Selective high schools and opportunity class placement procedures
Direction and guidance on requirements and criteria for student placement in NSW Government opportunity classes, selective high schools and agricultural high schools. Information on the criteria for entry and the selection processes for high potential and gifted students.
Audience
All staff, parents and/or carers, and students.
| Version | Date | Description of changes | Approved by |
|---|---|---|---|
| V02.3.0 | 09/11/2026 | Updated to reflect changes to the Years 8 to 11 process. | Executive Director, Teaching and Learning Support |
| V02.2.0 | 04/11/2026 | Updated to reflect changes to the 2027 testing and placement process, including roles and responsibilities, application information, reserve lists, as well as minor updates to illness or misadventure requests, reasonable adjustments and appeals. | Executive Director, Teaching and Learning Support |
| V02.1.0 | 5/11/2025 | Updated to reflect changes to the 2026 placement test process, including roles and responsibilities, tests held at public high schools, removal of interstate and overseas testing, addition of gender parity model and minor updates to illness or misadventure requests, reasonable adjustments and appeals. | Executive Director, Teaching and Learning Support |
| V02.0.0 | 21/08/2025 | Updated to reflect changes to the 2026 placement tests, including to information on appeals, key dates and determining academic merit. Removed references to 'Authority to attend' letter. | Executive Director, Teaching and Learning Support |
| V01.1.0 | 06/11/2024 | Updated to include the combined application period and implementation of computer-based testing from 2025. | Executive Director, Educational Standards |
| V01.0.0 | 15/03/2024 | Under the 2023 Policy and procedure review program, these procedures consolidate and streamline the Selective education and opportunity class placement policy and intranet instructions. | Executive Director, Educational Standards |
About the policy
These procedures relate to the Enrolment of students policy. The department is committed to high quality educational outcomes for all gifted and high potential students.
| Term | Definition |
|---|---|
| Opportunity classes | Full-time, self-contained classes for high potential and gifted students in Years 5 and 6. There are designated primary schools with opportunity classes across NSW. Most students will leave their current school to attend the school with an opportunity class. Rural and remote students can access virtual (online) opportunity classes through Aurora College. The placement process is managed by the Selective Education team. |
| Selective high schools | Cater for the needs of high potential and gifted students from Years 7 to 12. There are 4 types:
The Year 7 placement process is managed by the Selective Education team. Refer to section 3.7 Apply for a selective high school (Years 8 to 11) for information about how the Years 8 to 11 placement process is managed using guidelines published by the Selective Education team. |
| High potential and gifted students | High potential students are those whose potential exceeds that of students of the same age in one or more domains – intellectual, creative, social-emotional and physical. Gifted students are those whose potential significantly exceeds that of students of the same age in one or more domains – intellectual, creative, social-emotional and physical. |
Illness | If students were sick or injured or had a diagnosed medical condition affecting their performance or causing them to miss the test. |
Intellectual domain of potential | Refers to natural abilities in processing, understanding, reasoning and the transfer of learning. |
Invigilator | An adult supervising a test. |
Misadventure | An incident or circumstances affecting the student’s performance in the test or causing them to miss the test. |
| Malpractice | An incident that does not not observe the test rules and guidelines and results in an unfair advantage for a student or causes a disadvantage to other students. |
Deputy Secretary, Public Schools:
- directs the establishment of opportunity classes and selective high schools, as well as the number of initial vacancies in consultation with the Deputy Secretary, Teaching, Learning and Student Wellbeing
- approves variations to the number of vacancies in later years of placement.
The Selective Education team:
- administers the statewide placement of Year 5 students in opportunity classes and Year 7 students in selective high schools
- provides guidelines and documentation to selective high schools for Years 8 to 11 placement processes.
Directors, Educational Leadership:
- support school leaders within their network, where the school may be a host test centre for selective tests
- may chair selection committees or appeals panels on a voluntary basis.
Selective high school principals:
- promote the availability of online applications and application information and distribute relevant materials to the public as required
- must make their school available as a test centre
- may be invited to take part in the selection committee or appeals process
- must coordinate personnel for selection committees for Years 8 to 11 placement at their own schools, and chair selection committee meetings and review selection committee decisions on request.
Other high school principals:
- must make their school available as a test centre, if required.
Primary school principals must:
- promote availability of online applications, application information and inform parents and/or carers of relevant dates
- ensure they do not schedule school activities that may prevent students from taking the placement tests
- respond to requests from the Selective Education team to verify and/or provide information relating to students from their school
- make their school available as a test centre, if required
- release staff for supervision of tests where required, including at test centres other than their own school.
What needs to be done
The department is committed to high-quality educational outcomes for all high potential and gifted students, as set out in the High potential and gifted education policy.
These procedures cover student placement in NSW public school opportunity classes (Years 5 to 6); and selective classes, selective high schools, agricultural high schools and Aurora College (Years 7 to 11).
They do not cover gifted or enrichment programs that schools manage, including sporting, performing arts, conservatorium or visual arts programs or other school-based matters after the student is enrolled.
The department has fact sheets for opportunity classes and selective high schools (refer to A guide to selective high schools and opportunity classes) translated into 25 other languages, as well as videos in the following languages – Arabic, Cantonese, Mandarin, Korean and Vietnamese (refer to Resources in other languages).
1. Plan for opportunity classes and selective high schools
Opportunity classes and selective high schools cater for high potential and gifted students (refer to What are selective high schools and opportunity classes?). They group these students together, concentrating school resources and using specialised teaching methods.
The department:
- establishes opportunity classes and selective high schools
- sets the number of places available
- sets the academic and residency criteria.
