Especean

Curriculum and Learning

2024 Higher School Certificate Results

Last year, one hundred and seventy-five Year 12 students sat the HSC examinations in thirty-five courses plus eighteen Year 11 students accelerated in HSC Mathematics Advanced 2 unit. Eighty-one students (46.3% of total Year 12 candidates) and fifteen Year 11 accelerated students made the 2024 HSC Distinguished Achievers List (or Merit List) one hundred and ninety-six times, having attained marks of 90% or more in various courses. There were many highlights and outstanding results attained by the Class of 2024. The following points illustrate just a few:

  • College Duxes for 2024 are James Kazzi and Jeremy Simonetto, who both attained an ATAR of 99.70 and were placed on the State’s All Rounders List, James with six merit (or Distinguished Achievement) listings and Jeremy with eight merit listings. Luke Sultana is Proxime Accessit with an ATAR of 99.60 who also placed on the State’s All Rounders List with six merit listings. Alexander Bechara placed third in the HSC Class of 2024 with an ATAR of 98.50 and four merit listings.

     

  • Five students were placed on the State’s All Rounders List, each having placed on the Distinguished Achievers List for courses totalling 10 or more units – including the three already mentioned above, Sebastien Garzaniti who attained an ATAR of 95.85 with five merit listings and Justin Ryan, who attained an ATAR of 96.70 also with five merit listings.

     

  • Three students made the State’s Top Achievers List. Anthony Loulach placed Tenth in the State in Mathematics Standard 2, Callum O’Neil placed Sixth in the State in Construction, and Luke Sultana placed fourth in the State in Studies of Religion II.

     

  • Fifty students from one hundred and seventy-one ATAR eligible candidates (29.2%), attained an ATAR above 90. Many students achieved a high ATAR and made the meritorious 2024 (and 2023) HSC Distinguished Achievers List in a number of courses. For example, not including those already mentioned: Marcus Abal, ATAR 97.65 and four merit listings; Oliver Burgess, ATAR 97.55 and three merit listings; Jacob Chidiac, ATAR 96.85 and four merit listings; Coorey Christian, ATAR 98.30 and four merit listings; Thomas Coorey, ATAR 97.10 and five merit listings; Joseph El-Turk, ATAR 97.05 and three merit listings; Khoury Simon, ATAR 98.45 with three merit listings; Tadhg Murphy, ATAR 98.00 and five merit listings; Michael Sakr, ATAR 96.10 and four merit listings; and Christian Stojanovski, ATAR 96.30 and three merit listings. [Note that some students who completed HSC Mathematics Advanced in 2023, had these 2023 results included in the determination of their 2024 ATAR.]

Eighty-one candidates made the 2024 Distinguished Achievers List one hundred and ninety-six times across twenty-five courses (71.4% of College courses sat) according to the following distribution:

  • Twelve courses had no students below Band 4: Ancient History, Design and Technology, Drama, Economics, English Advanced, Entertainment Industry, Information and Digital Technology, Italian Continuers, Legal Studies, Music 1, Music 2, and Visual Arts. In addition, five extension courses had no students below Band E3: English Extension 1, English Extension 2, History Extension, Italian Extension, and Mathematics Extension 2.

     

  • In 32 out of 35 (91.4%) courses examined, the College examination average was above that of the State examination average. For example, courses with a College candidature greater or equal to ten and a school vs State variation greater than five include: Biology with 6.55 marks above the State average; Business Studies, 10.30 marks above; Chemistry, 7.79 above; Construction, 5.50 above; Design and Technology, 6.32 above; Economics, 11.06 above; Industrial Technology, 9.45 above; Information Processes and Technology, 5.00 above; Legal Studies, 7.69 above; Mathematics Advanced, 7.76 above; Mathematics Extension 1, 5.54 above; Mathematics Standard 2, 8.35 above; PDHPE, 5.39 above; Physics, 9.14 above; and Visual Arts with 5.49 marks above the State average. Excellent results were also achieved in Mathematics Extension 2 (five students) with 6.06 marks above the State average; and Music 1 (seven students) with 7.57 marks above the State average.

     

  • There were twenty-one courses (60% of courses sat) where the percentage of students with a mark of 90% or above, i.e., Band 6 or E4, was greater than that of the State: For example, in Biology 14.28% of College candidates attained a Band 6 compared to 6.67% for the State; Business Studies 25.37% compared to 10.42%; Chemistry 15.62% compared to 11.41%; Construction 14.28% compared to 5.39%; Design and Technology 21.42% compared to 12.06%; Hospitality 6.25% compared to 3.07%; Economics 44.44% compared to 13.78%; Industrial Technology 27.77% compared to 6.72%; Mathematics Advanced 50.81% compared to 22.30%; Mathematics Extension 2 60.00% compared to 40.19%; Mathematics Standard 2 26.47% compared to 9.30%; Music 1 42.85% compared to 20.11%; PD/Health/PE 13.11% compared to 8.43%; Physics 17.39% compared to 12.38%; and in Visual Arts 40.74% of College candidates attained a Band 6 compared to 17.07% for the State. 

