tag:theconversation.com,2011:/uk/topics/hsc-13517/articlesHSC – The Conversation2023-12-14T19:20:08Ztag:theconversation.com,2011:article/2197102023-12-14T19:20:08Z2023-12-14T19:20:08Z‘Practically perfect’: why the media’s focus on ‘top’ Year 12 students needs to change<figure><img src="https://images.theconversation.com/files/565657/original/file-20231214-25-oegbgf.jpg?ixlib=rb-1.1.0&rect=0%2C32%2C5472%2C3546&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">
</span> <span class="attribution"><a class="source" href="https://unsplash.com/photos/woman-jumping-in-front-of-white-concrete-establishment-Hr6dzqNLzhw">Anthony Fomin/Unsplash</a>, <a class="license" href="http://creativecommons.org/licenses/by/4.0/">CC BY</a></span></figcaption></figure><p>You may be familiar with the popular TikTok trend, #ATARreaction. You see the face of a Year 12 student logging on to their computer, then they wait a few moments before they collapse in tears, relief and celebration. </p>
<p>You have just witnessed them receive their final results.</p>
<p>It is Year 12 results season around Australia. Earlier this week, Victorian and New South Wales students got their marks. Results in Queensland are out today, with Western Australia and South Australia due on Monday. </p>
<p>Accompanying these scores will be countless celebrations and commiserations, as thoughts turn to life after school. There is also a huge community focus – via the media – on students who achieve perfect or near-perfect scores. </p>
<p>The same kinds of stories focus on the very high achievers each year. While this may seem like a joyous ritual, we should pause to consider how we frame the end of Year 12 and “success”, and how we can help students navigate these turbulent times.</p>
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Read more:
<a href="https://theconversation.com/they-dont-expect-a-lot-of-me-they-just-want-me-to-go-to-uni-first-in-family-students-show-how-we-need-a-broader-definition-of-success-in-year-12-196284">'They don’t expect a lot of me, they just want me to go to uni': first-in-family students show how we need a broader definition of 'success' in year 12</a>
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<h2>An annual media event</h2>
<p>There is a distinct pattern to the stories about results each year. </p>
<p>For decades, we have been conditioned to expect the reporting of ecstatic scenarios, with students celebrating <a href="https://www.heraldsun.com.au/leader/vce-results-2023-by-school-students-celebrate-results/news-story/ff04dbed34aaa05fcbc93bb5c503a1ec">high or perfect scores</a> and talking about their feelings and plans. </p>
<p>A selection of headlines this week include, “<a href="https://www.theage.com.au/national/victoria/practically-perfect-in-every-way-the-students-kicking-honour-roll-goals-20231211-p5eqkv.html">Practically perfect in every way</a>,” “<a href="https://www.smh.com.au/national/nsw/the-top-student-in-every-hsc-subject-revealed-20231207-p5epw4.html">The top student in every HSC subject revealed</a>”, “<a href="https://www.smh.com.au/national/nsw/it-s-a-beautiful-day-rosyln-s-joy-at-hsc-band-5s-and-6s-20231214-p5ere2.html">Joy at HSC band 5s and 6s</a>” and “<a href="https://www.heraldsun.com.au/subscribe/news/1/?sourceCode=HSWEB_WRE170_a_GGL&dest=https%3A%2F%2Fwww.heraldsun.com.au%2Fleader%2Fvce-results-2023-by-school-students-celebrate-results%2Fnews-story%2Fff04dbed34aaa05fcbc93bb5c503a1ec&memtype=anonymous&mode=premium&v21=GROUPA-Segment-1-NOSCORE">Meet the duxes of 2023</a>”. </p>
<p>There are also retrospectives on <a href="https://www.smh.com.au/national/nsw/they-topped-the-hsc-in-decades-gone-by-where-are-they-now-20231207-p5epw1.html">past students</a> who have excelled and showcases of <a href="https://www.theage.com.au/national/victoria/this-year-s-top-performing-vce-schools-revealed-20231212-p5eqs6.html">schools with the most top students</a>. </p>
<p>Social media has only exacerbated these public displays, with ATAR “<a href="https://www.tiktok.com/tag/vceresults?lang=en">reaction videos</a>” garnering millions of views on platforms like TikTok.</p>
<p>This reinforces a set narrative to receiving your results: you get them and are immediately overjoyed. While these students should - and have every right to - celebrate their achievements, not all students will feel this way. </p>
<p><div data-react-class="TiktokEmbed" data-react-props="{"url":"https://www.tiktok.com/@theageaustralia/video/7311081000753220872?is_from_webapp=1\u0026sender_device=pc\u0026web_id=7197980139052533249"}"></div></p>
<h2>A narrow definition of success</h2>
<p>Alongside these scores for individual subjects, many students will also receive an <a href="https://vtac.edu.au/atar-scaling-guide-2023.html">ATAR ranking</a>, which tertiary institutions use to help select applicants.</p>
<p>Disproportionately focusing on perfect scores and rankings narrowly defines what success can be. Indeed, because the ATAR is a <a href="https://vtac.edu.au/atar-scaling-guide-2023.html">percentile rank</a>, these perfect scores are only ever possible for a handful of students.</p>
<p>It is also worth remembering that all such scores and rankings are to simplify a very complicated and complex phenomenon – student learning. </p>
<p>Any “one size fits all” approach overlooks how success will be different for different people. </p>
<p>For some, it might be completing Year 12 despite considerable personal hardship or disadvantage. For others, it could be securing entrance to their preferred course and university. </p>
<p>Failing to embrace diverse definitions of success fails to acknowledge the circumstances and contexts of students and communities. It affects not only this year’s cohort but also younger students who are exposed to this media coverage and are conditioned to think this is what success is.</p>
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<h2>How can we approach it this time?</h2>
<p>There are many ways we can overcome this one-dimensional view of schooling success. But it requires an intentional shift to the way schools, politicians, the media and the broader community understand and discuss ATAR rankings. </p>
<p>First, we should openly acknowledge there is more to life than ATAR and being on an honour roll. </p>
<p>We should publicly celebrate not only the “practically perfect” but also the many different kinds of success our students achieve.</p>
<p>Not every student will even receive an ATAR (some opt not to), as this ranking is only used to determine entrance to some courses at some tertiary institutions. Many universities offer places to students <a href="https://www.rmit.edu.au/study-with-us/parents/discover-articles-for-parents/how-your-teen-can-get-into-uni-without-an-atar">without using ATAR rankings</a>, including <a href="https://vtac.edu.au/institutions/pathways">pathway options</a> (such as upgrading to bachelor courses through diplomas and associate degrees), vocational study and alternative entry schemes. </p>
<p>Put differently, the ATAR only helps determine a student’s entry into a university or course right now. It does not determine which university course they will ultimately enter and complete via these additional possibilities.</p>
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Read more:
<a href="https://theconversation.com/so-many-things-to-consider-how-to-help-school-leavers-decide-what-to-do-next-211189">'So many things to consider': how to help school leavers decide what to do next</a>
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<p>Second, we should emphasise learning is a lifelong process. </p>
<p>This year’s Year 12s will encounter many different educational needs and opportunities over their lifetime. This might entail formal education via universities and TAFEs, but also on-the-job professional or vocational training and micro-credentialing. </p>
<p>These offerings will likely have nothing to do with a student’s ATAR.</p>
<p>Third, and perhaps most importantly, we should encourage students to share any anxieties they have with their parents and peers. </p>
<p>By publicly discussing the multiple pathways into university and what the ATAR actually means, schools, universities and families can help students minimise their mental health concerns. </p>
<p>Check in with each other, both in the lead-up to results and in the days and weeks after. Above all else, remind students they are <em>always</em> more than a score.</p><img src="https://counter.theconversation.com/content/219710/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Steven Lewis receives funding from the Australian Research Council. </span></em></p>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?Steven Lewis, Senior Research Fellow, Australian Catholic UniversityLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/2197112023-12-13T19:03:30Z2023-12-13T19:03:30ZAn educational psychologist explains how to think about your ATAR and set post-school goals<figure><img src="https://images.theconversation.com/files/565382/original/file-20231213-29-bwryne.jpg?ixlib=rb-1.1.0&rect=0%2C48%2C5448%2C3572&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">
</span> <span class="attribution"><a class="source" href="https://www.pexels.com/photo/man-in-brown-turtleneck-sweater-leaning-on-a-wall-6209363/">Cottonbro Studio/Pexels </a>, <a class="license" href="http://creativecommons.org/licenses/by/4.0/">CC BY</a></span></figcaption></figure><p>All this week and into next, Australian Year 12 students <a href="https://www.abc.net.au/news/2023-12-11/victoria-year-12-atar-results-students/103212324">are receiving</a> their final results. </p>
<p>As an educational psychologist, I know this is a momentous time for many students, as their schooling and future prospects seem to come down to “one number”. But it is also vital students and their families have perspective on the <a href="https://www.uac.edu.au/future-applicants/atar">Australian Tertiary Admission Rank</a> (or ATAR) and their goals going forward in their post-school lives. </p>
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Read more:
<a href="https://theconversation.com/disappointed-by-your-year-12-result-a-university-expert-and-a-clinical-psychologist-share-advice-on-what-to-do-next-196289">Disappointed by your year 12 result? A university expert and a clinical psychologist share advice on what to do next</a>
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<h2>What’s really important about the ATAR?</h2>
<p>Let’s talk about the ATAR first. Yes, the ATAR matters. But not necessarily in the way students think it does. </p>
<p>Most of the focus and stress about ATARs revolve around what university course it can get students into. (Though some students have unconditional offers, that do not depend on their ATAR). </p>
<p>So, stepping back, the reason the ATAR matters is because it shapes the starting point of the post-school journey. It determines whether students get in the front door of what they want to study now. Or if they need to take a side route or two before they get into what they really want to study. </p>
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Read more:
<a href="https://theconversation.com/what-actually-is-an-atar-first-of-all-its-a-rank-not-a-score-126594">What actually is an ATAR? First of all it's a rank, not a score</a>
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<h2>A detour can be a positive thing</h2>
<p>We tend to focus on the “ATAR and then straight to uni” option, but there are many positive post-school educational and vocational pathways available to students.</p>