The Selective Education team administers the application and placement process, including:
- updating and providing key application dates
- providing information and guidance on the placement process.
To reduce barriers to entry into opportunity classes and selective high schools for some groups of high potential and gifted students, the department uses the Equity Placement Model (refer to Fair access and also discussed in section 2.2 Ensure equitable access), which holds a percentage of student places at each school to help increase participation.
1.1 Inform the school community about application processes
Selective high school principals and primary school principals will:
- provide information to parents and/or carers about opportunity classes and selective high schools, including promoting the online application process in relevant language
- distribute relevant application information to the school community as required in relevant languages.
1.2 Choose opportunity classes and selective high schools
Parents and/or carers can access information about the benefits of opportunity classes and selective high schools on the department’s website, to help decide if it is the right option:
Opportunity classes
For information on where to find classes, refer to Opportunity classes (Year 5-6).
For students in rural and remote NSW, Aurora College – Opportunity Class offers virtual opportunity classes at Aurora College host primary schools.
Selective high schools
For information on where to find selective high schools, refer to Selective high schools.
For students in rural and remote NSW, Aurora College – Secondary Selective School offers virtual selective high school classes at Aurora College host high schools.
Apart from Aurora College (which is restricted to host schools as noted in this section), opportunity classes and selective high schools do not have designated intake areas. This means students can apply for and enrol, if successfully placed, no matter where they live.
2. Determine student eligibility requirements
Student eligibility for entry to opportunity classes and selective high schools is determined by the factors outlined in this section.
The department also has a provision to ensure equity of access as outlined in section 2.2 Ensure equitable access.
During the application process, parents and/or carers will be asked to select up to 4 schools with opportunity classes, or up to 3 selective high schools (refer to section 3. Apply for places). Students will only be considered for entry to these schools.
2.1 Determine academic merit
Students are placed in opportunity classes and selective high schools they have applied for, based on academic merit.
The department uses the Opportunity Class Placement Test and the Selective High School Placement Test to determine academic merit.
Except for some students applying for boarding places in some agricultural high schools (refer to section 3.5 Apply for a boarding or day place in an agriculture school), students must sit a placement test or the make-up test to be considered for placement in a selective high school or opportunity class.
Student placements are determined by academic merit, based on their performance in the relevant placement test.
Agricultural high schools with boarder places give priority to isolated students. The department considers both isolation criteria and academic merit for students who wish to be considered for placement as a boarder in these schools. To determine a student’s suitability for boarding, schools may also incorporate an interview into the selection process (for further information, refer to section 3.5 Apply for a boarding or day place in an agriculture school [linked above]).
2.2 Ensure equitable access
Equity means students have fair access and opportunity to attend opportunity classes and selective high schools, regardless of their background.
The Equity Placement Model (refer to Fair access) makes access fairer by ensuring a number of places are available for under-represented groups, as set out below.
There is no separate application process for equity placement.
The department will identify students from each of the equity groups using data from the application and other data held by the department. The Selective Education team may request further documentary evidence from parents and/or carers as needed.
For Aboriginal and Torres Strait Islander students, where there is no school data available, the Selective Education team can request further supporting evidence that includes confirmation from a Local Aboriginal Land Council or an Aboriginal community organisation. Parents and/or carers can also submit this type of supporting evidence.
Table 1 Eligibility under the Equity Placement Model
| Equity groups | Eligibility for equity placement |
|---|---|
| Students from low socio-educational backgrounds | Currently attend a school that serves communities with high levels of disadvantage. |
| Aboriginal and/or Torres Strait Islander students | Identify as Aboriginal and/or Torres Strait Islander. |
| Rural and remote students | Currently attend a school in a rural or remote area. |
| Students with disability | Based on information in the Nationally Consistent Collection of Data on School Students with Disability and/or in the student’s application. |
Up to 20% of places are made available to students in equity groups (refer below to section 2.3 Determine availability of places). Table 2 outlines the percentage of available places for each equity group. Please note that the equity model percentages and targeted groups can be flexible from year to year to respond to diversity changes in the wider student community, changes in student numbers, and the level of educational disadvantage experienced by under-represented students.
Table 2 Percentage of places available by equity group
| Equity group | Percentage of places held |
|---|---|
| Students from low socio-educational backgrounds | 10.0% |
| Aboriginal and/or Torres Strait Islander students | 5.0% |
| Rural and remote students | 2.5% |
| Students with disability | 2.5% |
2.3 Determine availability of places
The department sets the number of initial vacancies for opportunity classes (Year 5 entry) and selective high schools (Year 7 entry).
Each co-educational selective high school and opportunity class has a set number of places for girls and boys for placement. The number of places available for boys and girls in each selective high school and opportunity class is listed on the department's website (refer to Find a selective high school or Find an opportunity class).
For school intakes with an odd number of places available, places are allocated to ensure a balance between boys and girls, with the remaining place allocated to the student with the next highest score regardless of gender.
Students who identify as gender diverse will be considered for placement based on their performance on the placement test (academic merit). If a gender diverse student scores higher on the placement test than the lowest eligible student under the gender parity model, they will be offered a place, even if it slightly changes the gender balance.
If the set number of places for boys or girls are not filled at a selective high school or opportunity class, the available places will be offered to students from the opposite gender who qualify for placement based on their performance in the placement test.
Of the available places for opportunity classes and selective high schools:
- 80% are initially offered to students according to their performance in the placement test (including eligible students in equity groups)
- up to 20% are made available to students in the equity groups (refer to section 2.2 Ensure equitable access) who have not already been offered a place, based on their performance in the placement test (which must be either within 10% of the minimum first round offer score of general applicants, or as the selection committee determines).