     

  • Similarly, there were thirty courses (85.7% of courses sat) where the percentage representation of students in the two highest performance bands representing a percentage mark equal or above 80%, i.e., Bands 5/E3 and 6/E4, were greater than that of the State. For example, in courses with a candidature greater or equal to 10, Biology had 49.99% of College candidates who performed in the two top bands compared to 35.42% for the State; Business Studies 79.10% compared to 37.07%; Chemistry 65.62% compared to 38.69%; Construction 71.42% compared to 34.38%; Design & Technology 71.42% compared to 47.93%; Economics 94.44% compared to 51.47%; English Advanced 77.65% compared to 67.53%; Hospitality 50.00% compared to 24.88%; Industrial Technology 44.43% compared to 23.04%; Legal Studies 72.72% compared to 43.22%; Mathematics Standard 2 49.99% compared to 28.59%; Mathematics Advanced 75.40% compared to 49.96%; Mathematics Extension 1 97.36% compared to 80.18%; Modern History 58.33% compared to 38.93%; PD/Health/PE 57.37% compared to 34.61%; Physics 69.56% compared to 38.25%; Studies of Religion I 49.99% compared to 43.65%; Studies of Religion II 59.99% compared to 46.60%; and Visual Arts had 92.59% of College candidates who performed in the two top bands compared to 66.75% for the State.

Bearing in mind that the College is an academically non-selective comprehensive boys’ school, the 2024 HSC results are excellent. St Patrick’s College is a school where ordinary boys achieve extraordinary things.

2025 Assessment Information

Parents/carers and boys should note that the Assessment Handbooks and calendars for 2025 are currently being compiled by the Heads of Departments. As in previous years, when completed, the 2025 assessment information will be posted on CANVAS and in the TASS Parent Lounge. Please note that Year 12 were issued with their HSC Assessment Handbook at the commencement of fourth term last year.

Elective Subject Changes for Years 9 and 11

Achieving academic success begins with the selection of courses suited to each student’s capabilities and interests. That is why an extensive process of subject selection is put in place each year where both parents/carers and their sons of Years 8 and 10 are given information sessions, prospectuses, and the opportunity to discuss and research their choices for Years 9 and 11 respectively. 

 

The choices made last year formed the basis of the 2025 College Timetable. Therefore, change to elective subjects in the new academic year are not automatic and are limited by timetable constraints, staffing and class numbers. Many requests to change may not be possible.

 

A few changes are being made in the first few days of this term primarily to correct anomalies and accommodate changes from Advanced to Standard level courses in Year 11 English and Mathematics or from Accelerated Mathematics to the normal stream.

 

Boys in Years 9 and 11 now wishing to change elective subjects need to see Mr Cutrupi from Monday 17 February through to Wednesday 19 February inclusively to collect a subject change application form. After Wednesday 19 February no more application forms will be issued.

 

Completed subject change forms, including a parent signature, must be returned to Mr Cutrupi by no later than 3:30 PM Friday 21 February. After that, applications will close and those received will be ignored.

 

For Year 11, depending on the nature of the requested subject change, a parent/carer and son interview with Mr Cutrupi may be required to approve an application.

 

It is important to note that although no further changes will be ordinarily considered after Friday 21 February, requests to change from Advanced to Standard level courses in Year 11 English and Mathematics may be considered.

 

In consolidating a program of study for Year 12 in 2025, discontinuation of subjects to a minimum of 10 units cannot occur until the commencement of the HSC course in fourth term of Year 11.

 

Michael Cutrupi 

Director of Curriculum

Class Structures 2025

Across Term 4 last year, coordinators, class teachers and specialists were involved in using data and providing feedback to construct classes for 2025. It is essential that as professionals we engage in rich and genuine discussion around the structure and composition of all classes to best meet the learning needs of your son, and all students, at St Patrick’s College. It is a lengthy process involving many stakeholders over many weeks. We devote significant time to the process because we carefully consider a range of factors in constructing classes and we want to place all students as appropriately as possible. We aim to balance learning needs, behaviours, skills, and strengths across all classes.

 

The groupings for English, Mathematics, core and practical classes are all different and derived from data about students’ learning and pastoral needs, as well as input from specialists and class teachers. At the end of 2024, students in Years 6 and 8 completed the Academic Attainment tests. We were able to draw on this most current data source, alongside formal assessment data and teacher recommendations in creating classes.

 

From 2025, our extension classes are named “Gleeson” classes, as part of the F Gleeson Gifted Education Program launched by Dr Lavorato in Term 4 last year. The only change to existing practice is the addition of a Gleeson class in Year 5. 

