Curriculum and Learning
2025 Higher School Certificate Results
Congratulations to the Class of 2025 on their outstanding academic success in the Higher School Certificate (HSC). As the College’s largest graduating cohort, they have further enhanced the strong academic results of recent cohorts, performing with distinction across a broad range of subjects. These results stand as a testament to the sustained hard work and commitment of our students and their teachers over many years, and all involved should take great pride in what has been achieved.
In total, one hundred and eighty-seven Year 12 students sat the HSC examinations across thirty-four courses, while twenty-one Year 11 students accelerated in HSC Mathematics Advanced 2 unit and one Year 11 student accelerated in Italian Continuers 2 unit. This cohort earned an impressive 248 State Distinguished Achiever mentions for results of 90% or higher in their subjects. This represents a 27% improvement on the already strong results of the prior year and involved 48% of Year 12 students and an outstanding 90% of accelerating Year 11 Mathematics students achieving the highest band attainable in their respective subjects.
Eight students were recognised for outstanding academic achievement across their programs of study through inclusion in the State’s All Rounders List, having attained the highest band available in ten or more units. We congratulate Michael Atra, Christopher Costa, Awtel Haddad, Joshua Malone, Lucas Martin, Joseph Rigon, Dominic Short and Daniel Terrone on this significant achievement. In addition to their academic success, these students authentically engaged with the College’s Co-Curricular and Faith and Justice programs, modelling values and behaviour valued by our school.
Congratulations are also extended to Ethan Aflak, who placed third in the State in Information and Digital Technology; Nicholas Macher, who achieved sixth in the State in Industrial Technology; and Joseph Rigon, who placed tenth in the State in Business Studies.
In 94% of courses studied, the College examination average exceeded the State examination average. Courses with the greatest school-to-state variation included Legal Studies (11.67 marks above the state average), Physics (11.15 marks above), Business Studies (10.83 marks above), Economics (10.57 marks above), Modern History (9.94 marks above), Mathematics Advanced (9.83 marks above), Mathematics Extension 2 (7.78 marks above), Drama (7.46 marks above), Personal Development, Health and Physical Education (7.32 marks above), and Music 1 (7.21 marks above). These results highlight the depth and consistency of academic performance across a wide range of disciplines.
For 71% of courses undertaken, the proportion of students achieving a mark of 90% or above, exceeded the State average. Among these, the courses with a cohort of 10 students or more that had the highest proportion of students achieving these results were Drama (60%), Mathematics Extension 1 (57%), Mathematics Advanced (56%), Economics (54%), Visual Arts (44%) and Business Studies (39%). While these courses represent only a snapshot of our overall success, they highlight an important trend at the College: a commitment by our students and staff to a process of ongoing learning, and thereby, academic improvement.
In 97% of the courses sat by our students, the percentage who achieved results in the two highest performance bands exceeded that of the State. Notably, in 33% of courses undertaken, the entire College cohort achieved results exclusively within the two highest performance bands. These courses included Italian Extension 1, Music 2, Mathematics Extension 2, English Extension 1, Drama, Economics, Visual Arts, Music 1, History Extension, Music Extension and Science Extension. These results reinforce the importance of student agency and the role it plays in motivating students to achieve their full potential within their areas of interest.
Bearing in mind that the College is an academically non-selective comprehensive boys’ school, the 2025 HSC results are excellent. Importantly, they reveal that our boys have challenged themselves to overcome challenges and maximise their potential, reinforcing once again that St Patrick’s College is a school where ordinary boys achieve extraordinary things.
2026 Assessment Information
Assessment Handbooks and calendars for 2026 are currently being compiled by the College. When completed, they 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
Student subject selections made during last year’s subject-selection process informed the development of the 2026 College Timetable and we hope students enjoy their chosen courses. If students in Years 9 and 11 would like to request a change to their elective subjects, applications may be submitted until the end of Week 4, Term 1, 2026. All requests will be considered subject to timetable structure, staffing availability, and class size considerations.
To request a subject change, boys must see Mr Martin to collect a subject change form. Completed forms must be submitted by Friday 21 February 2026. If approved, students are expected to catch up on missed work and complete assessment tasks in accordance with the relevant Assessment Handbook.
For Year 11 students, some applications may require an interview involving the student, a parent/carer, and Mr Martin. While changes to programs of study will not normally be considered after Friday 21 February, requests to move from Advanced to Standard level courses in Year 11 English and Mathematics may be considered.
When consolidating a program of study for Year 12, students may not discontinue subjects to a minimum of 10 units until the commencement of the HSC course in Term 4 of Year 11.
