Curriculum and Learning

The Importance of Meaningful Assessment

As we enter ‘assessment season’, it is timely to emphasise the importance of completing each task with diligence and purpose. Assessments are not simply about marks; they offer opportunities to learn, reflect, and improve. The feedback they provide is most valuable when students apply themselves fully and give their best effort. This commitment also helps students strengthen their approach to future assessment, much like athletes preparing for competition. This is important for all students and especially our new Year 12 cohort as they approach their first HSC assessments.

I wish all our boys well as they undertake these tasks and hope the feedback they receive supports their continued growth.

The Record of School Achievement (RoSA) Credentials

Students in Years 10 and 11 who are leaving the College at the end of the year to enter full-time employment and/or a non-secondary school educational/training institution are eligible for a RoSA from the NSW Education Standards Authority (NESA). Students for whom this applies must notify the College Enrolments Office by no later than Friday 20 November 2026.

The Authority’s website contains information about the RoSA at:

Continuing students who complete the HSC will have their Year 10 and Year 11 grades as part of the HSC Record of Achievement. Students who remain at school to complete their HSC will not receive a RoSA.

Reminder for our current Year 8 cohort: Mathematics Acceleration in Stage 5

As outlined in the Term 2 Especean and previously communicated to families of our current Year 8 cohort, Stage 5 Mathematics Acceleration enables selected students to complete Stage 5 early and begin Stage 6 Mathematics in Year 10. The course is intended for students who consistently achieve highly, demonstrate strong conceptual understanding, and can engage with complex ideas at a faster pace. Places are generally offered at the end of Year 8.

The course requires students to grasp and apply concepts quickly, think critically and work independently within a demanding curriculum. Because there is less time for consolidation and greater cognitive demand, acceleration is not suitable for every learner. Students who need more time to build and consolidate their skills are often better supported in the advanced pathway, where understanding develops more gradually.

Placement is therefore considered carefully to ensure each student is appropriately challenged and supported for long-term success in mathematics, while also being able to manage the demands of their other subjects.

Selection for the Stage 5 Acceleration program is based on academic evidence, readiness, and a student’s capacity to thrive in a fast-paced, demanding learning environment. We recognise that not every nomination will result in a place and that this may be disappointing for students and families. We ask parents and carers to trust staff’s professional judgement and respect the final decision, which reflects careful consideration of each student’s academic wellbeing, long-term success and readiness for accelerated study.

For further details, please refer here for further information:

James Martin

Director of Curriculum

2027 Years 7-10 Gleeson Class Selection Process

The Diverse Learning Team has commenced planning for the 2027 Years 7–10 Gleeson classes and would like to provide parents and carers with an overview of the class placement process. This communication outlines the criteria that guide student selection, as well as several important changes to the Music and Visual Arts selection process for students in Years 7 and 8.

In 2027, there will be one Gleeson Class offered in each of the following key learning areas:

English
Mathematics
CORE (Religion, Science, PDHPE, History, and Geography).

To identify suitable students for each class, staff will draw on a broad range of data to ensure a fair and holistic selection process. Some of the measures considered include:

Standardised testing – such as Academic Assessment Testing and NAPLAN results.
Internal school data – including summative and formative assessment results, and observations.
Targeted testing – such as external psychometric assessments and additional testing tools such as the Raven’s Progressive Matrices.
Professional judgement – informed by feedback from Classroom Teachers, Diverse Learning Teachers and the Wellbeing Team, who understand each student’s unique learning profile and abilities.

Music and Visual Arts

A dedicated Gleeson class will be offered in Music and Visual Arts for students in Years 7 and 8. Placement in these classes is based on a range of factors, including academic achievement, demonstrated success in Music or Visual Arts learning activities, and specialist teacher observations and formative data. The selection process is carefully considered to ensure that students whose strengths and interests align with the program are identified.

As part of this process, current Year 6 and Year 7 students have received an email from Ms Rebecca Duff, Head of Performing Arts, and Mr Anthony Porra, Head of Visual Arts, inviting them to submit an expression of interest, together with either a musical performance or a portfolio of artwork to support their application.

If your son wishes to be considered for one of these classes, we strongly encourage him to review the information provided and ensure that all submission requirements are completed by the specified deadline. Please note that their expression of interest does not guarantee a place in the Gleeson class.

As a College we are proud to offer a rich variety of enrichment opportunities designed to challenge and inspire our learners, and we encourage all students to take advantage of these opportunities.

Should you have any questions about the Gleeson classes, please contact Mrs Katherine Sinadinos, Head of Diverse Learning, at katherine.sinadinos@spc.nsw.edu.au or Mrs Maria Dolce, Learning Enrichment Coordinator, at maria.dolce@spc.nsw.edu.au.

Katherine Sinadinos

Head of Diverse Learning

Performing Arts - 2026 Music Soirées and Drama Showcase Evenings

Throughout 2026, our Music Soirées and Drama Evenings have provided students with invaluable opportunities to develop and showcase their performance skills in front of live audiences. While these assessment evenings celebrate the talent, creativity and hard work of our students, they also play an important educational role.

Unlike many HSC subjects, Drama and Music require students to perform under examination conditions before live markers and an audience. Learning to manage nerves, communicate clearly, and perform with confidence are essential skills that can only be developed through regular performance experience. Our Soirées and Showcase Evenings are designed to provide students with these authentic opportunities, helping them grow as performers while building the confidence and resilience needed for future success.

This year, students from across Years 9 to 12 demonstrated remarkable commitment and growth. Every student approached their performance with enthusiasm and professionalism. The standard of performance throughout the year was outstanding, reflecting the dedication of our students and the support of their families and teachers.

We concluded our performance season on Monday evening with our Year 10 Music Soirée. Lucas N impressed us with his guitar performance of Rosanna, Nathaniel H brought the rock with his Drumming of ACDC's classic Shoot to Kill, Jayden W brought some Saturday Night Fever with his piano rendition of How Deep is your Love and finally Isaac M had toe-tapping nostalgia running with his guitar and vocal performance of Powder Finger’s My Happiness.

Congratulations to these four boys on an amazing night and to all students who took part in our Soirées and Showcases throughout the year. Thank you to our amazing Performing Arts staff for their ongoing dedication and energy in bringing these events to fruition.

Rebecca Duff

Head of Performing Arts