If there are not enough applications from equity group students who meet the minimum test performance requirements, the remaining equity places will be offered to general applicants.
There may also be variations to the number of vacancies in later years of placement (Years 8 to 11). Students apply directly to their selective high school of choice (refer to section 3.7 Apply for selective high school [Years 9 to 11]).
2.4 Comply with residency requirements
Enrolment conditions apply to opportunity classes or selective high schools if students are not an Australian or New Zealand citizen, a permanent resident of Australia or hold an eligible visa and are living in NSW by the beginning of the school year.
Students who do not meet residency requirements at the time the application is made, but expect to meet them before initial offers are made, can sit the Opportunity Class Placement Test or Selective High School Placement Test. However, they will not be offered a place unless an eligible visa has been granted. Enrolment conditions for each visa subclass are maintained in the Visa subclasses and enrolment conditions (PDF 200 KB) list. Parents and carers are advised to check the list regularly for the latest residency rules governing enrolment eligibility for selective high schools and primary schools with opportunity classes.
The placement tests are held only in NSW. Students who are overseas or interstate will be required to return to NSW to sit the relevant placement test. Students who are unable to return to NSW to sit a placement test cannot be considered for placement in an opportunity class or selective high school.
Applicants must provide the Selective Education team with evidence that residency requirements have been met before being offered a place.
Principals of opportunity class or selective high school applicants must check claims of residential status and citizenship against school records. Offers will be cancelled if the placement was based on false or misleading information.
Parents and carers of all successful students need to show original documentation, such as a birth certificate, Australian citizenship certificate or visa, before the school can finalise their enrolment.
NSW residential status
Applications from parents and carers who live outside NSW will be considered only if there are vacancies after all suitable applicants from NSW have been placed.
2.5 Comply with age and/or school year requirements
Opportunity classes are offered for entry in Year 5, with the application process starting at the end of Year 3 and testing taking place in Year 4.
Selective high school entry generally begins in Year 7, with the application process starting at the end of Year 5 and testing taking place in Year 6. Table 3 in the section below outlines the application and testing timeframes.
Students may also apply for places at selective high schools during Years 8 to 11 (refer to section 3.7 Apply for selective high school [Years 8 to 11]), with applications and selection occurring in the year before the placement would begin.
There is no provision to apply for Year 6 entry to opportunity classes.
Table 3 Indicative timing for applications and placement into opportunity classes and selective high schools
| Placement test | Parents and carers submit application | Students sit placement test | Students begin placement |
|---|---|---|---|
| Opportunity class | November to February (when child is at end of Year 3 or beginning of Year 4) | Year 4 (May) | Year 5* |
| Selective high school | November to February (when child is at end of Year 5 or beginning of Year 6) | Year 6 (May) | Year 7** |
*Students will generally be aged between 9 years and 5 months, and 11 years at the beginning of Year 5.
** Students will generally be aged between 11 years and 5 months, and 13 years at the beginning of Year 7.
If a student is outside this age range or in another school year when the application is made, a reason must be provided. If a student is in another school year, supporting evidence must be provided within 2 weeks of the application closing date. Evidence must demonstrate the principal’s support for accelerating or repeating the student. If supporting evidence is not received within this timeframe, the application will be withdrawn by the Selective Education team and the student will not be eligible to sit the placement test.
When deciding on applications for students seeking acceleration, the selection committee will consider the evidence provided in accordance with the High potential and gifted education standards (refer to point 1.4.4. in section 1.4 Evidence-informed talent development).
3. Apply for places
Parents or carers need to apply for student placements in opportunity classes (for Year 5) and selective high schools (for Year 7) using the online application website for selective high school and opportunity class placement.
Parents and carers must ensure details in the application are accurate and updated throughout the placement process, especially the contact details, current school, school choices and family court orders (if applicable). Refer to Key dates for the cut off dates.
There should only be one application submitted per student. When resolving duplicate or multiple applications, and parent and carer access to applications, the Selective Education team will refer to NSW Department of Education Family Law Guidelines.
If any information provided in the application is false or misleading, the Selective Education team reserves the right to withdraw applications or placement offers.
3.1 Meet application dates
Parents and carers need to comply with the application dates to ensure their child is considered:
- opportunity class applications (for Year 5 entry) open in November when the student is in Year 3
- selective high school applications (for Year 7 entry) open in November when the student is in Year 5
- selective high school applications (for Years 8 to 11) refer to Key dates.
Closing dates for applications are strictly observed. No late applications will be accepted.
The following dates are the expected timings, however, changes may occur. Refer to the Key dates for the latest information.
The application process for Year 5 opportunity class placements opens in November when the student is in Year 3. The application period closes in February, with the test taking place in May (when the student is in Year 4). Refer to Opportunity classes (Year 5-6) and key dates (above) for each year.
The application process for Year 7 selective high school placements opens in November when the student is in Year 5. The application period closes in February, with the test taking place in May (when the student is in Year 6). Refer to the Selective high schools and key dates (above) for each year.
Students can also apply for entry to selective high schools in Years 9 through 11, although they can be placed only if there are vacancies. If there are no vacancies, they may be placed on a reserve list. The application process and eligibility requirements are managed by selective high schools and differ for each school. An application form is available in June (for entry the following year) from the websites of all selective high schools. Refer to Selective high schools – Years 8 to 11 applications for the dates for each year. The Selective Education team may also contact your child’s school for further information.
Closing dates for applications are strictly observed. Refer to the Key dates (linked below) for the application closing date. No late applications will be accepted.
Table 4 outlines the key steps for each application process. These are indicative timings (for the latest information, refer to Key dates).
Parents and carers can change school choices after the placement test up until a cut-off date. Refer to key dates (above) for each year.
