reniiiblaseee
Well-Known Member
- Joined
- Mar 27, 2025
- Messages
- 568
- Gender
- Female
- HSC
- 2025
oh wow i just found out invigilators aren’t ppl who work at nesa
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Best of luck to the class of 2025 for their HSC exams. You got this! Let us know your thoughts on the HSC exams here
Class of 2025 (2025 HSC CHAT) (19 Viewers)
- Thread starter Sir Jigger II
- Start date
gossipgirllll
Well-Known Member
- Joined
- Feb 25, 2025
- Messages
- 514
- Gender
- Female
- HSC
- 2025
yeah anyone can apply to become one lowkey chill job easy money
nowomansland
New Member
- Joined
- Jun 11, 2024
- Messages
- 15
- Gender
- Female
- HSC
- 2025
yeah my mum did it last year v chill job
I'm not sitting in an exam room for 3 hours in 30 degree weather doing nothing. I don't think invigilators can even go on their phones
reniiiblaseee
Well-Known Member
- Joined
- Mar 27, 2025
- Messages
- 568
- Gender
- Female
- HSC
- 2025
yeh mine just sit there n talk to eachother
gossipgirllll
Well-Known Member
- Joined
- Feb 25, 2025
- Messages
- 514
- Gender
- Female
- HSC
- 2025
bro go with a friend then and have a cheeky chat at the back of the hall
Well at my school according to ppl the supervisors were watching TikTok
coolcat6778
Вanned
- Joined
- Jun 9, 2024
- Messages
- 1,142
- Gender
- Female
- HSC
- 2025
Why the HSC Is Broken and How We’re Pretending It’s Fair
Look, I’m going to say this once: the HSC is nowhere near the meritocratic, fair exam system it claims to be. I’ve spent the last two years grinding through Mathematics Advanced and Extension 1, slogging through Physics and Chemistry, reading uni-level physics books for fun, and yet, somehow, the system still thinks it’s perfectly acceptable to use English as the baseline for scaling. Let me just stop you there — if you’re seriously going to claim that someone’s ability in reading comprehension dictates their skill in solving a second-order differential equation or understanding Newtonian mechanics, I don’t even know what to say. It’s lazy, it’s dumb, and it’s infuriating.
The biggest issue is that ATAR scaling doesn’t measure ability — it measures compliance. You can be a physics genius, a mathematician in the making, capable of solving integrals that make the average teacher sweat, and still have your marks deflated because English is “too hard” for your cohort. Meanwhile, someone who barely learned how to integrate, but somehow got a lucky cohort average in English, is now sitting with a higher ATAR. This isn’t just unfair — it’s psychologically insulting. It tells high-performing students that the effort they put into actually understanding the subject doesn’t matter. What matters is luck and how “well your peers do in English.”
Honestly, I’ve tried explaining this to people before. You’d think it would be obvious, right? But the standard response is usually some half-hearted “well, that’s how scaling works” or “it evens things out.” Yeah, it evens things out for mediocrity. That’s great if your goal is to keep everyone moderately satisfied while punishing anyone who actually wants to excel. It’s like the system is designed to be average, and if you’re above average, it hates you.
And let’s talk about Maths Advanced and Extension 1 for a second. People complain that these subjects are hard. Good. That’s the point. If everyone could do it, it wouldn’t be advanced. But what the HSC fails to acknowledge is that difficulty should be rewarded, not punished. The scaling system often rewards English — and by extension, people who spend their time writing essays rather than actually thinking analytically — more than subjects that require genuine problem-solving skills. Want to measure intelligence? Want to see who can actually think logically, solve a problem, and apply concepts creatively? Maths and Physics are where you start. Not by memorising quotes or interpreting literature like some medieval scholar.
Now, I know some people like to throw around IQ as if it’s the final word. I get it, I get it — it’s controversial and overused. But I’ll say this: there is a reason that the smartest students in the cohort tend to dominate in subjects that actually require reasoning rather than rote memory. This isn’t a conspiracy theory. It’s observable. And it’s precisely why the ATAR system frustrates me. It’s supposed to identify the best students and rank them fairly, but it conflates hard work, natural ability, and arbitrary subject weighting in a way that often makes no sense.
Let’s be real — the NESA website and the bureaucracy behind this whole process don’t help either. They’ve recently made “changes to cater to disabled people” or whatever, which I guess is fine in principle. Accessibility is important. But the way it’s implemented is clunky, confusing, and makes you want to scream. Half the time, I’m navigating menus that make no sense, trying to find scaling data, only to realize the information is outdated, mislabelled, or buried under three layers of “helpful” text that isn’t helpful at all. And don’t even get me started on the forums, where every thread is either people whining about marks or asking questions that have been answered a million times. I love helping others — I do — but it’s exhausting to constantly correct misinformation while also trying to survive the actual HSC.
Here’s another thing people don’t like to admit: stress isn’t evenly distributed. There are students with perfect lives, tutors, extra classes, and supportive parents who can afford all the resources. Then there are students who do everything themselves, manage part-time jobs, and still somehow manage to grasp concepts that take a lot of tutoring for others. But in the end, the system treats everyone like they had the same starting point. That’s not fairness. That’s a cruel joke masked as equality.
I’ve seen it over and over. People get obsessed with marks rather than learning. They panic over trial papers, obsess over mini-differences in marks, and forget the actual point: developing real skills. And the irony is that, when it comes to university-level subjects, those skills matter far more than some artificially inflated ATAR. You want to succeed in Engineering or Science? You need problem-solving, logical reasoning, and persistence. Not the ability to write an essay about the symbolism of a poem in Year 12 English.