<p>A 2020 study <a href="https://www.lsay.edu.au/__data/assets/pdf_file/0039/9659811/25_Years_of_LSAY_edited_book_F.pdf">reviewed</a> 25 years of research using the Longitudinal Surveys of Australian Youth data. </p>
<p>This research has mapped students’ movements post-school. Including to and through further study and training, to work and also taking a gap year. Across the various studies it reviewed, it was clear students pursue diverse pathways after school, including pathways into university, following time in the vocational education and training sector.</p>
<p>Our <a href="https://www.researchgate.net/publication/232572643_Should_Students_Have_a_Gap_Year_Motivation_and_Performance_Factors_Relevant_to_Time_Out_After_Completing_School">research has also found</a> university students who have had a gap year are more motivated and engaged than students who did not. This is perhaps because students appreciate the value of education, develop self-regulation and self-direction while on their gap year, and gain further clarity about what they want to do with their lives. </p>
<p>So the ATAR does not determine where students end up as much as it shapes where they start and the way they get there. It is more journey-defining than destination-defining.</p>
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<img alt="A young woman walks along a path in a park." src="https://images.theconversation.com/files/565392/original/file-20231213-17-u77cmg.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/565392/original/file-20231213-17-u77cmg.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=400&fit=crop&dpr=1 600w, https://images.theconversation.com/files/565392/original/file-20231213-17-u77cmg.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=400&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/565392/original/file-20231213-17-u77cmg.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=400&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/565392/original/file-20231213-17-u77cmg.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=503&fit=crop&dpr=1 754w, https://images.theconversation.com/files/565392/original/file-20231213-17-u77cmg.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=503&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/565392/original/file-20231213-17-u77cmg.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=503&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
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<span class="caption">You don’t just have to go straight from school to more study. Gap years can have big benefits for future learning and motivation.</span>
<span class="attribution"><a class="source" href="https://unsplash.com/photos/a-woman-walking-on-a-path-XpKN3rOEyBs">Janesca/Unsplash</a>, <a class="license" href="http://creativecommons.org/licenses/by/4.0/">CC BY</a></span>
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Read more:
<a href="https://theconversation.com/thinking-about-a-gap-year-here-are-some-questions-to-ask-yourself-and-a-note-for-anxious-parents-196283">Thinking about a gap year? Here are some questions to ask yourself (and a note for anxious parents)</a>
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<h2>Now, think about your goals</h2>
<p>As students look ahead to post-school life, they have a terrific opportunity to think about their goals and what is really important for them.</p>
<p>I say this because the emphasis on ATARs can lead students to set and strive for goals that are not always best for them. </p>
<p>In a few ways, the toughest part of the ATAR for Year 12 students is the R or rank. It is this R that makes Year 12 something of a zero-sum game: for one student to rank higher, another student must rank lower. </p>
<p>Assessments that rank students can fuel comparisons with others and competitive goals. Research shows competitive goals are okay while students are “winning” but they <a href="https://www.tandfonline.com/doi/abs/10.1207/s15326985ep4003_3">can be de-motivating</a> if students don’t win. </p>
<p>With the ATAR done and dusted (especially the R part!), students might find it helpful to shift their goals a bit. </p>
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<img alt="Cropped picture of someone writing at a desk, with a mug and a notebook." src="https://images.theconversation.com/files/565387/original/file-20231213-23-xwaxke.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/565387/original/file-20231213-23-xwaxke.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=400&fit=crop&dpr=1 600w, https://images.theconversation.com/files/565387/original/file-20231213-23-xwaxke.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=400&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/565387/original/file-20231213-23-xwaxke.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=400&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/565387/original/file-20231213-23-xwaxke.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=503&fit=crop&dpr=1 754w, https://images.theconversation.com/files/565387/original/file-20231213-23-xwaxke.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=503&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/565387/original/file-20231213-23-xwaxke.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=503&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
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<span class="caption">For school leavers, its time to think deeply about their goals.</span>
<span class="attribution"><a class="source" href="https://unsplash.com/photos/person-writing-on-brown-wooden-table-near-white-ceramic-mug-s9CC2SKySJM">Unseen Studio/ Unsplash</a>, <a class="license" href="http://creativecommons.org/licenses/by/4.0/">CC BY</a></span>
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Read more:
<a href="https://theconversation.com/so-many-things-to-consider-how-to-help-school-leavers-decide-what-to-do-next-211189">'So many things to consider': how to help school leavers decide what to do next</a>
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<h2>The importance of PB goals</h2>
<p>Personal best or PB goals are about competing with ourselves, rather than competing with others. </p>
<p>PB goals are linked to positive <a href="https://www.researchgate.net/publication/352804393_Growth_Goal_Setting_in_High_School_A_Large-Scale_Study_of_Perceived_Instructional_Support_Personal_Background_Attributes_and_Engagement_Outcomes">academic</a> and <a href="https://www.researchgate.net/publication/257408492_Personal_best_goals_and_academic_and_social_functioning_A_longitudinal_perspective">social-emotional outcomes</a>. </p>
<p>This is because the focus on self-competition and self-improvement is energising, even when we don’t succeed at first. </p>
<h2>Try learning a new ‘alphabet’</h2>
<p>As students set and strive for PB goals now and in the years ahead, the “ABCD” of goal-setting can also be helpful to remember. This means they: </p>
<ul>
<li><p><strong>(A)</strong> set goals that are <strong>achievable</strong>. Long-term goals are great, but setting a short-term goal that is achievable in the next week or so is the best way to get to these longer-term goals. It also gives you a feeling of accomplishing something along the way</p></li>
<li><p><strong>(B)</strong> set goes that are <strong>believable</strong>. Sometimes students set unrealistic goals they don’t really believe they can reach (for example, “I’m going to study for three hours every day and get perfect scores”). When students set realistic goals, they are more likely to believe they can reach them, and are more motivated to work towards them </p></li>
<li><p><strong>(C)</strong> set goals that are <strong>clear</strong>. Being as specific as possible with post-school goals means the action taken to reach the goal is more focused and on-target</p></li>
<li><p><strong>(D)</strong> set goals that are <strong>desirable</strong>. Striving for goals that students set and want for themselves is motivating.</p></li>
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<p>Whether students are about to take a gap year, reassess their plans or head straight to university, vocational training or work, this is an important time. And there is lots of scope for young people to think positively about their futures without being defined by the R of that ATAR.</p><img src="https://counter.theconversation.com/content/219711/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Andrew J Martin has received funding from the Australian Research Council and state departments of education. He is a registered psychologist with the Psychology Board of Australia.</span></em></p>The ATAR does not determine where students end up as much as it shapes where they start and the way they get there.Andrew J. Martin, Scientia Professor and Professor of Educational Psychology, UNSW SydneyLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/2139822023-09-24T20:02:03Z2023-09-24T20:02:03ZHow to manage exam season: don’t forget to take regular breaks and breathe<figure><img src="https://images.theconversation.com/files/549261/original/file-20230920-21-nb1q6o.jpg?ixlib=rb-1.1.0&rect=57%2C57%2C4192%2C2752&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">
</span> <span class="attribution"><a class="source" href="https://www.pexels.com/photo/woman-closing-her-eyes-against-sun-light-standing-near-purple-petaled-flower-plant-321576/">Oleksandr P/Pexels </a></span></figcaption></figure><p>Around Australia, Year 12 students are heading into the final stretch of study before exams start in early term 4. This is typically seen as a very intense period of preparation. But, <a href="https://www.tandfonline.com/doi/abs/10.1080/20590776.2023.2225700">as our research shows</a>, it is also important to rest during this time if you want to maximise your performance. </p>
<p>Intuitively, we understand breaks are important. We can take rest breaks across different times in our lives. They include <a href="https://hbr.org/2023/02/research-the-transformative-power-of-sabbaticals">sabbaticals</a>, <a href="https://theconversation.com/study-links-a-gap-year-to-better-university-grades-18275">gap years</a> and <a href="https://theconversation.com/why-a-holiday-is-good-for-you-even-before-you-take-time-off-209406">holidays</a>, weekends and nightly <a href="https://theconversation.com/screen-time-is-contributing-to-chronic-sleep-deprivation-in-tweens-and-teens-a-pediatric-sleep-expert-explains-how-critical-sleep-is-to-kids-mental-health-204436">sleep</a>. </p>
<p>But rest breaks can be beneficial on even shorter time frames, during study sessions and even during exams themselves. </p>
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Read more:
<a href="https://theconversation.com/self-compassion-is-the-superpower-year-12-students-need-for-exams-and-life-beyond-school-192086">Self-compassion is the superpower year 12 students need for exams ... and life beyond school</a>
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<h2>Firstly, try and get some sleep</h2>
<figure class="align-left ">
<img alt="An alarm clock on a shelf." src="https://images.theconversation.com/files/549258/original/file-20230920-19-y20eo4.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=237&fit=clip" srcset="https://images.theconversation.com/files/549258/original/file-20230920-19-y20eo4.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=801&fit=crop&dpr=1 600w, https://images.theconversation.com/files/549258/original/file-20230920-19-y20eo4.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=801&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/549258/original/file-20230920-19-y20eo4.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=801&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/549258/original/file-20230920-19-y20eo4.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=1006&fit=crop&dpr=1 754w, https://images.theconversation.com/files/549258/original/file-20230920-19-y20eo4.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=1006&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/549258/original/file-20230920-19-y20eo4.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=1006&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
