For most schools, we have moved beyond the media-hyped focus on NAPLAN and HSC examinations as the primary indicators of student success. Over the past 3–5 years, the narrative has gradually shifted, with increasingly consistent and louder voices reinforcing the message that our graduating Year 12 students are more than just an ATAR or a rank.

At Bishop Druitt College, we refer to this as a new metric for success, closely aligned with leading educational research, including the University of Melbourne’s successful New Metrics initiative, which aims to develop new ways to assess, credential, and measure success at both school and system levels.

Through our involvement in the Design for Deeper Learning (DDL) program and the integration of the 6Cs - communication, creativity, collaboration, critical thinking, citizenship, and character - we are embedding future-focused skills that are increasingly valued by employers.

Our metrics for success also include student participation in rites of passage programs, engagement with TAFE and apprenticeships, and entry into early university admission programs.

By identifying new metrics for success, we can recognise and value a broader range of student outcomes, not just an ATAR score. While standards-based assessments like NAPLAN and the HSC remain important tools that support educational programs and quality teaching particularly in developing foundational skills in literacy, numeracy, and subject knowledge we also acknowledge that success can take many forms.

At Bishop Druitt College, we have expanded our criteria for recognising student achievement to include a variety of pathways. This includes students entering elite sporting programs, gaining acceptance into performing and creative arts colleges, and securing early entry into university programs. These diverse outcomes reflect a more holistic view of what it means to be a successful student.

At times, some media outlets have raised concerns that early university entry programs may negatively impact students' preparation for the HSC. However, this view overlooks the purpose and design of these programs. Most early entry pathways are developed by universities to assess a student’s readiness for tertiary study based on a broader range of criteria including academic performance in Year 11 or early Year 12, dedication to learning, subject knowledge, community involvement, and leadership potential.

These programs recognise that many students already demonstrate the skills and attributes necessary for university success well before the final HSC exams. As a result, the ATAR is becoming less essential for an increasing number of students each year. Early entry offers can help reduce stress and uncertainty, allowing families to better plan for accommodation, part-time work, or transition timing after high school.

This approach also has an important equity dimension particularly for regional students, such as those on the Coffs Coast by providing earlier certainty and more accessible pathways into further education.

Career Pathway Coaches and Year Coordinators play a vital role in supporting students and families through important decisions about post-school options. At Bishop Druitt College, we also report on a broad range of success metrics in our HSC results to better reflect the diverse pathways our students pursue and what success truly looks like.

It’s important to recognise that while some tertiary programs, such as law and medicine, still require high ATARs and additional assessments, our college is well equipped to guide and support students in these areas through expert teaching and tailored advice.

Having the courage to celebrate achievements beyond traditional measures like high ATARs and Band 6 results deserves recognition. These broader definitions of success offer a more inclusive and equitable view for our regional students, moving beyond what was often reported or celebrated in the media during our own school years.

The 2025 HSC written examinations began in October, and this generation is poised to make positive changes for our future. Their success won’t just be measured by marks, but by their potential to shape a better future: as peacemakers, ethical users of technology, environmental stewards, advocates for sustainability, empathetic global citizens, and courageous individuals willing to challenge injustice and inequality.

While a high ATAR or strong HSC results may be celebrated briefly, it’s the long-term character, compassion, and problem-solving mindset we foster in partnership with families that will truly make a lasting impact.

Simon Doyle
Principal