Parents and carers cannot change school choices (incuding the order of choices) after this cut-off date.
Parents and carers should refer to the key dates (above) on the department's website for expected release dates for placement outcomes and more information on reserve bands.
Table 4 Key steps by type of application (indicative timings)
| Key steps | Opportunity class (Year 5 entry) | Selective high school (Year 7 entry) | Selective high school (Years 8 to 11 entry) |
|---|---|---|---|
| Applications open | early November, when student is in Year 3 | early November, when student is in Year 5 | June |
| Applications close | February, when student is in Year 4 | February, when student is in Year 6 | end-July |
| Placement Test | May | May | Schools will notify parents and carers of their specific requirements, including test date, if applicable. |
3.2 Request reasonable adjustments for testing
Reasonable adjustments are practical arrangements that allow students to access and participate in the test on the same basis as students without disability, in accordance with the Disability Standards for Education 2005 (Cth). Parents and carers can request reasonable adjustments for the test when applying.
For further information, refer to the Using the application website (section 4 reasonable adjustments).
When applying, parents and carers need to:
- describe the student’s disability or medical condition(s)
- request adjustments (if needed) for the test or test environment
- upload supporting documentation.
Information that parents and carers and schools provide about disability is:
- used for approving and arranging reasonable adjustments for the test. The Selective Education team sends advice to the placement test provider to ensure the approved adjustments are implemented
- considered for equity placement (refer to section 2.2 Ensure equitable access)
- shared with the receiving school if your child is successful in gaining a place, to facilitate transition to the opportunity class or selective high school.
This information will not be used to restrict access to opportunity class or selective high school placement in any way.
While parents and carers can provide supporting documentation after submitting their application, reasonable adjustments requested after the closing date for applications cannot be guaranteed. For current information, refer to Key dates.
The Selective Education team may contact the parent or carer and/or the school to confirm the existing adjustments the student has for formal assessments at school. In many cases, if the requested adjustments are already provided for formal assessments at school, the Selective Education team can arrange these for the test.
These could include, but are not limited to:
- computer adjustments such as alternative background and text colours, magnification
- alternative test formats such as paper tests with large print or braille
- extra time or rest breaks
- accessible toilet.
Test centre staff trained in anaphylaxis response and first aid will be present at each test centre. On test day, parents and carers of students with medical conditions requiring a health care or action plan (such as anaphylaxis, asthma, diabetes or epilepsy) must provide test centre staff with:
- the health care or action plan
- medication, including EpiPen and asthma inhaler, if applicable
- medication consent form.
Some parents and carers of students with disability or medical condition(s) may be required to remain at test centres for the duration of the test. The Selective Education team will determine if this is required in consultation with parents and/or carers and the school.
The Selective Education team will try to assist in providing reasonable adjustments in unforeseeable emergency situations (for example, a broken arm just before the test). In these cases, parents and carers should contact the Selective Education team with supporting documentation as soon as they can. If reasonable adjustments cannot be organised in time, parents and carers can apply for an illness or misadventure request and the child may be considered to sit the make-up test (refer to section 4.2 Prepare for the tests).
3.3 Late applications
Closing dates for applications are strictly observed. Refer to to the Key dates for the application closing date. No late applications will be accepted.
3.4 Apply for opportunity class (Year 5) and selective high school places (Year 7)
Parents and carers should follow the steps outlined in the section below (Table 5) when applying. For further information, refer to the Application process.
Table 5 Applying for opportunity classes (Year 5) and selective high schools (Year 7)
| Steps | Action |
|---|---|
| 1 | Read about the Application process. |
| 2 | Apply using the online application for selective high school and opportunity class placement. Parents and carers will be able to update and make changes to their application after they have submitted it. They should remember to:
|
| 3 | Submit their application. |
| 4 | Check they have received a confirmation email. |
3.5 Apply for a boarding or day place in an agricultural school
Of the 4 agricultural selective high schools, 3 have places for boarders, where students live at the school during the school term.
There are different requirements and processes for applying for a boarding or day place at each school (refer to Table 6).
Table 6 Requirements for applying for places at agricultural selective high schools
| School | Type | How to apply | Required to sit placement test? |
|---|---|---|---|
| Farrer Memorial Agricultural High School | Boarding | Directly to school | No |
| Farrer Memorial Agricultural High School | Day | Online application* – Using the application website | Yes |
| Yanco Agricultural High School | Boarding | Directly to school | No |
| Hurlstone Agricultural High School | Boarding and day | Online application** – Using the application website (linked above) | Yes |
*Students applying for day places at Farrer Memorial Agricultural High Sschool, will still be required to sit the Selective High School Placement Test.
**If applying for boarder places at Hurlstone Agricultural High School, select the boarder option on the online application form rather than the day option, and accurately complete the details about distance and travel times. Boarder places are available for regional, rural and remote students.
The boarder selection committees give higher priority to applicants living in isolated areas than to applicants living in other country areas and cities.
Schools may invite applicants to an interview to determine their suitability for boarding placement and their interest in an agricultural boarding school experience. Following the interview, students may be eligible for an early offer. Early offers will commence at the beginning of Year 6.
Parents and carers may need to provide recent academic reports for their child. The school will contact parents and carers directly to request academic reports if they are eligible to apply for an early offer. The student’s academic merit will be considered, along with confirmation that they live in an eligible rural or remote location.
Students who have received an early offer for boarding at Hurlstone Agricultural High School will still be required to sit the Selective High School Placement Test and select Hurlstone Agricultural High School (Boarding) as one of their 3 school choices. Test results help schools plan for their students’ learning needs.