James Martin
Director of Curriculum
Class Structures 2026
Throughout Term 4 last year, Year Coordinators, Heads of Department, class teachers, and specialist staff worked collaboratively using data and professional feedback to construct classes for 2026. As a College, we are committed to engaging in thoughtful and genuine professional dialogue about the structure and composition of every class to best meet the learning needs of your son and all students at St Patrick’s College.
This is a thorough and carefully considered process involving many stakeholders over many weeks. We devote significant time to this work because we consider a wide range of factors when forming classes and strive to place each student as appropriately as possible. Our aim is to balance learning needs, behaviours, skills, and strengths across all classes to create inclusive and supportive learning environments for every student.
Groupings for English, Mathematics, and core and practical classes are all different and are formed using data about students’ learning and pastoral needs, as well as input from specialist staff and class teachers. At the end of 2025, students in Years 6 and 8 completed the Academic Attainment Tests, and we have drawn on this most current data source, alongside formal assessment data and teacher recommendations, when creating classes.
Our extension classes are named “Gleeson” classes, as part of the F Gleeson Gifted Education Program launched by Dr Lavorato in 2024. The only change to existing practice in 2026 is the addition of a Gleeson class in Year 5 composed of students who undertook an additional external Enrichment test in 2025.
Our Year 6 to 10 Gleeson classes have been carefully constructed using multiple measures of student aptitude and ability, including school-based and external assessments, as well as consideration of characteristics of giftedness, classroom performance, and teacher professional judgement. For students in Years 9 and 10, demonstrated achievement is given equal weighting alongside any formal identification of giftedness. The Gleeson classes will be taught using pedagogical approaches appropriate for gifted learners, including enrichment opportunities and learning experiences that provide greater depth and breadth.
Not every student who wishes to be placed in a Gleeson class will be able to be offered a place, and as a result some students may naturally feel disappointed. Not being placed in a Gleeson class in a particular year does not mean a student will not be included in the future, nor does it suggest that he has done anything “wrong”. In forming classes, we must balance the needs of individual students with those of the wider cohort, and at times the overall balance must take precedence.
We ask parents and carers to support the College and your son by encouraging him to continue working hard, communicating with his teachers, asking questions, and remaining fully engaged in his learning, regardless of the teacher he has or the class in which he is placed. In 2025, all teachers at the College completed Gifted and Enrichment certification with ACU, ensuring that every classroom across the College is equipped to support students who require extension and enrichment.
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 2026:
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)
Gleeson Mathematics (7MAT1) and Advanced Mathematics (7MAT2)
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.
7MAT6 is the intervention class
Gleeson Core classes (7REG8, 7GEO8/HIS8, 7SCI8, and 7PDH8).
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 (7MUS0) and Gleeson Art (7VAR8).
Year 8: all classes are mixed ability other than those listed below.
Gleeson English (8ENG1)
Gleeson Mathematics (8MAT1) and Advanced Mathematics (8MAT2)
Remaining Maths classes are banded as per Year 7: Band 2 -8MAT3 and 4; Band 3 - 8MAT5 and 7; Band 4 - 8 MAT8 and 9.
8MAT6 is the intervention class
Gleeson Core (8REG8, 8GEO/HIS8, 8SCI8, 8PDH8, 8ITA8).
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 (8MUS9) and Gleeson Art (8VAR6).
Year 9: all classes are mixed ability other than those listed below.
Gleeson English (9ENG1).
Mathematics in Year 9 reflects the recent changes to the NESA Mathematics syllabus. These include:
the accelerated class (9MAA1) along with the elective course, and
classes identified as path to advanced (9MAA2, 3 and 4), and
standard (9MAS5, 6, 7, 8 and 9).
9MAS9 is the intervention class.
Gleeson Core (9REE5 and 5, 9SCI5, 9GEO/HIS5, and 9PED5).
Year 10: all classes are mixed ability other than those listed below.
Gleeson English (10ENG1)
Gleeson Core (10REE5, 10 SCI5, 10GEO/HIS5, and 10PDH5).
Mathematics in Year 10 reflects the recent changes to the NESA Mathematics syllabus.
The accelerated group is the extension group (11MAA1) along with Mathematics Extension 1 (11MAX3);
Path to advanced (10MAA2-4), and path to Standard (10MAS5, 6, 7 and 8).
10MAS9 is the intervention class.
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 2025 Year Coordinators, specialists in the Diverse Learning Team, the Heads of Department, 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 2026, please contact Mr James Martin for Years 11 and 12, Ms Sarah Tatola for Years 5 and 6 or Ms Gillian Carpenter 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.
Gillian Carpenter
Director of Learning and Innovation