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<span class="caption">Use an old-school alarm clock, so you are not tempted to mindlessly scroll through TikTok before sleep.</span>
<span class="attribution"><a class="source" href="https://www.pexels.com/photo/close-up-photo-of-teal-digital-clock-2397363/">Oladimeji Ajegbile/ Pexels</a></span>
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</figure>
<p>Students may be tempted to stay up late, trying to cram for an exam the following day. The big risk here is that lack of sleep can do more harm than good. </p>
<p>Sleep plays an important role in a range of brain functions, including <a href="https://pubmed.ncbi.nlm.nih.gov/12683469/">maintaining attention</a> and <a href="https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3768102/">consolidating memories</a>. So getting a poor night of sleep before an exam may mean the topics you’ve tried to cram aren’t well-formed in your long-term memory. Even if they were, the brain fog from lack of sleep means you may not recall what you’ve learned under the pressure of exam conditions. </p>
<p>In the lead-up to your exams, here are some specific things to consider:</p>
<ul>
<li><p><strong>try and keep all screens out of the bedroom:</strong> people often struggle with sleep because they’re tempted to check their phone at bedtime.</p></li>
<li><p><strong>screens also emit <a href="https://www.sleepfoundation.org/bedroom-environment/blue-light">blue light</a>:</strong> this can interfere with your body’s circadian rhythms. Blue light during the day enhances attention, but too much of it in the evening can interfere with sleep quality. </p></li>
<li><p><strong>so don’t use a smartphone as an alarm:</strong> get an old-fashioned alarm clock instead. </p></li>
</ul>
<p>For more information about sleep, the Sleep Health Foundation has <a href="https://www.sleephealthfoundation.org.au/quick-facts-and-faq-about-sleep-for-high-school-students.html">specific advice</a> for high school students. </p>
<h2>You need study breaks</h2>
<p>When we study, we’re using our <a href="https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4207727/">working memory</a> (processing of small amounts of information, needed for things like comprehension and problem-solving). This builds our understanding of a topic. We then want to <a href="https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2657600/">encode that understanding into long-term memory</a> for use later, such as in an exam. </p>
<p>Without breaks, over time, these working memory resources become depleted and we notice it’s harder and harder to concentrate. </p>
<p>In our <a href="https://www.tandfonline.com/doi/abs/10.1080/20590776.2023.2225700">2023 study</a>, we found that a short (five minute) break following a period of difficult cognitive work (solving mental arithmetic problems) made a substantial difference to how much students learned during a lesson on a mental mathematics strategy. </p>
<p>Students who took a “do nothing” break performed 40% better than the no-break students on a subsequent test. Students who watched a first-person perspective video of <a href="https://www.youtube.com/watch?v=qHZ3rV6TzMs">a walk in an Australian rainforest</a> for five minutes also performed better (57%) than the no-break students. </p>
<p>This suggests building in short rest breaks during study can help you learn. </p>
<h2>How do you build in breaks?</h2>
<p>Here are some specific strategies to help you get the rests you need: </p>
<ul>
<li><p><strong>when you plan your <a href="https://education.nsw.gov.au/student-wellbeing/stay-healthy-hsc/resources/hsc-exam-tips-for-the-lead-up-to-exams#Tip0">study schedule</a> build in short breaks:</strong> drawing on the <a href="https://francescocirillo.com/products/the-pomodoro-technique">Pomodoro</a> time management technique, we recommend using a timer (but not one on a smartphone). Aim to take a five-minute break after 25 minutes of study. </p></li>
<li><p><strong>again, don’t use a smartphone:</strong> many of the features of a phone are purpose-built to <a href="https://www.google.com.au/books/edition/Stolen_Focus/3L1UEAAAQBAJ?hl=en&gbpv=0">capture and keep your attention</a>, which you need for studying! These short breaks could take many forms: getting a cup of tea, playing with a pet, getting some sun outside, doing some star jumps to wake yourself up, or some breathing exercises (I explain these below). </p></li>
<li><p><strong>longer breaks are important too:</strong> following the Pomodoro technique, aim to take a longer break (15-30 minutes) after four rounds of 25 minutes study/five minutes rest. Use at least some of these longer breaks for your physical and mental health away from your desk (and screens) – such as <a href="https://theconversation.com/exercise-the-body-build-the-brain-3294">exercise</a>, <a href="https://theconversation.com/its-not-all-in-your-mind-how-meditation-affects-the-brain-to-help-you-stress-less-97777">meditation</a>, or a <a href="https://theconversation.com/short-naps-can-improve-memory-increase-productivity-reduce-stress-and-promote-a-healthier-heart-210449">20-30-minute nap</a>. </p></li>
</ul>
<figure class="align-center ">
<img alt="A young woman holds a cup." src="https://images.theconversation.com/files/549257/original/file-20230920-21-y20eo4.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/549257/original/file-20230920-21-y20eo4.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=397&fit=crop&dpr=1 600w, https://images.theconversation.com/files/549257/original/file-20230920-21-y20eo4.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=397&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/549257/original/file-20230920-21-y20eo4.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=397&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/549257/original/file-20230920-21-y20eo4.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=499&fit=crop&dpr=1 754w, https://images.theconversation.com/files/549257/original/file-20230920-21-y20eo4.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=499&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/549257/original/file-20230920-21-y20eo4.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=499&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
<figcaption>
<span class="caption">Have regular breaks as part of your study timetable.</span>
<span class="attribution"><a class="source" href="https://unsplash.com/photos/HycIct9V-DM">Anh Nguyễn/ Unsplash</a></span>
</figcaption>
</figure>
<h2>Also take breaks during exams</h2>
<p>It’s reasonable to think we should be using every minute of an exam for answering questions. But just as rest breaks during study can help restore attention, breaks during exams themselves may also be helpful. </p>
<p>Breaks are a common part of exams for students with <a href="https://educationstandards.nsw.edu.au/wps/portal/nesa/11-12/hsc/disability-provisions/provisions/rest-breaks">disability provisions</a>, but with some planning, all students might benefit from breaks.</p>
<p>A common strategy you can use to prepare for Year 12 exams is to complete past exam papers. When you do this, use the same “short break” study strategy described above. When it seems like a good break point (for example, in between finishing one section of the paper and starting another), stop for a few minutes and practise taking a short break. </p>
<p>Under exam conditions, you’re more limited in what type of break you can take. But simple controlled breathing routines such as “<a href="https://www.medicalnewstoday.com/articles/321805">box breathing</a>” or the “<a href="https://www.medicalnewstoday.com/articles/324417">4-7-8 method</a>” can help you refocus. </p>
<figure>
<iframe width="440" height="260" src="https://www.youtube.com/embed/tEmt1Znux58?wmode=transparent&start=0" frameborder="0" allowfullscreen=""></iframe>
<figcaption><span class="caption">Box breathing.</span></figcaption>
</figure>
<p>These routines can also activate the “<a href="https://www.health.harvard.edu/blog/using-the-relaxation-response-to-reduce-stress-20101110780">relaxation response</a>” – the opposite of the “flight-or-flight” response we experience under stressful conditions (including exams). </p>
<p>An even shorter form of breathwork to reduce stress in the moment is the <a href="https://www.youtube.com/watch?v=rBdhqBGqiMc">physiological sigh</a> – two inhales, followed by an exhale. </p>
<p>When it comes to the actual exam, you’ll be using the reading time to plan how you’ll complete the various sections. Take this time to also think carefully about when you’ll take some short breaks. When the exam begins, you might even write “take a two-minute break now” at suitable points in the exam booklet. </p>
<p>There is so much to think about in the lead-up to and during exams. If you schedule in and practise taking breaks, you will get better at doing it and give yourself and your brain a really important rest. </p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/how-to-beat-exam-stress-106065">How to beat exam stress</a>
</strong>
</em>
</p>
<hr>
<img src="https://counter.theconversation.com/content/213982/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Paul Ginns does not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and has disclosed no relevant affiliations beyond their academic appointment.</span></em></p>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.Paul Ginns, Associate Professor in Educational Psychology, University of SydneyLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/1962842022-12-15T19:07:09Z2022-12-15T19:07:09Z‘They don’t expect a lot of me, they just want me to go to uni’: first-in-family students show how we need a broader definition of ‘success’ in year 12<figure><img src="https://images.theconversation.com/files/500582/original/file-20221213-3574-576dx.jpg?ixlib=rb-1.1.0&rect=0%2C45%2C6016%2C3962&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">
</span> <span class="attribution"><span class="source">Marina Stoichkova/Pexels</span></span></figcaption></figure><p>This week, year 12 results <a href="https://theconversation.com/disappointed-by-your-year-12-result-a-university-expert-and-a-clinical-psychologist-share-advice-on-what-to-do-next-196289">have been released</a> in Victoria, New South Wales, Queensland and Tasmania. Other states will follow next week. </p>
<p>The Higher School Certificate and its equivalents are seen as the pinnacle of schooling in Australia – the culmination of years of hard work and anticipation. Yet each year, the same <a href="https://www.theage.com.au/national/victoria/vce-2022-student-honour-roll-20221212-p5c5pr.html">narrow narrative</a> about “success” appears in the media. </p>
<p>We hear about the “top-performing” high schools, which are disproportionately <a href="https://www.smh.com.au/national/nsw/see-where-your-school-ranked-in-the-2021-hsc-20220117-p59oto.html">private and government selective schools</a>. And we hear about the individual “high achievers” who top a subject or achieve a high university entrance rank. These results are of course impressive, but <a href="https://www.smh.com.au/national/nsw/education-gap-widens-as-hsc-high-achievers-disappear-from-low-socio-economic-schools-20221004-p5bn0v.html">recent analysis</a> of NSW data showed the proportion of high achievers from disadvantaged schools is shrinking. </p>