Students applying for boarding at Farrer Memorial Agricultural High School or Yanco Agricultural High School are not required to sit the Selective High School Placement Test.
Fees will be payable for boarding. The department offers 2 financial support programs for eligible families whose children must board away from home to obtain secondary education. For further information, refer to Scholarships and allowances for rural students or contact Distance education.
If, after gaining a boarding place, parents and carers want to change to a day place, they will need to apply in the following year (refer to the application process for Selective high schools –Years 8 to 11 applications). Students cannot transfer directly from a boarder to a day place.
3.6 Apply for a place at Aurora College
Aurora College has ‘virtual’ opportunity classes and selective high school places for students attending a non-selective government school in a rural or remote area. Aurora College is only available to students attending an authorised host school (refer to Find an opportunity class and Find a selective high school for lists of authorised host schools).
Students attend their local government schools (host schools) and join the following online classes:
- opportunity class for science, technology and mathematics lessons
- selective class subjects in science, mathematics and English.
Students connect with their teachers and other students through a virtual learning environment and residential school programs.
3.7 Apply for a selective high school (Years 8 to 11)
Selective high schools may also have places that become available in Years 8 to 11 if students leave the school, or additional places are added.
Students cannot automatically transfer between selective high schools, they will need to complete the process outlined below.
Students that sat the placement test in 2026 to enter Year 7 in 2027
To apply for places that are available or may become available in Year 8 2028:
- contact the school or check the school website to find out about specific assessment requirements and selection criteria
- read Selective high schools - Years 8 to 11 applications for more information
- access and complete the application form from each school’s website (only available while applications are open – June to July) and submit or send (email or mail to) the school/s by the due date. Refer to Key dates for application dates each year.
Students that sat the placement test in 2027 to enter Year 7 in 2028 and onwards
- From 2027, students who sit the placement test and remain on the reserve list after the reserve decision date will be eligible for placement until the beginning of Term 4 Year 8.
- Only students enrolled in a comprehensive public high school (non-selective school or class) will be eligible to receive a reserve list offer for Year 7 placement until the beginning of Year 7 Term 4 and Year 8 placement until the beginning of Year 8 Term 4.
To apply for places that may become available in Years 9 to 11:
- contact the school or check the school website to find out about specific assessment requirements and selection criteria
- read Selective high schools - Years 8 to 11 applications for more information
- access and complete the application form from each school’s website (only available while applications are open – June to July) and submit or send (email or mail to) the school/s by the due date. Refer to Key dates for application dates each year.
Applications for Years 9 to 11 are managed by each selective high school, following consistent guidelines.
4. Prepare for and sit placement tests
Students need to be in NSW to sit the Opportunity Class Placement Test and the Selective High School Placement test.
Placement tests will be held mostly at local high schools, which will act as test centres. The Selective Education team directly oversees this organisation. The placement tests are held in May (refer to Key dates for placement test dates each year). Students will be allocated a test centre and day to attend the test.
Allocation depends on the availability, capacity and location of test centres.
Students are generally allocated to test centres based on their current primary school location and tested with their school cohort. Parents and carers must keep their contact details and their child's school details up to date in their application dashboard to ensure students can be allocated to a suitable test centre.
Once students are allocated, it is not possible to change test centres or date unless there are extenuating circumstances. In these cases, parents and carers should contact the Selective Education team.
The placement tests are held only in NSW. Students who are overseas or interstate will be required to return to NSW to sit the relevant placement test. Students who are unable to return to NSW to sit a placement test cannot be considered for placement in an opportunity class or selective high school.
4.1 Receive an authorisation to sit placement tests
Parents and carers will receive an email to notify them that their child’s test admission ticket is available in their application dashboard approximately 2 weeks before the test. A test admission ticket in the dashboard will notify parents and carers of the following:
- their child has been approved to sit the placement test
- the test centre location
- the day and time of their child’s placement test
- information about the test and what to bring on the day
- information about reasonable adjustments (refer to section 3.2 Request reasonable adjustments for testing) for the test, if relevant.
A printed copy of this ticket must be taken to the allocated test centre on the day of the test.
4.2 Prepare for the tests
The department does not recommend or endorse any coaching for the tests. The department provides test resources and practice tests at Applying for an opportunity class: Student resource hub and at Applying for a selective high school: Student resource hub to help students familiarise themselves with the types of questions they may be asked, the test format and procedures.
Parents and/or carers must not take their child out of school to prepare for the placement tests. Too many unjustified absences may jeopardise a placement offer as high rates of absenteeism may not allow a student to benefit from placement in a selective high school or opportunity class.
The Opportunity Class Placement Test and the Selective High School Placement Test allow students to demonstrate their abilities across a range of areas, including reading, writing (for selective high school only) mathematical reasoning and thinking skills. The tests measure ability rather than academic performance.
Practice tests (refer to Test structure and practice tests) are available on the department’s website. Results of practice and sample tests do not show how a student will perform in the test and selection committees do not consider performance on sample or practice tests.
The tests are computer-based and follow the structures laid out in tables 7 and 8. For further information and practice tests, refer to the Opportunity class practice tests and Selective high school practice tests.
