Students helping students, join us in improving Bored of Studies by donating and supporting future students!
Watch this kid complain if this actually happens.should just be a multiple choice test like the SAT
you would be surprised how much creativity can be accessed when people actually produce their own arguments, not rehashed ones found online/through ai. and theyâre not EXPECTED to make niche arguments so to speak, but they are rewarded if they do + if they successfully do itcreativity in responses is quite limited when you give tens of thousands of students the same texts and expect them to make niche arguments...
thatâs great that you think that, i actually agree with you! however the majority of people rely on validation of their opinions. therefore, when students actively engage with a text and with the assessment process, they are more likely to care about how their essays/assessments are going to be received, since they incorporate concepts which are important to them/they believe inthe "opinion being appreciated" part is quite irrelevant i feel, i think people inherently should be able to hold strong opinions on subjective ideas without a care for if they are appreciated
i donât look down upon the students for choosing this method, nor do i expect them to spend hours on end for a subject that (most of them) do not like. i am simply recognising that this method of study is the reason for the decline in critical thinking skills.yes blame the tired students for choosing the least effort, highest return method of approaching a subject that they are forced to do to get into their university course... how can you fault the students if it is the markers rewarding this year by year (at least to a point where students can get into their uni degrees)
i agree completely! however in my statement i am alluding to groups who only believe in media from certain sources, or who exclusively consume biased (and propaganda-filled) media. these are the people who are media skeptics, as they question/deny anything that comes from a source alternative to what they choose to believe inwhat's the issue with media skepticism here? is that not critical thinking? there have been plenty of times when news agencies across the world use language as a shield or weapon to defend or attack certain groups
i think philosophy would be really interesting!! it would definitely generate a lot of unique ideas, and inadvertently create more connections between classmates due to the vulnerability of the topics discussed. i wish it was offered as a hsc subject!!anyways i think philosophy would be sooo much more cooland open ended
likewise, Iâve submitted less than 5% of class work and spend most lessons on nyt games, and yet Iâm somehow on par with some English nerds (rank 2, until half the class got tutors now rank 5)my English teacher did not teach the whole year like Iâm not even joking all Iâd do in that lesson is grind Roblox, vlog and go to the âbathroomâ for like an hour to make TikToks and this girl didnât even realise.. but tbh like I still ended up with 90s in the end somehow so Iâm happy (also this is just off topic but I wanted to say it cause im bored)
I agree English is just a memorisation game and that needs to be changed, but tbh the new syllabus is no better they should just make it optionallikewise, Iâve submitted less than 5% of class work and spend most lessons on nyt games, and yet Iâm somehow on par with some English nerds
the classes are useless and need to be reformed
I agree bruh writing skills can easily be built without the need to analyse so deeply into shit like i promise u these authors were not thinking abt allat when they were writing thiscritical thinking my ass
I learned nothing from my English classes I can assure you that, the shenanigans we get up to are straight out of preschool (arts and crafts, drama, interpretative dances)
maybe just me but the classes have taught me nothing other than forcing me to research and memorise the technical names for different arrangements of parts of speech
the ability to pull meaning comes from a past love of literature (which this subject has killed off), and everyday interactions with language. I didnât need to waste 250 hours of my life decrypting an extinct form of English from the 17th century to learn this.
the ability to read deeper meaning doesnât have to be taught, id argue that social interactions teach us this 100 times better than a classroom can
the extent at which English is âusefulâ is teaching us is how to articulate the technicalities of this âdeeper meaningâ using techniques and whatever, which is inherently useless to anyone not wanting to become an author journalist or lawyer
if I want to analyse meaning in everyday language Iâm not gonna start yapping âthe use of accumulative listingâŠâ, imma pick up the meaning without all this tomfoolery
(sorry for the rant Iâm just unloading 2 years of trauma I can finally let out, no shade to the English lovers out there, I just have beef with a subject I was tortured with)
All this sounds like to me is that leftists want to make subjects like Physics even more writing to combat the decline in English. They can't touch maths cause that would give NESA too much backlash. HSC Physics is already way too writing heavy in its current form, when compared to other exams like VCE, IB, AP and A Level. People didn't choose physics to write essays.
LMAO what is this coolcatA user named coolcat6778 posted a highly critical thread on Bored of Studies arguing that the new 2027 NSW HSC Physics syllabus has been severely simplified and degraded compared to the 2017 version. The user expresses strong frustration toward the NSW Education Standards Authority (NESA) for removing quantitative and conceptual depth from the course.
Main Points Raised
1. Removal of Key Physics Content
2. Increase in Qualitative and Cultural Content
- Thermodynamics has been completely removed, despite its relevance in university-level engineering.
- Angular velocity (Ï) and related formulas have been deleted.
- Several key equations (including for specific heat capacity) have been removed from the formula sheet.
- No new quantitative material has been added to replace them.
3. Criticism of the Assessment Structure
- The syllabus now includes Aboriginal and Torres Strait Islander contexts, such as:
- Using inclined planes to move heavy objects.
- Using wave velocity and wavelength to approximate water depth.
- Analysing projectile motion in Aboriginal tools and practices.
- The author calls these additions irrelevant to the quantitative nature of physics.