 

Gleeson and advanced classes have been carefully constructed using multiple measures of student aptitude and ability, including school-based and external assessments but also referencing characteristics of giftedness, classroom performance and teacher professional judgement. Teacher feedback on suitability for placement in an advanced class is considered. For students in Years 9 and 10, demonstrated achievement is considered in equal measure to any diagnosis of giftedness. The Gleeson and advanced classes will be taught in alignment with pedagogical approaches appropriate for gifted students including enrichment activities and greater depth and breadth in learning experiences. 

 

Not every student who wants to be in a Gleeson or advanced class will be placed in one, and therefore some students will naturally be disappointed. “Missing out” in one year does not mean a student will not be in an advanced class in subsequent years and it does not mean he has done anything “wrong”. We need to balance the needs of the boys collectively and individually, and sometimes the “on balance” must take precedence over the individual. We ask you as parents and carers to support the College and your son in continuing to work hard, communicate with his teachers, ask questions, and remain engaged in learning, regardless of the teacher he has or the class in which he is placed. 

 

Appropriate class placement is one aspect of our strategic intent to “support all learners to realise their potential and provide greater breadth and depth in learning experiences”. We take pride in the time we take to know our students and group them appropriately, an essential element of Academic Wellbeing.  

 

The following sets out class structures for 2025:

  • Year 5: one Gleeson class (5 Blue) and six mixed ability classes.

     

  • Year 6: one Gleeson class (6 Red) and six mixed ability classes.

     

  • Year 7: all classes are mixed ability other than those listed below.

    • Gleeson English (7ENG1) and Advanced English (7EN2).

    • Gleeson Mathematics (7MAT1) and Advanced Mathematics (7MA2)

      • Remaining Maths classes are banded as per Year 6: Band 2 -7MAT3 and 4; Band 3 - 7MAT5 and 7; Band 4 - 7 MAT8 and 9.

    • Advanced Core classes (7REG1 and 5, 7GEO/HIS1 and 5, 7SCI1 and 5, 7PDH1 and 5).

    • Targeted intervention for English (7ENG6) and Maths (7MAT6). Students in intervention classes were nominated by Year 6 teachers and specialists to provide more intensive focus on developing literacy and numeracy skills while in Stage 4. 

    • Gleeson Music (7MUS1) and Gleeson Art (7MUS6).

       

  • Year 8: all classes are mixed ability other than those listed below.

    • Gleeson English (8ENG1) and Advanced (8ENG2).

    • Gleeson Mathematics (8MAT1) and Advanced (8MAT2).

    • Advanced Core (8REG1 and 5, 8GEO/HIS1 and 5, 8SCI1 and 5, 8PDH1 and 5, 8ITA1 and 5). 

    • Targeted intervention classes for English (8ENG6) and Maths (8MAT6). Students in intervention classes were nominated by Year 7 teachers and specialists. These classes are not static; we are pleased that many boys benefitted from carefully targeted instruction and moved from the intervention classes in Year 7 into mixed ability classes for Year 8.

    • Gleeson Music (8MUS1) and Gleeson Art (8VAR2).

       

  • Year 9: all classes are mixed ability other than those listed below.

    • Advanced English (9ENG1 and 2).

    • Mathematics in Year 9 reflects the recent changes to the NESA Mathematics syllabus. These include the accelerated class (9MAT1), and classes identified as pathways to extension (9MAT2), advanced (9MAT3 and 4), and standard (9MAT5, 6, 7 and 8).

    • Advanced Core (9REE1 and 5, 9SCI1 and 5, 9GEO/HIS1 and 5, and 9PED1 and 5). 

       

  • Year 10: all classes are mixed ability other than those listed below.

    • Advanced English (10ENG1 which is a pathway to extension in Stage 6) and 10ENG2.

    • Advanced Core (10REE and 4, 10 SCI1 and 4, 10GEO/HIS1 and 4, and 10PED1 and 4).

    • Mathematics, the accelerated group is the extension group (10MAA1); Pathway to extension (10MAA2), pathway to Advanced (10MAA3 and 4) and pathway to Standard (10MAA5, 6 and 7).

    • Placement in a Year 10 class does not dictate placement in Year 11. All students should work hard, take on feedback, ask questions and endeavour to improve. We offer more advanced classes in English and Maths for Stage 6 than we do in Stage 5. At every stage, we aim to provide the most appropriate learning experiences for your sons.

I take this opportunity to thank the Year Coordinators, specialists in the Diverse Learning Team, Year 6 teachers, Mr Daniel Fields, and Ms Sarah Tatola for their roles in creating classes. Their discernment, insight, knowledge of students and concern for addressing student needs and balance across all classes is inspirational. 

 

Should you have any queries or concerns about your son’s placement for 2025, please contact Mr Michael Cutrupi for Years 11 and 12, Ms Sarah Tatola for Years 5 and 6 or Ms Gillian Carpenter, our newly appointed Director of Learning and Innovation, who is overseeing placements for Years 7–10. You can be confident that we have worked very hard over many weeks to do our best in what is a difficult process to get our classes just right. 

 

Denise Lombardo

Director of Learning and Innovation