Friday 8 August was a night that Hunter Sports High School Principal Rachel Byrne is unlikely to forget any time soon.
In addition to being awarded the A Team Tuition Secondary School of the Year and an Excellence Award in the category of School Principal of the Year – Government, Byrne’s school became the first to win the national accolade of Wayground (formerly Quizizz) Australian School of the Year for a second year running.
The school, located in Gateshead, NSW, makes no secret about the keys to its success. For years, Hunter Sports High School has carved out a reputation for ensuring student success by seamlessly weaving together academic rigour with authentic, real-world learning.
Despite being situated in a low socioeconomic area, with an ICSEA score of 938 and nearly half its students in the lowest socio-educational advantage quartile, the school has experienced a surge in enrolment – a testament to its growing reputation.
Equity, excellence and innovation at every turn
When asked what she believes are the pillars to a great school, Principal Rachel Byrne pointed to strong foundations that go well beyond academic results.
“For me, the pillars are excellence in teaching and learning, with a relentless focus on high-quality, evidence-based practice that challenges every student to achieve their personal best,” Byrne told The Educator.
“It is also about innovation and personalisation, ensuring every student has a pathway that reflects their strengths, passions, and future goals.”
Byrne said the school’s Academy model has been central to creating personalised, real-world learning opportunities.
“Equity and inclusion are also essential, with a commitment to ensuring that all students, regardless of their background, are seen, valued, and supported to succeed,” she said. “This includes fostering cultural pride, celebrating diversity, and closing equity gaps.”
Byrne added that a great school also places student agency and wellbeing at its centre, ensuring young people feel a sense of belonging, voice, and ownership, while nurturing their social, emotional, and physical wellbeing.
“Collaboration and partnerships strengthen this foundation, with students, families, staff, and the wider community sharing responsibility for learning and success,” she said. “Great schools are community hubs that connect classrooms with the world beyond school.”
Byrne said future readiness must underpin all of this.
“Schools must prepare young people not only for exams but for life, equipping them with the human capabilities to think critically, adapt, and thrive in a complex, fast changing world shaped by AI and emerging technologies,” she said.
“The ability to collaborate, problem-solve, and remain resilient in uncertain times is as important as academic success.”
Because much of this work has not been done before, Byrne said the school is pioneering new approaches to learning, assessment, and pathways, while also contributing to the evidence and knowledge that will guide the future of education more broadly.
“Winning this award two years in a row is a recognition of these pillars in action,” she said. “It reflects the passion of our teachers, the resilience of our students, and the strength of a community that believes in the power of public education.”
Personalised pathways, powered by purpose
At the heart of Hunter Sports High School’s Academy model is identifying and nurturing the strengths of each student.
Because each Academy has its own unique purpose and pedagogy, the process for identifying students varies, ensuring the right young people are connected to the pathway that will best help them thrive.
“For our senior academies, students engage in an application process that often includes parent interviews, information sessions, and shadow days so they can experience the learning style and determine whether it is the right fit,” Byrne said.
“We provide families with information at subject selection evenings and through individual Learning Support Team meetings, ensuring students and parents are well informed before committing to a pathway.”
Importantly, all senior placements are supported by teacher nominations, academic results, and student commitment, with final decisions made through senior executive interviews and parent approval.
“For junior academies, identification is strengthened through a robust transition program with our local primary school partners,” she said.
“Close relationships with primary school teachers allow us to build a strong picture of each child’s strengths, learning needs, and potential pathways.”
Byrne said teacher nominations play an important role in this process, helping to recognise students who would benefit from specific Academies such as Enrichment, Hunter, or T1.
“Across all academies, the process is collaborative,” she said. “Parents are central to decision-making, and student agreement is essential, we believe the academy journey only works when students, families, and staff commit to working as one unit to support the young person.”
Byrne said the goal is a purposeful, student-centred placement grounded in evidence and partnership.
“By using applications, interviews, teacher input, primary partnerships, and parent engagement, we ensure every student is placed in the environment where their strengths can be recognised, nurtured, and leveraged for future success.”
Moving beyond a one-size-fits-all curriculum
Byrne said Hunter Sports High’s academy structure has been “transformational in reimagining what school can be.”
“Each academy provides a personalised pathway, with its own pedagogy, delivery, and assessment design, tailored to the needs of its students,” she said.
“This model has allowed us to move beyond a one-size-fits-all curriculum and instead create opportunities where every student can thrive, whether that is through portfolio and exhibition assessments, credentialling, elite performance pathways, or applied learning.”
The success of the Academies is evident in both student outcomes and student voice, said Byrne.
“We have seen exceptional academic growth, improved wellbeing, and stronger engagement, with students reporting higher levels of belonging, motivation, and confidence in their learning,” she said.
“Families and industry partners consistently tell us that the academies prepare young people for real-world pathways in ways that traditional models do not.”
In 2025, the school continued this momentum with the launch of three new academies.
- The Elite Sports Academy provides Year 11 students with a HSC pathway that integrates Certificate III in Sport – Athlete, strength and conditioning, and industry-based learning.
- The NRL RISE Rugby League Academy, currently running as a pilot, combines the RoSA curriculum with a specialised rugby league program, offering holistic development for emerging athletes.
- The Hunter Connect Academy provides a supportive and responsive environment for students experiencing internalising wellbeing challenges such as school refusal, withdrawal, or anxiety.
Byrne said many of these students demonstrate strong academic ability, but require an alternative setting that prioritises wellbeing, emotional safety, and confidence-building, while still offering academic extension and flexible, individualised support.
Helping students find their next step, their way
Looking ahead, Byrne says the school community is excited to introduce the Next Step Academy in 2026.
“This pathway will support students at risk of leaving school without a clear destination, who are not yet ready for employment or further study,” she said.
“It will provide a scaffolded Stage 6 program built around hands-on, practical learning, Content Endorsed Courses, and out learning opportunities.”
Byrne said the model will maintain the relational, advisory-based structure that has been successful in our junior Academies, while building towards meaningful credentials, future readiness, and personal development across Years 11 and 12.
“Together, these Academies reflect our ongoing commitment to continuous improvement, equity, and future readiness,” she said.
“They not only give students alternative ways to succeed, but also prioritise the development of general capabilities and complex competencies, skills that will be vital in an unpredictable, AI-driven world of work.”