State and federal education ministers have agreed university offers should not be made to Year 12 students before September this year. Previously they have been made as early as March.
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Artikel-artikel mengenai Year 12
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Each year when Year 12 results come out, there is a huge focus on students who achieve top marks and high ATARs. Is this healthy?
The ATAR does not determine where students end up as much as it shapes where they start and the way they get there.
According to cognitive psychology there are three distinct types of memory. Each plays a different role in effective study.
Final school exams are typically seen as a very intense period of preparation. But it is also important to rest during this time if you want to maximise your performance.
Many young people feel unsure and overwhelmed about life after school. A new questionnaire can help parents, teachers and carers talk to students about their career choices.
Our work with ‘special assistance schools’ shows how we can retain and engage students if they are treated with more respect and given more choice in the senior years.
At this point of the school year, many Year 10 students begin to seriously think about what subjects they might pick for years 11 and 12.
A common criticism of the ATAR is it does not tell universities enough about potential students. But so-called ‘narrative evaluation’ models of assessment have their issues, too.
A gap year is dedicated time to explore who you are. It is not an indication you won’t return to further study.
Research which shows you can reliably predict a student’s year 12 results by year 11. This suggests we don’t need a battery of stressful exams to work out what they do next.
A new survey found one quarter of female high school students felt down or worried about choosing a career.
Parents can support their children through the coming weeks of year 12 exams by using four strategies.
Year 12 students, particularly in NSW and Victoria, have been disconnected from friends and faced anxiety over the uncertainty of exams. This added to the already high stress levels of this age group.
Our educational model, and particularly end-of-school assessments, are based on old modes of practice that no longer serve the 21st century student and their future. We have other options.
Year 12 students in NSW affected by lockdowns will be able to apply for special consideration for exams and special projects. Here’s what Victorian teachers said about a similar policy last year.
Science teaches you many skills. Even if you don’t plan for a science related career, including a science subject in your senior years can provide a good balance. But only if you’re interested.
There are some myths about senior schooling kids and parents need to know. They include the idea everyone needs an ATAR to get into university, and that year 12 must be stressful. Neither are necessarily true.
A higher proportion of Islamic-school students in years 11 to 12 are enrolled in science and maths than other students in Australia. But they may not all get the careers they want.
Support them but make sure to respect their autonomy; encourage them to exercise, sleep and connect with friends. These are some ways to help your Year 12 child during the pre-exam period.
Kontributor teratas
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Senior Lecturer, Faculty of Education, Monash University
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Professor, Leadership and School Transformation, School of Education, University of Newcastle, University of Newcastle
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Professor, Griffith Institute for Educational Research and School of Education and Professional Studies, Griffith University, Griffith University
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Head of School of Education and Professor of Educational Psychology, University of Wollongong
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Fulbright Scholar and Adjunct Senior Lecturer, Monash University
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Associate professor (Curriculum Inquiry / Rural Education), University of Canberra
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Professor of Psychology & Mental Health, Edith Cowan University
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Senior Lecturer, Griffith University
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Scientia Professor and Professor of Educational Psychology, UNSW Sydney
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Professor and Director of the Centre for Youth Policy and Education Practice, Monash University
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Associate Professor, Faculty of Education, Monash University
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Lecturer, School of Education, Edith Cowan University
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Lecturer, Initial Teacher Education, University of Technology Sydney
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National Head of School, University of Notre Dame Australia
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Professor of Economics and Public Policy, ANU College of Arts and Social Sciences, Australian National University