4. Comparison with Other Systems
- The user argues that HSC Physics focuses too heavily on rote learning and essay-style responses, rather than analytical problem-solving.
- Claims that high-performing mathematical students lose marks in physics due to writing-based marking criteria.
- Points out that Section II (extended responses) in HSC exams prioritises written expression over mathematical reasoning.
- Suggests the exam rewards English proficiency, not physics aptitude.
5. Concerns About Ideological Influence
- Mathematics Extension 2 in NSW is praised for its rigor and conceptual difficulty, compared to physics.
- VCE Physics (Victoria), A-Level, IB Physics, and US AP Physics are cited as superior syllabusesthat:
- Maintain quantitative rigor.
- Include calculus and more advanced physics concepts.
- Keep qualitative questions brief and concept-focused, not essay-style.
6. General Tone and Conclusion
- The author accuses NESA of introducing politically motivated content, calling it an âagenda-drivenâ inclusion.
- Expresses fear that similar cultural inclusions might extend into other STEM subjects.
- The post is highly emotional and confrontational, with multiple expletives used.
- The author calls the 2027 syllabus âretarded,â âshallow,â and a âshit stainâ, arguing that it undermines the intellectual integrity of physics education in NSW.
- Ends with frustration that the syllabus will remain unchanged until 2037, and a plea for NESA to reconsider.
Overall Summary
The thread reflects deep dissatisfaction among some students toward the direction of NSW physics education, particularly the shift from quantitative to qualitative focus and the inclusion of cultural material in science content. It contrasts NSWâs approach unfavourably with other state and international curricula, portraying it as less rigorous and overly politically influenced.
im actually really sorry that this has been your experience! i definitely think that the teachers you have shape your experience in english, and i have been lucky to have really good teachers who help me engage in learningcritical thinking my ass
I learned nothing from my English classes I can assure you that, the shenanigans we get up to are straight out of preschool (arts and crafts, drama, interpretative dances)
maybe just me but the classes have taught me nothing other than forcing me to research and memorise the technical names for different arrangements of parts of speech
unfortunately due to the decline in reading (particularly in teenagers) and the fear of âawkwardnessâ, the vast majority of people lack the conversational depth needed to even present a deeper meaning in social interactions, let alone being able to analyse that meaningthe ability to read deeper meaning doesnât have to be taught, id argue that social interactions teach us this 100 times better than a classroom can
techniques arenât analysis! in terms of essay writing for english, you donât use techniques as analysis, they are merely used as a vehicle for âdeeper meaningâ, being the evidence of your analysis. you could write an entire essay (with good analysis) and include no techniques and you will still get pretty decent marks, with the only reason you are docked marks being because your evidence was slightly insufficient.the extent at which English is âusefulâ is teaching us is how to articulate the technicalities of this âdeeper meaningâ using techniques and whatever, which is inherently useless to anyone not wanting to become an author journalist or lawyer
people like that are going to exist in every subject, rank 1 for ext 1 maths at my school absolutely hates the subject and is only doing it because her parents force her to. she also doesnât have a tutor and just blitzes through every exam, getting 95% in trials because of her natural flair. meanwhile i HAVE pretty strong natural talent in maths but im fighting for my life in this damn subjectyes natural flair does play a role, but my point stands that the subject itself teaches nothing useful
and the subject is difficult to get good at if you donât wield natural flair for articulation.
they are unfortunately rewarded well enough by hsc markers to not bother making their own argumentyou would be surprised how much creativity can be accessed when people actually produce their own arguments, not rehashed ones found online/through ai. and theyâre not EXPECTED to make niche arguments so to speak, but they are rewarded if they do + if they successfully do it
i doubt that fact that most people weigh their opinions on their english texts more than their moral/political ones.... making the link here is again quite a stretch in my view because the "concepts which are important to them/they believe in" are merely there in their assessments to support their argument and gain marks...thatâs great that you think that, i actually agree with you! however the majority of people rely on validation of their opinions. therefore, when students actively engage with a text and with the assessment process, they are more likely to care about how their essays/assessments are going to be received, since they incorporate concepts which are important to them/they believe in
the method of study is reinforced and rewarded by markers; you should put the blame on both the markers and nesa for making such a mediocre subjecti donât look down upon the students for choosing this method, nor do i expect them to spend hours on end for a subject that (most of them) do not like. i am simply recognising that this method of study is the reason for the decline in critical thinking skills.
i agree completely! however in my statement i am alluding to groups who only believe in media from certain sources, or who exclusively consume biased (and propaganda-filled) media. these are the people who are media skeptics, as they question/deny anything that comes from a source alternative to what they choose to believe in
of course but also hsc english does not facilitate this wellmeanwhile essay writing is a skill needed in all university courses, and the ability to analyse and decipher meaning is necessary in order to encourage thought and literally just increase literacy awareness
would argue stem is easier to improve on because it has calculations that are either correct or incorrect and you can often see where you messed up given sufficient working out, even the same with a lot of other humanities subjects like eco bc it's a know or not know scenariomy point is, that this logic can be applied to any subject. pretty much every subject is difficult to improve in if you arent naturally talented in it.