Table 7 Opportunity Placement Test structure
| Opportunity Class Placement Test section | Minutes | Questions | Type | Weighting |
|---|---|---|---|---|
| Reading | 40 | 14 (3 questions have multiple parts to answer) | Multiple choice | 33.3% |
| Mathematical reasoning | 40 | 35 | Multiple choice | 33.3% |
| Thinking skills | 30 | 30 | Multiple choice | 33.3% |
Table 8 Selective High School Placement Test structure
| Selective High School Placement Test section | Minutes | Questions | Type | Weighting |
|---|---|---|---|---|
| Reading | 45 | 17 (3 questions have multiple parts to answer) | Multiple choice | 25% |
| Mathematical reasoning | 40 | 35 | Multiple choice | 25% |
| Thinking skills | 40 | 40 | Multiple choice | 25% |
| Writing | 30 | 1 | Open response | 25% |
4.3 Sit the tests
If a child is unable to sit the Opportunity Class Placement Test or the Selective High School Placement Test on the test day, or was prevented from doing their best in the test, parents and carers should submit an illness or misadventure request (refer to Illness or misadventure requests below), along with relevant supporting evidence by the deadline listed in Key dates. The form will be available in the application dashboard (Selective high school and opportunity class placement) from the first test day.
Students should:
- arrive at the test centre at the arrival time shown on the test admission ticket (note that late arrivals will be allowed to sit the test but will finish at the same time as other students)
- wear school uniform (even if testing is on a weekend)
- bring a printed copy of the test admission ticket and all required materials listed on the ticket and on the department’s website
- bring food to eat during the breaks (no nuts or nut products).
The test will begin at the time shown on the test admission ticket. There will be short breaks between the tests for students to eat or go to the bathroom as needed.
All children must be collected from the test centre by their parent or carer. Children are not permitted to leave the test centre alone. When collecting their child, parents and carers are asked to wait quietly at the test centre entrance at the location directed by the test centre staff. If someone else is to collect the child, the parent or carer needs to send a note with the child explaining the arrangement.
If something happens to delay or disrupt the test, parents and carers will be informed by text message as soon as possible.
Students found to be cheating or involved in malpractice risk disqualification (refer to Malpractice below).
The department has robust measures to identify student malpractice for the Opportunity Class Placement Test and the Selective High School Placement Test. These measures ensure that no student receives an unfair advantage or causes disadvantage to other students.
Students sitting the placement tests are required to observe the test rules and guidelines and avoid any irregular conduct that disrupts other students, including anything that can be considered as malpractice.
The Notice to Candidates, which is displayed outside all test rooms, warns students of the consequences of such actions.
Examples of malpractice include, but are not limited to:
- copying answers from another student or allowing another student to copy answers during testing
- collaboration and/or communication between students during testing
- using or trying to use unauthorised material during testing such as notes, study guides, mobile phones and electronic devices
- altering or attempting to alter any software, hardware devices or test materials, laptops or computer-based test interface
- using technology devices such as smart watches, hidden cameras, audio recorders, digital glasses or other wearable technology to capture test content and/or access information during the test
- not following the instructions of invigilation staff during testing
- student impersonation (pretending to be someone else) or arranging for another person to take the test on your behalf
- obtaining or trying to get the test questions before the test
- individual or multiple students submitting another person’s work as if it were their own
- removing test materials from the test room without authorisation, for example test materials, working out paper and test admission ticket
- sharing answers or test content with others (individuals and/or educational business entities) before, during, or after the test
- any other conduct that provides an unfair advantage.
When malpractice is reported or observed, the invigilation staff will complete an incident report, which is made available to a malpractice panel for investigation.
A malpractice panel convened by the test provider reviews each potential malpractice case and considers all available evidence. Where malpractice is confirmed, the Selective Education team will inform parents and carers. Students will not be offered placement and their outcome advice will be withheld. Parents and carers will be advised of an appeal process (refer to section 6.1 Appealing decisions) should they wish to appeal the decision. The test provider manages the appeals process.
Parents and carers should submit an illness or misadventure request (refer to definitions) in situations where:
- illness, injury or a medical condition at the time of the test has
- impacted the student’s performance on the day of the test
- resulted in the student missing the test
- a student missed the test or part of the test, or their test performance was impacted due to a significant incident or extenuating circumstances (for example, family bereavement, Sorry Business or other family trauma)
- a student experienced test centre problems, such as disruptions during the test or suspected shorter time given for the test
- a student experienced technical difficulties during the test
- unavoidable activities and/or events, such as selected participation in representative sport/arts, school excursions or camps.
Illness or misadventure requests applicable to the day of the placement test and/or the make-up placement test, must be submitted by parents and carers through the application dashboard by the cut-off date listed in Key dates (typically 5 business days after the test or 5 days after the make-up placement test). No late illness or misadventure requests will be accepted.
Illness or misadventure requests must include supporting documentary evidence showing why the child missed the placement test or why their test performance was impacted. Evidence received outside of the request, such as by email/messages, will not be considered. Supporting documentary evidence includes:
- a medical certificate that covers the date of the test
- other documents that cover the test date and show why the student missed the test or part of the test, or their test performance was impacted.
Invalid grounds for an illness or misadventure request include:
- parent and/or carer oversight – forgot test date, did not read emails or messages in the application dashboard, generally busy with work or family commitments, not familiar with the process
- planned family holiday
- participation in local sporting or extracurricular activities – for example, individual or team school or local sport activities, school fairs, school photo days.
Parents and carers will receive advice on the outcome of their illness or misadventure request via message sent to their application dashboard. If the illness or misadventure request is approved, the student may either:
- be eligible to sit a make-up test (date and location will be provided)
- have their score adjusted, if they sat some or part of test during the main test period.
The test provider will investigate any illness or misadventure requests relating to performance in the test and the result will be communicated with the student’s placement outcome.
Students who miss the main and make-up placement test can no longer be considered for placement in a selective high school or opportunity class.
5. Determine placements and notify parents and carers
Student placements are determined by academic merit, based on their performance in the relevant placement test.
It is not possible to have any test questions re-marked. All multiple-choice test questions are computer-marked and manual reliability checks are already carried out to ensure their accuracy. Each writing test response, in the Selective High School Placement Test, is marked by 2 different examiners. Where the score differs between the markers, it is re-marked by a third marker.