<p>There are other ways of thinking about success in year 12. Federal Education Minister Jason Clare <a href="https://www.jasonclare.com.au/media/speeches/5137-universities-australia-2022-gala-dinner">often</a> notes he was the first in his family to finish high school and go to university (he pointed this out <a href="https://ministers.education.gov.au/clare/official-opening-western-sydney-university-bankstown-cbd-campus">as recently as Monday</a> in a speech at Western Sydney University). </p>
<p><a href="https://www.aspirations.edu.au/the-research">Our research</a> shows how significant this achievement is for many young Australians and their families, and how we need to broaden our ideas about what success means for year 12 students. </p>
<h2>Being first-in-family</h2>
<p>In 2022 <a href="https://www.gooduniversitiesguide.com.au/university-ratings-rankings/2023/undergraduate/first-generation">between 13% and 55%</a> of all new undergraduates in Australia were the first in their families to go to university, depending on where they enrolled. </p>
<figure class="align-center ">
<img alt="The shadows of two students against sandstone buildings at Sydney University." src="https://images.theconversation.com/files/500584/original/file-20221213-25-xot190.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/500584/original/file-20221213-25-xot190.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=400&fit=crop&dpr=1 600w, https://images.theconversation.com/files/500584/original/file-20221213-25-xot190.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=400&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/500584/original/file-20221213-25-xot190.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=400&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/500584/original/file-20221213-25-xot190.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=503&fit=crop&dpr=1 754w, https://images.theconversation.com/files/500584/original/file-20221213-25-xot190.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=503&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/500584/original/file-20221213-25-xot190.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=503&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
<figcaption>
<span class="caption">Topping a subject is not the only way to measure success in year 12 exams.</span>
<span class="attribution"><span class="source">Paul Miller/AAP</span></span>
</figcaption>
</figure>
<p>As the name suggests, “first-in-family” students are those whose parents do not already hold a university-level qualification themselves. Frequently, they also don’t have any <a href="https://www.tandfonline.com/doi/abs/10.1080/00131911.2020.1740172?journalCode=cedr20">siblings or relatives</a> who have gone to university. </p>
<p>Research has <a href="https://link.springer.com/article/10.1007/s13384-020-00428-2">also shown</a> first-in-family students are more likely to be Indigenous, and more likely to live in socio-economically disadvantaged communities and/or rural and remote areas. This means their journey through formal schooling and into tertiary education is likely to have been much more complex than for their more advantaged peers. </p>
<p>So, at university, they must navigate a new and unfamiliar pathway. They also enter a system where entry is still very much tied to family background. According to 2012 data (the most recent available), a young person with a university-educated parent is <a href="https://www.oecd-ilibrary.org/education/education-at-a-glance-2012_eag-2012-en">twice as likley</a> to enrol in university than someone who does not. </p>
<h2>Our research</h2>
<p>Since 2010, my colleagues and I have been conducting one of the <a href="https://www.aspirations.edu.au/the-research">largest studies to date</a> on the aspirations of Australian school students. </p>
<p>In 2021, we did a <a href="https://www.ncsehe.edu.au/wp-content/uploads/2022/04/Jaremus_UON_Final.pdf">follow-up study</a> with more than 50 NSW students we had previously interviewed. About 80% were first-in-family students. </p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/i-would-like-to-go-to-university-flexi-school-students-share-their-goals-in-australia-first-survey-193396">'I would like to go to university': flexi school students share their goals in Australia-first survey</a>
</strong>
</em>
</p>
<hr>
<h2>What first-in-family students told us</h2>
<p>For the first-in-family students in our study, four things stood out. </p>
<p>First, students and their families placed immense value on schooling to foster greater opportunities and get to university. There was a hope they could change their life trajectory through education. As Bella*, a year 9 student, told us about her parents:</p>
<blockquote>
<p>Because they didn’t go to university, they want me to go […] They don’t expect a lot of me, but they just want me to go so I can get a better job than what they have.</p>
</blockquote>
<p>The second thing we noticed was first-in-family students saw themselves as breaking down barriers. This is not just in terms of getting to university, but giving voice to others in their situation. Frank is currently studying politics and international relations at university. He told us: </p>
<blockquote>
<p>My family have always been the workers. They have always been those who have been impacted by government policy […] I think it’s about time that someone from my family was in a position to be able to be on the other side of that and help in a positive way rather than just being impacted by it. </p>
</blockquote>
<p>Third, teachers were described as a big influence. As year 12 student Brice told us:</p>
<blockquote>
<p>Our careers adviser, Ms Bradshaw […] I don’t know what we’d do without her, really. She’s the biggest help that we have […] she knows what all of us want to be individually so if there’s one thing she goes, ‘Oh, I know that Lachlan really wants to do that’, she goes and talks to him about it. </p>
</blockquote>
<p>And finally, students didn’t refer to the HSC or a high tertiary admissions rank (ATAR) as a form of “success”. Instead, they often focused on realising their passions and aspirations. When we spoke to Martha last year, she had just graduated from university and is working as a speech pathologist:</p>
<blockquote>
<p>I knew this was the job I wanted straight out of school. I was like, get it done, four years and then no schooling. I feel like so many things have led me to where I am now that I’m happy. I’m really enjoying life […] I said in my original interview many years ago that I’m going to be a speechie. And now, in this interview, I am a speechie!!</p>
</blockquote>
<h2>A different version of success</h2>
<p>So, when you read typical portrayals of year 12 “success”, consider the first-in-family students who have the odds of getting to university stacked against them. </p>
<p>For some of these students, <a href="https://www.tandfonline.com/doi/full/10.1080/00131911.2020.1740172">getting to the end of high school</a> is an important “first” in itself that must be recognised. This is encapsulated by year 11 student Ayla, as she reflects on her family’s past and her own future:</p>
<blockquote>
<p>My mum dropped out of school when she was in year 8 and my dad went through to year 11 and my sister dropped out in year 11 […] So I don’t really have a lot of experience, a lot of people telling me stories about it [university], and I haven’t gone to any campuses and stuff so I don’t really know a lot about it, but I’ve heard that it’s good. </p>
</blockquote>
<p>While first-in-family students are a diverse cohort, what they often share is a belief in the role of education to change the future – for themselves, their families, communities, and society-at-large. There is still much more to do to ensure the education system rises to this challenge.</p>
<p><em>*student and teacher names have been changed</em></p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/disappointed-by-your-year-12-result-a-university-expert-and-a-clinical-psychologist-share-advice-on-what-to-do-next-196289">Disappointed by your year 12 result? A university expert and a clinical psychologist share advice on what to do next</a>
</strong>
</em>
</p>
<hr>
<img src="https://counter.theconversation.com/content/196284/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>The Aspirations Longitudinal Study and related studies (2010-2021) were funded by the Australian Research Council, the NSW Department of Education, and the National Centre for Student Equity in Higher Education. Sally Patfield received funding via an Australian Government Research Training Program (RTP) Scholarship to support her research.</span></em></p>Each year, the same narrow narrative about ‘top students’ appears in the media after year 12 results. New research talks to students who are the first in their families to go to universitySally Patfield, Senior Research Fellow, Teachers and Teaching Research Centre, University of NewcastleLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/1962892022-12-12T19:03:24Z2022-12-12T19:03:24ZDisappointed by your year 12 result? A university expert and a clinical psychologist share advice on what to do next<figure><img src="https://images.theconversation.com/files/500268/original/file-20221212-96906-p3m533.jpg?ixlib=rb-1.1.0&rect=39%2C6%2C4337%2C2856&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">
</span> <span class="attribution"><span class="source">Cottonbro Studio/Pexels</span></span></figcaption></figure><p><em>Over this week and next, year 12 students around Australia will receive their exam results. This is a time of great expectations and intense pressure for many young people.</em></p>
<p><em>For some, their individual subject marks and university admission rank (ATAR) will be a cause for celebration. But others will be dealing with disappointment and perhaps concern, if they didn’t receive what they were hoping for.</em></p>
<p><em>Here, a higher education expert and a clinical psychologist share their advice on how to handle your results.</em></p>
<hr>
<h2>‘Don’t lose sight of what you want to do’</h2>
<p><strong>Associate Professor Tim Pitman, higher education policy expert and senior research fellow, Curtin University</strong></p>
<p>First, take a breath. It’s not the end of the world and you’re definitely not the first student to have received a grade that was less than they were hoping for. Countless students have been in this position before you and have gone on to study, and succeed, in higher education.</p>
<p>The second thing to remember is, don’t lose sight of what you want to do. If you’re passionate about a certain degree or profession, it’s better to take some extra time and effort to get there, than do something else that your heart might not really be in. </p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/dont-stress-your-atar-isnt-the-final-call-there-are-many-ways-to-get-into-university-125429">Don't stress, your ATAR isn't the final call. There are many ways to get into university</a>
</strong>
</em>
</p>
<hr>
<p>If they haven’t told you already, ask your university what options are available to having your offer reconsidered. These might include:</p>
<ul>
<li><p>applying for some form of special consideration. Most universities have processes to take into account significant factors that affected your academic performance, for example illness, study load and work commitments</p></li>
