The recent trends in high school subject selections, particularly for the Higher School Certificate (HSC) in Australia, reveal a strategic approach among students aiming for optimal ATAR (Australian Tertiary Admission Rank) results. According to UNSW School of Education’s Dr. Robin Nagy, students seem to gravitate towards subjects that traditionally yield higher scaling, especially among high achievers in humanities. This preference is notably pronounced among boys, who often view English as a mandatory but challenging subject, hence turning to their stronger areas in STEM (Science, Technology, Engineering, Mathematics). The combination of four-unit maths, chemistry, and physics becomes commonplace for these students, reflecting a calculated move towards strengthening their academic portfolios.
Bowen Wu, a North Sydney Boys High graduate, exemplifies the success that can arise from this subject combination. With an ATAR of 99.95 and a current pursuit of medicine, Wu’s experience illustrates the common trajectory among high performers. He highlights how subjects like physics and extension English provided a diverse intellectual stimulus, aiding in a well-rounded academic experience. Despite the rigorous nature of his chosen subjects, the competitive environment at his school—ranked first in HSC results—further fueled the determination of students adopting similar combinations.
The tutoring industry has also adapted to this high demand for STEM subjects, suggesting a correlation between intensive coaching and student performance. This raises a concern voiced by educators like Dhall, who believes that a focus on STEM might limit students’ exposure to humanities, essential for those looking to enter fields such as medicine or law. The need for a balanced academic journey, which incorporates diverse subjects for well-rounded development, has become a point of contention among professionals in education.
At the same time, there’s an observable disparity in enrollment numbers across various subjects. While complex subjects like Mathematics Extension 2 and Physics attract only a few thousand students, more accessible classes such as Mathematics Advanced and Biology see significantly higher involvement. The Catholic Schools NSW has noted that the prominence of HSC merit lists for high scorers contributes to dwindling enthusiasm for these tougher subjects. This suggests that students are becoming increasingly strategic, opting for subjects perceived as easier or more likely to yield higher grades.
Conversely, many students find themselves gravitating towards subject combinations like English Standard and Mathematics Standard, alongside popular courses such as Biology, Business Studies, and PDHPE (Physical Development, Health, and Physical Education). The motivations vary—students like Maiara Cheah and Reniel Guzman select these subjects due to their relevance in future careers, with biology serving as a prerequisite for health-related university paths. This underscores a blend of personal interest and pragmatic choice in the selection process.
Ultimately, education researchers like Professor Philip Roberts emphasize that the selective nature of these combinations reflects broader resource availability and teacher training in smaller schools. The tendency of subjects like Biology to attract students is partly due to a greater number of trained teachers compared to more specialized courses. As the landscape of subject selection continues to evolve, it highlights the crucial intersections between student interests, academic performance, and the systemic structures within Australian high schools, necessitating ongoing dialogue among educators, students, and policymakers for a more balanced educational framework.