On occasion, placement decisions may need to consider other relevant factors. In these cases, a selection committee will meet to decide if a student is eligible to be offered a placement.
There is a selection committee for opportunity class placement and for selective high school placement. This ensures consistent decisions across the statewide programs. The selection committee makes placement decisions independently. It uses consistent selection criteria and considers all students based on the order of academic merit.
The committee consists of principals from relevant placement schools (selective high schools or schools with opportunity classes) and Director(s), Educational Leadership. A quorum is one Director, Educational Leadership and 2 principals.
The committee considers:
- whether students outside the usual age range or school year are eligible for placement (refer to section 2.5 Comply with age and/or school year requirements)
- students in the 4 equity groups – low socio-educational advantage students, Aboriginal and/or Torres Strait Islander students, rural and remote students, and students with disability (refer to section 2.2 Ensure equitable access)
- other relevant factors brought to their attention.
Based on performance in the placement test and the above considerations, the selection committee determines students to be listed for offers and reserve places according to the number of vacancies at the chosen opportunity class or selective high school.
5.1 Notify parents and carers of placement outcomes
Parents and carers must access their child’s placement outcome through their application dashboard (Selective high school and opportunity class placement). Refer to to Key dates for when the date placement outcomes will be released/available. There will also be a performance report (refer to section 5.3 Receive a performance report) that shows how the student performed in the placement test. Table 9 in the Placement outcomes section below summarises the possible placement outcomes.
Parents and carers cannot change or reorder their school choices after the placement outcome is released. Refer to Key dates (linked above) for the cut-off date for school choices.
Once a place has been accepted, students cannot transfer between primary schools with opportunity classes or selective high schools.
For each school choice, the application dashboard will show one of 4 possible outcomes. Table 9 provides a summary of possible responses. Note that there is no reserve list for Aurora College. This is to support partnered planning between host schools and Aurora College.
Table 9 Summary of possible placement outcomes
| Outcome | Meaning | Response |
|---|---|---|
| Offer | The student has been offered a place at the school shown | Parents and carers accept or decline the offer in the application dashboard by the response due date. Please note:
|
Reserve (with reserve list band indicator) For further information about reserve lists, refer below to section 5.2 Understand reserve list options. | The student has been placed on the reserve list for the school shown | Depending on their position on the reserve list, students may then receive an offer of placement if there is one available. Students on reserve lists are not guaranteed a placement offer. The cut off for an offer is:
|
| Unsuccessful | The student is unsuccessful for all choices | Individual choices will not be listed in the application dashboard if the student is unsuccessful for all choices. |
| Not applicable | The student has qualified for a higher choice school | The outcome for the lower choice school will be ‘Not applicable'. |
5.2 Understand reserve list options
There are several possible options for parents and carers where students have been offered a place at one school and are on a reserve list for a higher choice other school. Table 10 in the section below lists the possible options for reserve lists.
Reserve lists have a date, known as the reserve decision date, at which the student’s name will be removed from their reserve list(s) if an offer remains accepted (refer to Key dates). To remain on the reserve list after this time, the parent or carer must decline the placement offer before the reserve decision date. Refer to Outcomes for information on how long reserve lists remain active.
Reserve lists remain active until:
- the end of Term 1 of Year 6 (for opportunity classes)
- the end of Term 1 of Year 7 (for selective high schools)
- the end of Term 4 Year 8 (for selective high schools) if the student is currently enrolled in Year 7 at a comprehensive public high school (non-selective school or class).
Where students have qualified for a reserve list, reserve bands will be included in outcome information. Reserve bands – listed as A, B, C, D, E, F – provide a general estimated timing of when an offer may be received. There is no guarantee that a reserve offer will be made. Table 10 outlines the possible options for reserve lists.
Further information about reserve bands will be made available at the time of the placement outcome advice at Opportunity class reserve list bands and Selective high school Year 7 reserve list bands.
Table 10 Possible options for reserve lists
| Options | Meaning | Response |
|---|---|---|
| Reserve list and an offer | The student has been offered a place at one school and is on the reserve list for a higher choice school | If the parents or carers accept the first offer, the student may also stay on the reserve list for the other higher-choice school/s until the 'reserve decision date' (refer to key dates, linked above), when they will be automatically removed from all reserve lists. If the parent or carer wants their child to remain on any reserve list after the reserve decision date, they must decline any accepted offer. If, at any time, parents or carers who have accepted an offer then get another offer from a reserve list, they can decide to either:
|
| Reserve list only | The student has been placed on a reserve list/s but has no offer | The student may remain on the reserve list/s until they receive an offer, or until the end of the placement process (when no more offers will be made). If a student receives and accepts an offer to a higher choice school, they will be removed from any lower choice school reserve lists. |
| Declining a reserve outcome | The student has been placed on the reserve list for the school shown | If parents and carers are sure they do not want to accept a place at a school where their child is on the reserve list, they should select ‘withdraw’ in the application dashboard. |
5.3 Receive a performance report
Parents and carers will receive a performance report showing how the student performed in comparison to the other students who took the placement test in that year. It will be available in the application dashboard.
For each of the test components, the report shows where the student performed in one of 4 bands:
- top 10% of candidates
- next 15% of candidates
- next 25% of candidates
- lowest 50% of candidates.
The report does not show the percentage of correct answers the student has achieved for any of the test components, rather how many other students performed within the same range. It does not provide a student’s test scores or placement rank, which are not available to parents and carers.
If malpractice is identified, a performance report will not be available to the applicant.