<li><p>sitting some form of alternative admissions test, such as the <a href="https://stat.acer.org/au">Special Tertiary Admissions Test</a></p></li>
<li><p>submitting a portfolio of academic achievements and qualifications, other than your ATAR, to demonstrate your readiness for university. Some universities also consider informal and non-formal learning (such as work-based experience)</p></li>
<li><p>enrolling in a summer program run by the university before the start of semester. There may even be a longer bridging program, preparing you to start in second semester or the following year.</p></li>
</ul>
<figure class="align-center ">
<img alt="Young man on the phone with a notepad." src="https://images.theconversation.com/files/500259/original/file-20221212-94261-ffnxf6.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/500259/original/file-20221212-94261-ffnxf6.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=400&fit=crop&dpr=1 600w, https://images.theconversation.com/files/500259/original/file-20221212-94261-ffnxf6.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=400&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/500259/original/file-20221212-94261-ffnxf6.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=400&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/500259/original/file-20221212-94261-ffnxf6.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=503&fit=crop&dpr=1 754w, https://images.theconversation.com/files/500259/original/file-20221212-94261-ffnxf6.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=503&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/500259/original/file-20221212-94261-ffnxf6.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=503&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
<figcaption>
<span class="caption">Talk to your preferred university about what your options are.</span>
<span class="attribution"><span class="source">Shutterstock</span></span>
</figcaption>
</figure>
<p>If none of these options are available to you, they might be available at another university, which offers the same course. You might be able to start at that university then switch to your preferred university after passing a certain number of subjects – and get credit for those subjects. And who knows, you might end up preferring your new university!</p>
<p>You could also consider enrolling in a vocational educational course, such as TAFE, that could count towards your preferred course. Again, check with your university what courses are eligible, and if you will receive any credit for your studies.</p>
<p>And again, remember you are not the first person in this position and there are still plenty of options available to you. </p>
<hr>
<h2>‘A single number does not and will not define who you are’</h2>
<p><strong>Dr Madeleine Ferrari, clinical psychologist and lecturer, Australian Catholic University</strong></p>
<p>After the build-up and expectations from family, friends, school, and especially ourselves, receiving a grade you don’t want is tough. There’s no downplaying this, it is hard. This situation is likely to trigger a range of self-critical thoughts, uncomfortable feelings and avoidant behaviours. An avoidant behaviour, which is triggered by shame or embarrassment, may include wanting to withdraw and not see or speak to others. </p>
<p>This is completely normal and to be expected. It is helpful to normalise and validate these reactions. Make <a href="https://pubmed.ncbi.nlm.nih.gov/32571438/">space for them</a> and experiment with healthy ways to express them.</p>
<p>It might be watching a sad movie and letting yourself have a good cry, or putting pen to paper and writing anything that comes to mind. You could call a friend you trust, go for a run, or use art, music or boxing to move these feelings from inside our bodies to the external world. The more we express them, the less we carry them and the less they control us.</p>
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<img alt="Young woman lying on the floor, with headphones on." src="https://images.theconversation.com/files/500251/original/file-20221212-94130-k8glwk.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/500251/original/file-20221212-94130-k8glwk.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=400&fit=crop&dpr=1 600w, https://images.theconversation.com/files/500251/original/file-20221212-94130-k8glwk.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=400&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/500251/original/file-20221212-94130-k8glwk.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=400&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/500251/original/file-20221212-94130-k8glwk.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=503&fit=crop&dpr=1 754w, https://images.theconversation.com/files/500251/original/file-20221212-94130-k8glwk.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=503&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/500251/original/file-20221212-94130-k8glwk.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=503&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
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<span class="caption">Listening to or playing music can help you express your feelings in healthy ways.</span>
<span class="attribution"><span class="source">Shutterstock</span></span>
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</figure>
<p>However, there is one reaction to keep an eye out for – self-criticism. If left unchecked, it can <a href="https://guilfordjournals.com/doi/10.1521/jscp.2019.38.1.70">make you susceptible</a> to mental ill-health and psychological distress. Psychologists view self-criticism as toxic. There’s a difference between thinking, “I’m disappointed with this grade, next time I’d approach study differently” compared to, “I’m disappointed with this grade, it’s all my fault, I’m useless, I’ll never amount to anything”. </p>
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Read more:
<a href="https://theconversation.com/self-compassion-is-the-superpower-year-12-students-need-for-exams-and-life-beyond-school-192086">Self-compassion is the superpower year 12 students need for exams ... and life beyond school</a>
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<p>Give your self-critical voice a name (mine’s called Voldemort), and label it when it pops up. This will help you notice and get some space from it. When you do catch Voldermort flaring up, rather than believing them, gently ask yourself, would you say these things to a good friend who you cared about? What would you say instead? You deserve the same kindness and support. </p>
<p>This is called self-compassion. And when times are tough – such as receiving a disappointing grade – self-compassion can help keep things in perspective. </p>
<p>Self-compassion is treating ourselves with <a href="https://doi.org/10.1192/apt.bp.107.005264">non-judgemental understanding</a>, acceptance, encouragement, warmth, and wanting the best for ourselves. It <a href="https://self-compassion.org/wp-content/uploads/2019/08/Lander2019.pdf">creates a protective buffer</a> in times of stress, and becoming more self-compassionate is <a href="https://doi.org/10.1007/s12671-019-01134-6">linked</a> with fewer anxiety, stress and depression symptoms.</p>
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<em>
<strong>
Read more:
<a href="https://theconversation.com/youve-got-a-friend-young-people-help-each-other-with-their-mental-health-for-3-5-hours-every-week-194530">You've got a friend: young people help each other with their mental health for 3.5 hours every week</a>
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<p>A single number does not and will not define who you are. It may not feel like it right now, but you will survive this, and as time passes, the sting of the number will fade. It will simply be another experience in the library of memories about yourself and you will start to have more confidence you can survive tough situations. </p>
<p>Difficult moments can be a powerful opportunity from a clinical psychologist’s perspective. Surviving such moments forms the building blocks for resilience you will carry across your life. </p>
<p><em>If this article has raised issues for you or someone you know, you can call <a href="https://www.lifeline.org.au">Lifeline</a> on 13 11 14 or <a href="https://kidshelpline.com.au">Kids Helpline</a> on 1800 55 1800.</em></p><img src="https://counter.theconversation.com/content/196289/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Tim Pitman receives funding from the National Centre for Student Equity in Higher Education</span></em></p><p class="fine-print"><em><span>Madeleine Fraser does not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and has disclosed no relevant affiliations beyond their academic appointment.</span></em></p>Year 12 students around Australia are beginning to receive their exam results. It’s a time of intense pressure for many young people.Tim Pitman, Senior Research Fellow, Curtin UniversityMadeleine Fraser, Senior Lecturer, Australian Catholic UniversityLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/1920862022-10-10T19:02:19Z2022-10-10T19:02:19ZSelf-compassion is the superpower year 12 students need for exams … and life beyond school<figure><img src="https://images.theconversation.com/files/488696/original/file-20221007-12-19hrr3.jpg?ixlib=rb-1.1.0&rect=33%2C5%2C3628%2C2044&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">
</span> <span class="attribution"><span class="source">Giulia Bertelli/Unsplash</span>, <a class="license" href="http://creativecommons.org/licenses/by/4.0/">CC BY</a></span></figcaption></figure><p>This week, year 12 students in New South Wales will begin their <a href="https://education.nsw.gov.au/news/latest-news/hsc-exam-timetable-released">final exams</a>, with students in other states soon to follow. </p>
<p>This can be one of the most stressful times in a students’ life. It can also be very stressful for parents trying to support their children. </p>
<p>But there is a superpower in the arsenal of every year 12 student that can be harnessed to manage this stress. This superpower fuels resilience, not only for exams, but for any difficult situation they may be faced with across their lifespan. It’s called self-compassion. </p>
<p>I am a clinical psychologist who specialises in self-compassion. This is how you can use it, both for yourself and for your kids. </p>
<h2>What is is self-compassion?</h2>
<p>The most enduring relationship we have is the the one we have with ourselves. </p>
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<img alt="A figure holding up a heart." src="https://images.theconversation.com/files/488695/original/file-20221007-16-l771i4.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=237&fit=clip" srcset="https://images.theconversation.com/files/488695/original/file-20221007-16-l771i4.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=900&fit=crop&dpr=1 600w, https://images.theconversation.com/files/488695/original/file-20221007-16-l771i4.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=900&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/488695/original/file-20221007-16-l771i4.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=900&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/488695/original/file-20221007-16-l771i4.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=1131&fit=crop&dpr=1 754w, https://images.theconversation.com/files/488695/original/file-20221007-16-l771i4.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=1131&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/488695/original/file-20221007-16-l771i4.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=1131&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
