The year 2023 has been dubbed “the year of the pen,” emphasizing a renewed focus on the benefits of handwriting for student well-being and academic performance. This resurgence of traditional writing methods coincides with the release of HSC results, highlighting the exceptional achievements of several schools in advanced mathematics. A detailed analysis of the top-performing schools in HSC advanced and extension mathematics reveals a dominance of selective public schools and high-achieving private institutions. This analysis underscores the importance of strong foundational mathematics education, beginning in primary school, and the significant role of confident and skilled teachers in fostering student success. Furthermore, a positive and supportive school culture, encompassing not only academics but also extracurricular activities, is identified as a key contributor to student achievement.
Al-Faisal College in Auburn emerged as the state’s top performer in mathematics, followed closely by selective public schools North Sydney Boys High and James Ruse Agricultural High. These schools demonstrated remarkable success rates in the challenging advanced and extension mathematics courses. The evaluation of performance is based on the proportion of students achieving scores of 90 or above (Band 6 or E4) in these rigorous courses. Al-Faisal College achieved 68 high scores out of 76 entries, while North Sydney Boys and James Ruse recorded 232 out of 287 and 248 out of 316, respectively. The success of these institutions highlights the effectiveness of their mathematics programs in preparing students for the demanding HSC examinations.
Selective public schools, which do not offer standard mathematics courses, consistently demonstrate high participation and achievement in advanced and extension mathematics. Sydney Boys High School, for instance, had an impressive 444 entries in advanced mathematics, with 299 students achieving high scores. This reflects the selective nature of these schools and their focus on providing advanced academic opportunities for high-achieving students. Amongst the top performers, Meriden, an all-girls school in Strathfield, stands out as one of only three all-girls schools in the top 20. This success in mathematics follows their recognition as a high-performing school in both literacy and numeracy in the NAPLAN assessments.
Meriden’s Principal, Lisa Brown, attributes their strong senior-year results to a solid foundation built from primary school, emphasizing the importance of fostering enjoyment and confidence in mathematics from an early age. She highlights the crucial role of confident and skilled mathematics teachers, particularly in upper primary, who can effectively deliver the curriculum and inspire students. The impact of teacher confidence on student learning is significant, and a lack of confidence in teachers can have a detrimental effect on student performance. This underscores the need for professional development and support for teachers to ensure they possess the necessary skills and confidence to effectively teach mathematics.
Analysis of HSC subject enrolment data reveals a persistent gender gap in mathematics participation, with more boys than girls opting for advanced and extension mathematics. Furthermore, the proportion of girls enrolling in the most challenging extension 2 course has declined over the past decade, dropping from 36% to 33%. This trend raises concerns about the underrepresentation of girls in higher-level mathematics and the potential impact on their future academic and career pathways. Addressing this gender gap requires ongoing efforts to encourage and support girls in pursuing their interests in mathematics.
Several high-performing all-girls schools demonstrate that girls can achieve exceptional results in mathematics when provided with the right environment and support. Abbotsleigh in Wahroonga, for example, achieved a 58% success rate in advanced and extension mathematics, making it the top-performing all-girls school in mathematics after selective North Sydney Girls High. Abbotsleigh’s Head of Mathematics, Betina Wrightson, highlights the school’s commitment to fostering a culture of achievement in mathematics, celebrating the successes of their students, both big and small. This positive and encouraging environment plays a significant role in building student confidence and motivation. Furthermore, Epping Boys student Caleb Graham emphasizes the importance of a holistic school culture, where academic success is intertwined with a wide range of extracurricular activities, including sports, music, and mentoring programs. He asserts that this well-rounded approach contributes significantly to a positive learning environment and ultimately to student success.