6. Appeal and enrolment information after placement
6.1 Appealing decisions
All decisions made by the selection committee and appeals panel are based on the way students are ranked by performance in the placement test, for placement in opportunity classes or selective high schools.
In a limited number of circumstances, parents and carers can appeal a decision about the placement outcome. All valid appeals will be considered by an appeals panel. The panel will include 2 principals of a selective high school or school with an opportunity class, and a Director, Educational Leadership.
Parents and carers must submit appeals through the application dashboard by the due date listed in Key dates (typically 5 business days after placement outcomes are released). Late appeals will not be accepted.
Appeals must include relevant supporting documentary evidence. This may include:
- documentation from medical practitioners
- evidence of unforeseen circumstances.
All relevant documentary evidence (a maximum of 3 documents) must be included as an attachment to the appeal form when it is submitted in the application dashboard. Once submitted, appeals cannot be edited or updated. The Selective Education team will not request additional evidence, and any evidence received outside of the appeal will not be considered.
Only valid appeals with sufficient supporting evidence will be referred to the appeals panel. Appeals where any available valid adjustment would not make a difference to the placement outcome will not be passed on to the appeals panel.
Appeal outcomes are sent to the applicant as a message in the application dashboard. Check the key dates (linked above) for appeal outcomes.
Appeal decisions are final.
Invalid grounds for appeal include:
- matters that should have, or already have been dealt with in an illness or misadventure request (refer to section 4.3 Sit the tests)
- lack of knowledge about the option to submit an illness or misadventure request and/or lack of knowledge about the illness or misadventure process
- concern about changes to the selection processes or the use of computer-based testing
- misunderstanding of the placement process
- requests to change school choices or order of school choices
- the student’s academic performance on the practice opportunity class or selective high school placement tests on the Selective Education team’s website or other measurements or reports, such as IQ score, NAPLAN results, International Competition and Assessments for Schools (ICAS) testing, school reports or certificates and scholarship or coaching college testing
- parent, carer or student disappointment at not receiving an offer or not being placed on a reserve list
- young age of the student, lack of test preparation, educational disadvantage and the perceived failure of the student to demonstrate their potential
- perceived advantage the student may gain from placement in an opportunity class or selective high school, including but not limited to, travel convenience, attendance with friends or siblings, (including twins or triplets), or benefits to the family
- on the basis of residency where a student does not hold an eligible visa for placement in a selective high school or opportunity class
- requests to re-mark any part of the placement test or adjust the performance report
- information that should have been included when the application was submitted.
Parents and carers can also appeal against the determination of malpractice using the link within their malpractice letter (by the due date specified in the letter). The test provider manages the malpractice appeals process.
6.2 Enrolment of students
To enrol in a selective high school or opportunity class, students must meet all NSW Department of Education enrolment conditions – learn more at Enrolment.
For selective high school Year 7 entry, once an offer is accepted, parents and carers will receive an email to complete an online enrolment.
For enrolment in opportunity classes, or selective high schools in Years 8 to 11, the school will contact parents and carers about any other enrolment procedures.
For more information about enrolment, contact the school directly or visit Enrolment (above).
Students are not guaranteed a place in an opportunity class or selective high school because they have a sibling, twin or relative at the school. Placement is based solely on academic merit.
Where siblings, twins or relatives of students placed in a school with an opportunity class or in a partially selective high school are not in the catchment area for that school, parents and carers may apply for out-of-area enrolment at that school. There is no guarantee that the application will be successful.
Enrolment into an opportunity class or selective high school cannot be deferred.
If a parent or carer needs to delay their child’s attendance beyond the first day of the school year, the parent or carer must discuss it with the principal of the opportunity class or the selective high school (or message the Selective Education team if there is a need to negotiate a delay during school holidays). The principal may or may not approve the delayed start. Students who are not present on the first day of the new school year without prior approval will have their placement cancelled.
Mandatory tools and templates
- the online application system for selective high school and opportunity class placement.
Supporting tools, resources and related information
General support
- Fact sheets translated into 25 languages and videos in Arabic, Cantonese, Mandarin, Korean and Vietnamese – Resources in other languages
- Learn about selective high schools and opportunity classes – What are selective high schools and opportunity classes?
- Information on the Equity Placement Model – Fair access
Opportunity classes
- General information on Opportunity classes (Year 5 – 6)
- Rural and remote/virtual – Aurora College host primary schools, Find an opportunity class
- Application and placement test dates – Application process
- Reasonable adjustments for tests – Using the application website (step 4)
- Reserve band information – Opportunity class reserve list bands
- Placement outcome – Outcomes
- Preparing for tests – Opportunity class practice tests and Applying for an opportunity class: Student resource hub
Selective high schools (Year 7)
- General information on Selective high schools
- Rural and remote/virtual – Find a selective high school > Aurora College host high schools
- Application and placement test dates – Application process
- Reasonable adjustments for tests – Using the application website (step 4)
- Reserve band information – Selective high school Year 7 reserve list bands
- Placement outcome – Outcomes
- Preparing for tests – Selective high school practice tests and Applying for a selective high school: Student resource hub
Selective high schools (Years 8 to 12)
- General information, application dates and process – Selective high schools – Years 8 to 11 applications
Rural and remote support
- The online school – Aurora College
- Scholarships – Scholarships and allowances for rural students
- Further information – Distance education
Overseas and interstate applicants
- Opportunity classes – Residency requirements
- Selective high schools – Residency requirements
- the Visa subclasses and enrolment conditions (PDF 291 KB) list
- Sitting the test – Placement test
Policy contact
The Executive Director, Teaching and Learning Support monitors the implementation of this procedure, regularly reviews its contents to ensure relevance and accuracy, and updates it as needed.