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<span class="caption">Self-compassion means talking to yourself like you would talk to a friend.</span>
<span class="attribution"><span class="source">Nick Fewings/Unsplash</span>, <a class="license" href="http://creativecommons.org/licenses/by/4.0/">CC BY</a></span>
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<p>This relationship shapes how we think, feel and behave to such an extent that often we are not even aware of it. We may think being hard or critical on ourselves pushes us to achieve results. But research shows this can <a href="https://www.cambridge.org/core/books/abs/adolescent-emotional-development-and-the-emergence-of-depressive-disorders/shame-selfcriticism-and-selfcompassion-in-adolescence/E31809AE068CAA6D7F2C14DE7138A018">lead to</a> self-doubt, avoidance of hard tasks, higher risk of psychological illness and poor resilience.</p>
<p>In contrast, self-compassion encourages us to feel comfortable in our own skin. It allows us to generate our own feelings of warmth, reassurance, soothing and liking who we are. </p>
<h2>What does it look like?</h2>
<p>Difficult moments, like an unexpected exam question, are a ripe breeding ground for self-criticism. You may be familiar with thoughts like, “I’m not good enough, I can’t do this, I should have worked harder, I’m going to fail, I am a failure.” These self-critical thoughts are almost addictive – when they pop up it is easy to fixate on them and spiral into panic or avoidance.</p>
<p>In contrast, picture a friend sitting the same exam and getting the same unexpected question. This is a good friend who you really care about. If you could say something to them in that moment, it’s probably easy to think of supportive words. Such as, </p>
<blockquote>
<p>I know this is hard, but you can do this. Your best is good enough. This one exam will not define your life, even if you get this wrong. I still think you’re a wonderful person.</p>
</blockquote>
<p>Self-compassionate responses are more likely to make us feel confident, safer and therefore resilient. If we’re feeling this way, it will likely be easier to at least attempt the question rather than give up. It it is easy to draw on compassionate wisdom for our friends. But why don’t we say these things to ourselves?</p>
<h2>Our tricky brains</h2>
<p>We don’t because we have a “<a href="https://www.cambridge.org/core/services/aop-cambridge-core/content/view/ECBC8B7B87E90ABB58C4530CDEE04088/S1355514600005654a.pdf/introducing-compassion-focused-therapy.pdf">tricky brain</a>”. </p>
<p>We like to think of ourselves as sensible and rational, but the brain is actually a faulty piece of machinery. The brain is <a href="https://pubmed.ncbi.nlm.nih.gov/3397866/">hardwired</a>, through evolution, to focus on threat.</p>
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Read more:
<a href="https://theconversation.com/we-can-predict-final-school-marks-in-year-11-its-time-to-replace-stressful-exams-with-more-meaningful-education-190071">We can predict final school marks in year 11 – it's time to replace stressful exams with more meaningful education</a>
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<p>Noticing threat, and triggering the <a href="https://psychcentral.com/lib/fight-or-flight#1">flight or fight response</a>, is what kept our ancestors alive when they were faced with an aggressive cave man or attack from a sabre tooth tiger. </p>
<p>Today, threats tend to be less extreme: like not getting the score we want in a test or not having the career pathway we might like. But our mind and body still react in the same way as if we are facing a sabre tooth tiger, flooding our body with adrenaline and the stress hormone cortisol. </p>
<h2>The (many) advantages of self-compassion</h2>
<p>Treating ourselves with the same kindness and support as we would a good friend comes with a plethora of mental health benefits. </p>
<figure class="align-left ">
<img alt="Notebook with message, 'am I good enough?'" src="https://images.theconversation.com/files/488698/original/file-20221007-12-fq369a.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=237&fit=clip" srcset="https://images.theconversation.com/files/488698/original/file-20221007-12-fq369a.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=896&fit=crop&dpr=1 600w, https://images.theconversation.com/files/488698/original/file-20221007-12-fq369a.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=896&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/488698/original/file-20221007-12-fq369a.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=896&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/488698/original/file-20221007-12-fq369a.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=1126&fit=crop&dpr=1 754w, https://images.theconversation.com/files/488698/original/file-20221007-12-fq369a.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=1126&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/488698/original/file-20221007-12-fq369a.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=1126&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
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<span class="caption">Our brains are hardwired to detect threats … and be tough on ourselves.</span>
<span class="attribution"><span class="source">HelloI'mNik/Unsplash</span>, <a class="license" href="http://creativecommons.org/licenses/by/4.0/">CC BY</a></span>
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<p>It is associated with <a href="https://iaap-journals.onlinelibrary.wiley.com/doi/10.1111/aphw.12051">greater psychological well-being</a> and <a href="http://eprints.gla.ac.uk/64162/1/64162.pdf">a lower risk</a> of developing symptoms of poor mental health. </p>
<p>It leads to <a href="https://self-compassion.org/wp-content/uploads/2016/06/Arch-Landy-Brown_2016.pdf">better stress-management</a> and <a href="https://journals.sagepub.com/doi/epub/10.1177/0146167212445599">boosts motivation</a> to study for exams, often contributing to better grades. Self-compassion gives us the bravery to try things we may fail at, because we can take bigger chances if we know we won’t beat ourselves up if we fall short. And sometimes, as with more study, these chances and extra effort pay off. </p>
<p>Self-compassion can also weaken the <a href="https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0192022">link</a> between perfectionism and depression. Perfectionism involves high standards and high levels of self-criticism and which can lead to depressive symptoms, especially when we fall short of our goals. But self-compassion may enable perfectionists to have high standards and be motivated to do well, without experiencing the mental health cost. </p>
<p>For example, in the lead up to an exam, having high standards and wanting to achieve can motivate us to study. But during and after the exam, this perfectionism can turn into self-criticsm which places us at risk of feeling low and unmotivated. </p>
<p>If we are compassionate with ourselves, we can normalise how tough exams are, and show unconditional positive regard for ourselves no matter the outcome. These compassionate ways of thinking can help protect us from depression symptoms. </p>
<h2>How can we learn and teach self-compassion?</h2>
<p>Some of us tend to be more self-compassionate than others. But if you’re not naturally a very self-compassionate person, there is good news. Research <a href="https://link.springer.com/article/10.1007/s12671-019-01134-6">suggests</a> you can learn to do it. </p>
<p>Here are some ways to approach it, both for yourselves and your kids: </p>
<ul>
<li><p><strong>Check yourself</strong>: before talking with your child about self-compassion, consider how you treat yourself when under stress. Do you notice when your self-critic is triggered? It is hard to be genuine when encouraging someone else to be self-compassionate if you are not.</p></li>
<li><p><strong>Model self-compassion</strong>: when you make an error, try replacing “I’m so stupid I let this happen” with “I’m upset about this and that’s okay – anyone would feel this way in this situation”. Talk to yourself in a soft, calm tone. Whether you say it aloud or even just think it, your behaviour in that moment will change, and your kids will see this</p></li>
<li><p><strong>Talk about it</strong>: start a conversation with your child about their relationship with themselves. You could start with: “what do you tend to say to yourself or feel about yourself during exams?” or “what effect does this have on you?”</p></li>
<li><p><strong>Help them spot self-criticism</strong>: encourage your child to notice when self-criticism pops up. Give the self-criticsm a name such as “Voldemort” or the “angry voice”. Say, “When you notice Voldemort is hanging around, gently ask yourself, what would you say to a good friend or a ten-year-old version of yourself in this situation?” This simple question is a powerful way to tap into the compassionate wisdom we all carry</p></li>
<li><p><strong>Give yourself a hug</strong>: to help calm yourself, give yourself a hug. Either wrap your arms around yourself or hold your hand on your heart or chest and notice the warmth. Research <a href="https://www.sciencedirect.com/science/article/pii/S2666497621000655">tells us</a> we get a flood of oxytocin - the body’s “love drug” – and relax when we are hugged by someone we trust. Our brain and body has an almost identical reaction when we hug ourselves. Use as a this short-cut to trigger some feelings of self-compassion. </p></li>
</ul>
<h2>And don’t forget this</h2>
<p>Self-compassion is not something you master once, and then move on from. It is a lifelong journey of practising and learning. Sometimes, especially when we are busy or stressed, it will drop off and we may need reminding of it’s superpower. </p>
<p>As a self-compassion researcher, I talk, write, think, debate and practice self-compassion daily. Yet I still find myself listening to Voldemort at times. This is part of living with a “tricky brain”. But there is a more self-compassionate option. And if we take it, the science says we will be more resilient and more likely to accomplish our goals.</p><img src="https://counter.theconversation.com/content/192086/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Madeleine Ferrari receives internal support and funding from Australian Catholic University to conduct research in the self-compassion field. She also previously received NHMRC funding to complete her PhD in this topic. </span></em></p>Self-compassion is about talking to yourself like you would talk to a good friend.Madeleine Fraser, Clinical Psychology Lecturer , Australian Catholic UniversityLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/1900712022-09-18T20:14:45Z2022-09-18T20:14:45ZWe can predict final school marks in year 11 – it’s time to replace stressful exams with more meaningful education<figure><img src="https://images.theconversation.com/files/484564/original/file-20220914-15-40gf9m.jpg?ixlib=rb-1.1.0&rect=0%2C7%2C2407%2C1934&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">
</span> <span class="attribution"><span class="source">Yustinus Tjiuwanda/Unsplash</span>, <a class="license" href="http://creativecommons.org/licenses/by/4.0/">CC BY</a></span></figcaption></figure><p>Year 12 students around Australia are preparing to sit their final exams.