So what’s the solution? Honestly, I don’t have one that will satisfy everyone. You could revamp scaling entirely, reward genuine difficulty, weight subjects according to cognitive demand rather than cohort averages, and maybe, just maybe, you’d get something approaching fairness. But in the meantime, we deal with what we have. And that means pushing ourselves to excel regardless, learning for the sake of understanding, and trying not to let bureaucratic nonsense crush our motivation. If you’re going to be punished for being good at Maths and Physics, you might as well be exceptionally good, because mediocrity is the only thing that’s truly rewarded.
At the end of the day, I guess my point is this: the system isn’t broken because students fail; it’s broken because it fails to recognize genuine ability. And if you’re reading this and thinking “wow, she’s bitter” — maybe I am. But bitter is better than oblivious. I’d rather know the system is flawed and work to navigate it than be blissfully unaware while it quietly destroys ambition. That’s the reality, and anyone who’s serious about their HSC, ATAR, or just actually learning something, needs to accept it.
Look, I’m going to say this once: the HSC is nowhere near the meritocratic, fair exam system it claims to be. I’ve spent the last two years grinding through Mathematics Advanced and Extension 1, slogging through Physics and Chemistry, reading uni-level physics books for fun, and yet, somehow, the system still thinks it’s perfectly acceptable to use English as the baseline for scaling. Let me just stop you there — if you’re seriously going to claim that someone’s ability in reading comprehension dictates their skill in solving a second-order differential equation or understanding Newtonian mechanics, I don’t even know what to say. It’s lazy, it’s dumb, and it’s infuriating.
The biggest issue is that ATAR scaling doesn’t measure ability — it measures compliance. You can be a physics genius, a mathematician in the making, capable of solving integrals that make the average teacher sweat, and still have your marks deflated because English is “too hard” for your cohort. Meanwhile, someone who barely learned how to integrate, but somehow got a lucky cohort average in English, is now sitting with a higher ATAR. This isn’t just unfair — it’s psychologically insulting. It tells high-performing students that the effort they put into actually understanding the subject doesn’t matter. What matters is luck and how “well your peers do in English.”
Honestly, I’ve tried explaining this to people before. You’d think it would be obvious, right? But the standard response is usually some half-hearted “well, that’s how scaling works” or “it evens things out.” Yeah, it evens things out for mediocrity. That’s great if your goal is to keep everyone moderately satisfied while punishing anyone who actually wants to excel. It’s like the system is designed to be average, and if you’re above average, it hates you.
And let’s talk about Maths Advanced and Extension 1 for a second. People complain that these subjects are hard. Good. That’s the point. If everyone could do it, it wouldn’t be advanced. But what the HSC fails to acknowledge is that difficulty should be rewarded, not punished. The scaling system often rewards English — and by extension, people who spend their time writing essays rather than actually thinking analytically — more than subjects that require genuine problem-solving skills. Want to measure intelligence? Want to see who can actually think logically, solve a problem, and apply concepts creatively? Maths and Physics are where you start. Not by memorising quotes or interpreting literature like some medieval scholar.
Now, I know some people like to throw around IQ as if it’s the final word. I get it, I get it — it’s controversial and overused. But I’ll say this: there is a reason that the smartest students in the cohort tend to dominate in subjects that actually require reasoning rather than rote memory. This isn’t a conspiracy theory. It’s observable. And it’s precisely why the ATAR system frustrates me. It’s supposed to identify the best students and rank them fairly, but it conflates hard work, natural ability, and arbitrary subject weighting in a way that often makes no sense.
Let’s be real — the NESA website and the bureaucracy behind this whole process don’t help either. They’ve recently made “changes to cater to disabled people” or whatever, which I guess is fine in principle. Accessibility is important. But the way it’s implemented is clunky, confusing, and makes you want to scream. Half the time, I’m navigating menus that make no sense, trying to find scaling data, only to realize the information is outdated, mislabelled, or buried under three layers of “helpful” text that isn’t helpful at all. And don’t even get me started on the forums, where every thread is either people whining about marks or asking questions that have been answered a million times. I love helping others — I do — but it’s exhausting to constantly correct misinformation while also trying to survive the actual HSC.
Here’s another thing people don’t like to admit: stress isn’t evenly distributed. There are students with perfect lives, tutors, extra classes, and supportive parents who can afford all the resources. Then there are students who do everything themselves, manage part-time jobs, and still somehow manage to grasp concepts that take a lot of tutoring for others. But in the end, the system treats everyone like they had the same starting point. That’s not fairness. That’s a cruel joke masked as equality.
I’ve seen it over and over. People get obsessed with marks rather than learning. They panic over trial papers, obsess over mini-differences in marks, and forget the actual point: developing real skills. And the irony is that, when it comes to university-level subjects, those skills matter far more than some artificially inflated ATAR. You want to succeed in Engineering or Science? You need problem-solving, logical reasoning, and persistence. Not the ability to write an essay about the symbolism of a poem in Year 12 English.
So what’s the solution? Honestly, I don’t have one that will satisfy everyone. You could revamp scaling entirely, reward genuine difficulty, weight subjects according to cognitive demand rather than cohort averages, and maybe, just maybe, you’d get something approaching fairness. But in the meantime, we deal with what we have. And that means pushing ourselves to excel regardless, learning for the sake of understanding, and trying not to let bureaucratic nonsense crush our motivation. If you’re going to be punished for being good at Maths and Physics, you might as well be exceptionally good, because mediocrity is the only thing that’s truly rewarded.
At the end of the day, I guess my point is this: the system isn’t broken because students fail; it’s broken because it fails to recognize genuine ability. And if you’re reading this and thinking “wow, she’s bitter” — maybe I am. But bitter is better than oblivious. I’d rather know the system is flawed and work to navigate it than be blissfully unaware while it quietly destroys ambition. That’s the reality, and anyone who’s serious about their HSC, ATAR, or just actually learning something, needs to accept it.