Academic Excellence

At Trinity, we are committed to setting academic standards of the highest order, nurturing and challenging our boys to exceed their potential.

We offer a choice of academic pathways for students, with one of the most varied course offerings in the nation. This means, regardless of ability or interests, every boy has the opportunity to achieve to his greatest potential. We are committed to partnering with families to support every student to achieve academic success. We embrace diversity and educate the whole boy.

The School’s introduction of the International Baccalaureate (IB) Diploma in 1997, and our adoption of the Primary Years Programme (PYP) at both the Preparatory and Junior Schools in more recent years, are testimony to our desire to set academic standards beyond state or national benchmarks for our boys. These programmes have ensured that students are given a range of course offerings second to none.

While various debates as to how to ‘fix’ education arise, it will not deter or distract us from the unambiguous pursuit and promotion of academic excellence within our School.

Trinity has a wide range of academic support programmes in place to ensure that students at all levels of their schooling are nurtured to grow. Across the country, there is evidence to suggest that high potential learners, including gifted students, are not being sufficiently challenged in their education. We are proud to be one of only 15 schools selected from the independent, catholic and government sectors to be part of a core team of leading educators working together to engage in a robust innovation process through the ELEVATE project. The aim of programme is to transform and develop new practices that are future-focused, and challenge and support high ability learners.

We encourage our students to strive for their best. Learn more in the Head Master's blog, Why students should get into it.



Trinity has a wide-ranging curriculum that caters for all students, with arguably the most extensive range of academic and co-curricular course offerings of any of the non-selective independent boys’ schools across NSW.

Students can choose from the following academic pathways in the Senior years:

You can discover more information about our IB and HSC programs here.

Two important subject areas within the curriculum include mathematics and languages. The Trinity Mathematics Club host Mathematics Discovery Evenings for students and parents wanting to learn about the real world application of mathematics, and career options in the field.

The rate of globalisation is making languages increasingly important as well. Beyond the obvious benefit of communicating in a foreign land, mastering a new language can provide many more advantages.

Fieldwork also plays an important role in the education of boys. At Trinity Grammar School, we believe the benefits of fieldwork in boys' learning are vast. This is an educational philosophy that we have invested heavily in, having opened a dedicated, state-of-the-art Field Studies Centre in November 2016. Located on 50 hectares at Woollamia in the Shoalhaven, the property brings boys out of their urban environment to learn about the local area and their responsibilities as custodians of this unique environment.

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At Trinity, we are journeying on a path of continuous improvement to ensure academic excellence for our students. The role of innovation in schools is important. The School has a proud history of innovation, having achieved many significant milestones to remain on the cutting edge of education.

Here’s just a few:

  • Became one of the first schools in the country to introduce the IB Diploma Programme in 1997.
  • Was named the first school in Australasia to be accredited as World Academy of Sport Athlete Friendly Education Centre in 2015.
  • Was name as winner of The Educator Innovative Schools List in 2015.
  • Received an honourable mention in the Savvy Spaces, Digital Innovation in Learning Awards.
  • Nominated for the Great School Libraries Campaign.

Trinity has also made significant gains in developing unique programmes to address trends in the education sector. Following a renewed focus on NAPLAN and increasing pressure surrounding these tests, Trinity’s English department has embraced these challenges by balancing the essential skills of functional literacy and communication, while also fostering genuine engagement with a variety of literary texts. Integration of literacy skills throughout the units of work in Years 7 to 9 has been increased by making more practice NAPLAN tests available to the boys and by introducing a grammar book which is part of the Years 7 and 8 programme (continuing into Year 9 in 2018). Assessments and class tasks are now framed to provide more experience in imaginative and persuasive writing.

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Better spaces make better places for learning and so Trinity Grammar School is committed to providing dynamic teaching and learning spaces that allow students to learn and perform at their best.

Trinity has adopted a move towards more agile learning spaces in response to recent evidence that found well-designed schools boost children’s academic performance (Clever Classrooms, Summary Report of the HEAD Project, University of Salford Manchester). In contrast to traditional classroom layouts, agile learning spaces are designed to be fluid, adjustable and flexible. They are intended to promote classroom discussion and collaboration, improve student engagement and enhance creativity.

Following the refurbishment of Trinity Grammar School’s Arthur Holt Library at the beginning of 2015, the School received national and international attention, being named as the winner of The Educator Innovative Schools List 2015. Trinity also received an honourable mention in the Savvy Spaces, Digital Innovation in Learning Awards and a nomination for the Great School Libraries Campaign. Great libraries can inspire! The design of the Arthur Holt Library makes a strong statement about the School as a whole – that learning is at the heart of what we do.



Our students consistently excel in both IB Diploma and HSC examinations. However, Trinity’s graduating class are not the only year group to sit examinations and tests. Standardised testing happens throughout a student’s schooling career and this includes the NAPLAN testing. NAPLAN is designed as a diagnostic tool, taking a snapshot of a moment in time, however there has been a tendency to portray it as a high-stakes examination, putting undue pressure on students, parents and in fact, teachers. It is important to remember that NAPLAN is not a panacea to your child’s education, nor should it be used in solitude to assess a school and its level of success, and crucially, it is not a measure designed to evaluate teacher performance.

A component of our quest for academic excellence is the Trinity Senior Achievement Test (TSAT), a common test undertaken by all our Year 10 students. The TSAT is an achievement test ­– not an intelligence or aptitude test – and is accessible to all Year 10 boys regardless of their subject selections. This process helps our Year 10 boys, and their parents, make wise subject selection choices for the final two years of secondary education, irrespective of whether the choice is the HSC, IB Diploma or TVAC (Trinity Vocational Academic Course) option.

Exams and testing are not only used to measure the performance of individual students but of schools as a whole. Each year, the media publishes a league table of school results providing a snapshot of the performance by schools across the State. Trinity is considered to be one of the very best schools in the nation, and the world. However, due to the limitations of the league tables, Trinity’s high performance may not always be reflected accurately. The league tables are formulated by the percentage of Higher School Certificate (HSC) Band 6 results alone and do not include IB Diploma results. With almost half of our Year 12 students completing the IB Diploma, the league tables do not portray an accurate measure of the School’s overall results. Learn more about why school comparison tables are incomplete and unreliable here.

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Our 2018 International Baccalaureate results are the School's best on record and demonstrate once again our reputation for academic excellence, enabling individual students to excel across a wide range of subjects – and achieving world-best results. NIne Trinity students earned the perfect score of 45 (equal first in the world, with an ATAR of 99.95); a further five students were just one mark off the perfect score with 44 (ATAR of 99.85); and an impressive 23 percent of the IB cohort achieved an ATAR of 99 or higher.

Our results from 2017 were also outstanding, with Year 12 graduates excelling and showing once again that the School continues to perform well above average. An impressive 25 Trinity students earned an ATAR of 99 or more.

Whilst we celebrate the efforts of every student at Trinity, there are some students who deserve special recognition for their achievements. We highlight some of our most accomplished scholars here.