For many young people this is one of the most stressful parts of school, with their future <a href="https://www.abc.net.au/news/2017-10-11/year-12-exams-are-they-worth-the-stress/9029260">supposedly coming down to one number</a>.</p>
<p>This is an outdated way of finishing school and working out what students do in the next phase of their lives. </p>
<p>Universities and TAFEs are increasingly using other methods – such as interviews or portfolios – to offer places to school leavers. In 2021, more than 25,000 NSW students applied for an <a href="https://www.smh.com.au/national/nsw/universities-bypass-atars-as-record-number-of-students-receive-early-offers-20220906-p5bfvf.html">early offer</a> through the “schools recommendation scheme”, to lock in a university place before they sit their exams. This is up from 5,447 in 2014, suggesting year 12 exams may not be as necessary as we once thought.</p>
<p>Our research shows you can reliably predict a student’s year 12 results by year 11. This also suggests we don’t need a battery of stressful exams to work out if a student is suited for tertiary education. </p>
<p>This gives us the opportunity to radically rethink how the final years of school are structured. </p>
<h2>Our research</h2>
<p>Two years ago, we <a href="https://theconversation.com/we-know-by-year-11-what-mark-students-will-get-in-year-12-do-we-still-need-a-stressful-exam-140746">studied</a> more than 10,000 students in the Catholic Education Diocese of Paramatta, NSW. We have repeated the study and our work now includes 20,000 students across 21 exam areas.</p>
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<img alt="Students doing year 12 exams in 2021." src="https://images.theconversation.com/files/484774/original/file-20220915-9420-ahb3e1.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/484774/original/file-20220915-9420-ahb3e1.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=400&fit=crop&dpr=1 600w, https://images.theconversation.com/files/484774/original/file-20220915-9420-ahb3e1.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=400&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/484774/original/file-20220915-9420-ahb3e1.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=400&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/484774/original/file-20220915-9420-ahb3e1.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=503&fit=crop&dpr=1 754w, https://images.theconversation.com/files/484774/original/file-20220915-9420-ahb3e1.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=503&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/484774/original/file-20220915-9420-ahb3e1.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=503&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
<figcaption>
<span class="caption">Students sitting their year 12 English exams in NSW in 2021.</span>
<span class="attribution"><span class="source">Mick Tsikas/AAP</span></span>
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</figure>
<p>We used <a href="https://www.igi-global.com/chapter/analytics-framework-for-k-12-school-systems/193558">predictive analytics</a> which links multiple pieces of information about student progression through school. </p>
<p>We used 17 variables including year 9 NAPLAN scores, Higher School Certificate subject choices and year 11 attendance. We also use demographic information, such as how long a student has lived in Australia and a school’s socioeconomic rating. </p>
<p>Across both our studies, we found we could predict year 12 results in year 11, with a 93% accuracy rate.</p>
<p>Our purpose here is not to label students, but to change the focus of school and the efforts of students and teachers. </p>
<h2>What can we do differently in schools?</h2>
<p>We are already seeing the beginnings of <a href="https://www.bigpicture.org.au/">new ways</a> of “doing school” in Australia. Some schools are changing their focus from year 12 exams to students doing internships, creating portfolios of work, doing TAFE or university certificates, or doing an overseas exchange. </p>
<p>In British Columbia, Canada, final school assessments include a project that connects “real-world” applications of the curriculum for each student.</p>
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Read more:
<a href="https://theconversation.com/3-things-to-help-improve-your-exam-results-besides-studying-124178">3 things to help improve your exam results (besides studying)</a>
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<p>In Estonia, now among the world leaders in education, traditional “knowledge and understanding” approaches have been replaced with a strong emphasis on critical thinking, problem-solving, entrepreneurship, digital skills and citizenship. These are all qualities that fit with both employers’ needs and measures of success in the adult world. </p>
<p>Students undertake a cross-disciplinary <a href="https://www.thetimes.co.uk/article/times-education-commission-how-estonia-does-it-lessons-from-europe-s-best-school-system-qm7xt7n9s">creative project</a> to graduate from the equivalent of year 10 – an example might be studying the impact of music on managing the onset of dementia in older people. They then do a research project before finishing high school. </p>
<h2>Year 12 exams are outdated</h2>
<p>High school as we’ve known it has been dominated by high stakes, high-pressure exams that have outlived their usefulness. If we can reliably predict the results, we don’t need the tests. </p>
<p>We know young people’s mental health is already poor, and has <a href="https://www.aare.edu.au/blog/?p=14257#respond">suffered further</a> during COVID.</p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/40-of-year-12s-suffer-high-anxiety-at-exam-time-heres-what-parents-can-do-to-help-170211">40% of year 12s suffer high anxiety. At exam time, here's what parents can do to help</a>
</strong>
</em>
</p>
<hr>
<p>We should be looking for ways to improve, rather than exacerbate this. We also know universities are increasingly open to other ways of admitting students. </p>
<p>There is an enormous opportunity here to reallocate resources and create a modern, meaningful school experience that excites young people. It can encourage them to seek career-building activities, study overseas, learn languages or follow passion projects – not just study for stressful exams that tell us what we already know. </p>
<p><em>The research for this piece is a continuation of the work initiated by Dr Raju Veranasi for his 2021 Phd at the University of Newcastle.</em></p><img src="https://counter.theconversation.com/content/190071/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>John Fischetti is an unpaid, volunteer member of the Board of Directors of Big Picture Australia.</span></em></p>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.John Fischetti, Professor, Pro Vice-Chancellor of the College of Human and Social Futures, University of NewcastleLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/1671872021-09-19T20:10:19Z2021-09-19T20:10:19ZDelayed graduations, no formals — the class of 2021 has had a hell of a year. They need mental health support, and quickly<figure><img src="https://images.theconversation.com/files/421498/original/file-20210916-13-1e6k3l4.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">
</span> <span class="attribution"><a class="source" href="https://www.shutterstock.com/image-photo/lonely-african-woman-holding-red-balloon-1436556767">Shutterstock</a></span></figcaption></figure><p>In August this year, the Journal of the American Medical Association (JAMA) <a href="https://jamanetwork.com/journals/jamapediatrics/fullarticle/2782796">published research</a> charting the impact of the pandemic on the mental health of young people. In the first year of the pandemic, one in four young people worldwide was experiencing depression, while one in five was experiencing anxiety.</p>
<p>Alarmingly, the research concluded these elevated mental health concerns were double pre-pandemic estimates and increasing over time. </p>
<p>At the end of August, the New South Wales Education Department <a href="https://education.nsw.gov.au/news/latest-news/november-hsc-and-students-back-to-school-in-term-4-">handed its struggling senior school students</a> several extra weeks to study for the Higher School Certificate (HSC) exams — delayed until November. </p>
<p>The Universities Admissions Centre, which processes undergraduate course applications for universities mainly located in NSW and the ACT, <a href="https://www.uac.edu.au/media-releases/atars-and-offers-will-still-go-ahead-for-nsw-hsc-students">assured students</a> they would still receive an ATAR and university offers despite the delay. The release of the ATAR is scheduled for January 2022 and the release of offers based on ATAR in January and February 2022.</p>
<p><div data-react-class="Tweet" data-react-props="{"tweetId":"1431129964800212996"}"></div></p>
<p>In stressful environments, people can find comfort in having a finish line. The NSW announcement lacked the detail needed to quell many anxieties in young people. To use sporting parlance, students who had prepared for a long-expected 5km run felt they were now running a marathon. </p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/fears-loom-for-teens-undergoing-vital-brain-development-during-covid-telling-stories-might-help-155295">Fears loom for teens undergoing vital brain development during COVID. Telling stories might help</a>
</strong>
</em>
</p>
<hr>
<h2>What the class of 2021 is saying</h2>
<p>The afternoon when the delayed HSC plans were announced, a year 12 person told me there was an overwhelming sense of despair among her peers.</p>
<p>She pointed me to a group on Facebook where many are sharing their frustrations and offering each other support. The <a href="https://www.facebook.com/groups/hscdg2021/posts">HSC Discussion Group 2021</a> has more than 39,000 members. </p>
<p>After the announcement the exams would be delayed, many were shocked they were still going ahead. Others were upset at the delay itself, wanting to have the year over and done with.</p>
<figure class="align-center zoomable">
<a href="https://images.theconversation.com/files/421026/original/file-20210914-316-g1l2hs.png?ixlib=rb-1.1.0&q=45&auto=format&w=1000&fit=clip"><img alt="Screenshot of Facebook comment on HSC Discussion Group 2021" src="https://images.theconversation.com/files/421026/original/file-20210914-316-g1l2hs.png?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/421026/original/file-20210914-316-g1l2hs.png?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=422&fit=crop&dpr=1 600w, https://images.theconversation.com/files/421026/original/file-20210914-316-g1l2hs.png?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=422&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/421026/original/file-20210914-316-g1l2hs.png?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=422&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/421026/original/file-20210914-316-g1l2hs.png?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=531&fit=crop&dpr=1 754w, https://images.theconversation.com/files/421026/original/file-20210914-316-g1l2hs.png?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=531&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/421026/original/file-20210914-316-g1l2hs.png?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=531&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px"></a>
