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Mathematics General 2 HSC Specimen Examination


This package contains:

The 2014 HSC specimen examination has been produced in accordance with the Board’s Principles for Setting HSC Examinations in a Standards-Referenced Framework, published in Board Bulletin Volume 8 Number 9 (Nov/Dec 99).

The specimen examination questions are closely related to the outcomes and content of the Preliminary Mathematics General and HSC Mathematics General 2 courses. However, it also needs to be noted that the ‘Considerations’ (the list of important considerations for teaching and learning that accompanies each of the Strand and Focus Study topics) in the syllabus have been taken into account, as appropriate, in the development of the specimen examination, and similarly will be taken into account in the development of the Mathematics General 2 HSC examinations for 2014 and beyond. The specimen examination as a whole is structured to allow for appropriate differentiation of student performance at all levels on the performance scale.

The specimen examination has been designed so that students have a clear understanding of what they are required to do in each question and in working through the examination. The questions are written to ensure that they are clear and accessible to all students, and allow students the opportunity to demonstrate what they know, understand and can do.

The specimen examination is one example of the type of HSC examination that could be prepared within the examination specifications. Mathematics General 2 HSC examinations will test a representative sample of the syllabus outcomes and content. Therefore, the range and balance of outcomes and content tested in the HSC examinations for 2014 and beyond may differ from those addressed in this specimen examination. It is also important to note that the style and structure of the questions in the examinations may differ from those in the specimen examination.

The mapping grid is an important feature of the development of the Mathematics General 2 HSC examination. It aids in ensuring that the examination as a whole samples a range of outcomes and content.

Marking guidelines are developed at the same time as the examination questions, and show the criteria to be applied to the responses, together with the marks to be awarded in line with the quality of the responses.

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