent on your cohorts performance. Problem is, some students/teachers/schools/other responsible groups spin this to a really negative, competitive thing.
We need a culture shift. I think there are already things happening getting us there, such as universities being forced to publish actual ATAR cut-offs for their courses (hey, you can do Law with an ATAR below 90, for example). You guys, as the current cohort, need to lead by example and encourage positive competition and collaboration so that this slowly filters down into lower year groups. Educators/institutions need to start being ranked on academic improvement and student satisfaction, not just pure academics.
Oh, and go to the students "dragging you down" and lend a hand - Two birds, one stone ;)
EEEEEEP:
--- Quote from: Mada438 on April 13, 2018, 09:54:33 am ---After watching Jamons snapchat update, i felt inspired to make this thread.
If by some chance you had the power to, how would you change the way the HSC works and its culture?
Or would you completely tear it down and build a new system?
Keen to hear everyone's thoughts!
--- End quote ---
I would introduce a research or portfolio component to all subjects to make sure that it's not all about rote learning. I would also decrease the weight of the final exam.
For example... for maths (one can research a proof). For ICT, one can develop a storyboard.
Now this wouldn't be a small portfolio, it would be a fairly large portfolio !
RuiAce:
--- Quote from: EEEEEEP on April 17, 2018, 09:48:29 pm ---For example... for maths (one can research a proof).
--- End quote ---
...in high school?
Proofs in the real world are hard enough to understand as is, unless they're a few lines. How do you expect to create a research project out of that.
EEEEEEP:
--- Quote from: RuiAce on April 17, 2018, 09:50:26 pm ---...in high school?
Proofs in the real world are hard enough to understand as is, unless they're a few lines. How do you expect to create a research project out of that.
--- End quote ---
I understand that. But maybe the subject that's being tackled chosen shouldn't be too difficult!
So for 2U, maybe prove the Pythagras theorem.
For 3U maybe they can prove that Two Functions are Inverses of Each Other. I wouldn't be asking for 3U students to be proving Riemann's theorem.
RuiAce:
--- Quote from: EEEEEEP on April 17, 2018, 10:00:08 pm ---I understand that. But maybe the subject that's being tackled chosen shouldn't be too difficult!
So for 2U, maybe prove the Pythagras theorem.
For 3U maybe they can prove that Two Functions are Inverses of Each Other. I wouldn't be asking for 3U students to be proving Riemann's theorem.
--- End quote ---
And how do you expect the proof of Pythagoras' theorem to be a large portfolio when it's really just the length of a 3 week assignment? Or worse plagiarised off Wikipedia?
Two functions being mutual inverses is a common exam-level question. If it goes beyond a 5 marker, it would require techniques well outside the scope of the syllabus, or be a unnecessarily deliberately made brute force question.
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