<figcaption>
<span class="caption"></span>
<span class="attribution"><a class="source" href="https://www.facebook.com/groups/hscdg2021/posts/1090206951385386">Facebook screenshot</a></span>
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</figure>
<p>One student wrote:</p>
<blockquote>
<p>[…] can someone legit listen to us for once? We’re all fucked mentally Sydney haven’t been out in months but yeah let’s continue to put stress on kids and make them set [sic] the most stressful exams just for the student number to not mean anything after a year […] Do adults listen?!?</p>
</blockquote>
<p>Another wrote:</p>
<blockquote>
<p>well there goes all my motivation, graduation a formal haha what a joke. was meant to be graduating in september and finishing my exams in october before covid came and ruined it.</p>
</blockquote>
<figure class="align-center zoomable">
<a href="https://images.theconversation.com/files/421018/original/file-20210914-13-19pjz5i.png?ixlib=rb-1.1.0&q=45&auto=format&w=1000&fit=clip"><img alt="Screen shot of Facebook comment on HSC Discussion Group 2021" src="https://images.theconversation.com/files/421018/original/file-20210914-13-19pjz5i.png?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/421018/original/file-20210914-13-19pjz5i.png?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=211&fit=crop&dpr=1 600w, https://images.theconversation.com/files/421018/original/file-20210914-13-19pjz5i.png?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=211&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/421018/original/file-20210914-13-19pjz5i.png?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=211&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/421018/original/file-20210914-13-19pjz5i.png?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=266&fit=crop&dpr=1 754w, https://images.theconversation.com/files/421018/original/file-20210914-13-19pjz5i.png?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=266&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/421018/original/file-20210914-13-19pjz5i.png?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=266&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px"></a>
<figcaption>
<span class="caption"></span>
<span class="attribution"><a class="source" href="https://www.facebook.com/groups/hscdg2021/posts/1090206951385386">Facebook screenshot</a></span>
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</figure>
<figure class="align-center zoomable">
<a href="https://images.theconversation.com/files/421025/original/file-20210914-13-dkqpdb.png?ixlib=rb-1.1.0&q=45&auto=format&w=1000&fit=clip"><img alt="Screen shot of Facebook comment on HSC Discussion Group 2021" src="https://images.theconversation.com/files/421025/original/file-20210914-13-dkqpdb.png?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/421025/original/file-20210914-13-dkqpdb.png?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=184&fit=crop&dpr=1 600w, https://images.theconversation.com/files/421025/original/file-20210914-13-dkqpdb.png?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=184&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/421025/original/file-20210914-13-dkqpdb.png?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=184&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/421025/original/file-20210914-13-dkqpdb.png?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=232&fit=crop&dpr=1 754w, https://images.theconversation.com/files/421025/original/file-20210914-13-dkqpdb.png?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=232&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/421025/original/file-20210914-13-dkqpdb.png?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=232&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px"></a>
<figcaption>
<span class="caption"></span>
<span class="attribution"><a class="source" href="https://www.facebook.com/groups/hscdg2021/posts/1090686111337470">Facebook screenshot</a></span>
</figcaption>
</figure>
<p>A <a href="https://www.tandfonline.com/doi/abs/10.1080/00050060701668637">study</a> of Australian final-year high school students before the pandemic indicated alarmingly high levels of depression, anxiety and stress, especially among students who felt lonely and disconnected from their friends. </p>
<p>While there is no research specific to final-year students in Australia, <a href="https://pubmed.ncbi.nlm.nih.gov/33187723">overseas studies</a> show existing mental health problems <a href="https://www.sciencedirect.com/science/article/pii/S1876201820304172">have increased</a> for <a href="https://pubmed.ncbi.nlm.nih.gov/33563066/">this group of students</a> during COVID. This is especially during lockdowns, which required online learning and disruptions to the usual events that mark the end of high school. </p>
<p>Australian students are feeling the effects of missing school events, especially milestones like graduation.</p>
<p>On September 13, one student posted in the HSC discussion group:</p>
<blockquote>
<p>To think that this is that time of the year when you open Insta and just see graduation photos, and that would’ve been us now.</p>
</blockquote>
<p>Another wrote: </p>
<blockquote>
<p>I don’t know about y'all but since Graduation was supposed to be this week, things have been hitting me real hard. As the class of 2021, we won’t have a Graduation Assembly, no walking across the stage, no formal, no muck up day and none of that overall graduation feeling. We went through 13 years of school just for this. I don’t care what anyone says, the class of 2021 had it harder than any other year before.</p>
</blockquote>
<figure class="align-center zoomable">
<a href="https://images.theconversation.com/files/421029/original/file-20210914-27-1ijewif.png?ixlib=rb-1.1.0&q=45&auto=format&w=1000&fit=clip"><img alt="Screenshot of Facebook comment on HSC Discussion Group 2021" src="https://images.theconversation.com/files/421029/original/file-20210914-27-1ijewif.png?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/421029/original/file-20210914-27-1ijewif.png?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=214&fit=crop&dpr=1 600w, https://images.theconversation.com/files/421029/original/file-20210914-27-1ijewif.png?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=214&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/421029/original/file-20210914-27-1ijewif.png?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=214&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/421029/original/file-20210914-27-1ijewif.png?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=269&fit=crop&dpr=1 754w, https://images.theconversation.com/files/421029/original/file-20210914-27-1ijewif.png?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=269&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/421029/original/file-20210914-27-1ijewif.png?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=269&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px"></a>
<figcaption>
<span class="caption"></span>
<span class="attribution"><a class="source" href="https://www.facebook.com/groups/hscdg2021/posts">Facebook screenshot</a></span>
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</figure>
<figure class="align-center zoomable">
<a href="https://images.theconversation.com/files/421030/original/file-20210914-21-cev2bi.png?ixlib=rb-1.1.0&q=45&auto=format&w=1000&fit=clip"><img alt="Screenshot of Facebook comment on HSC Discussion Group 2021" src="https://images.theconversation.com/files/421030/original/file-20210914-21-cev2bi.png?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/421030/original/file-20210914-21-cev2bi.png?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=278&fit=crop&dpr=1 600w, https://images.theconversation.com/files/421030/original/file-20210914-21-cev2bi.png?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=278&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/421030/original/file-20210914-21-cev2bi.png?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=278&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/421030/original/file-20210914-21-cev2bi.png?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=350&fit=crop&dpr=1 754w, https://images.theconversation.com/files/421030/original/file-20210914-21-cev2bi.png?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=350&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/421030/original/file-20210914-21-cev2bi.png?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=350&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px"></a>
<figcaption>
<span class="caption"></span>
<span class="attribution"><a class="source" href="https://www.facebook.com/groups/hscdg2021/posts">Facebook screenshot</a></span>
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</figure>
<h2>What states need to do</h2>
<p>NSW and Victoria have announced initiatives to provide additional youth mental health services. NSW is <a href="https://www.health.nsw.gov.au/news/Pages/20210622_05.aspx">spending A$109.5 million over four years</a> to develop 25 “Safeguards” — child and adolescent mental health response teams to provide services to children and teenagers with moderate to severe mental health issues. Victoria has <a href="https://www.sbs.com.au/news/new-pop-up-mental-health-clinics-to-open-across-melbourne-and-regional-victoria/c574a121-874d-4d91-9d72-bd1ee956571c">announced more than $13 million</a> for establishing 20 pop-up mental health centres across Melbourne and regional Victoria, with 90 dedicated clinicians.</p>
<p>These services, if properly staffed and structured, can be positive models of care to address the enormous demand in the community. However, this will all come many months too late to support the class of 2021. </p>
<p><div data-react-class="Tweet" data-react-props="{"tweetId":"1437721540703961089"}"></div></p>
<p>So, what could we do to have an immediate impact? Fast-tracked services delivering care almost immediately can be implemented through existing low-cost services, such as <a href="https://headspace.org.au/about-us/who-we-are/">Headspace</a>. Effective care must include mental health experts such as clinical psychologists providing leadership to teams of mental health staff including trainees, registrars and registered psychologists. </p>
<p>Clinical psychology postgraduate students undertaking placements can boost numbers quickly to expand access to an expert workforce for youth across the country. Each year in NSW alone, over 300 clinical psychology students undertake six-month-long placements mostly in public mental health services, and there is capacity for many to be working in Headspace centres to provide psychological interventions to youth in need. All we need here is government funding for supervisors.</p>
<p>Under such a model the structures to ensure community safety, such as supervision in accredited placements, are already in place. </p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/it-really-sucks-how-some-year-12-students-in-queensland-feel-about-2020-144004">'It really sucks': how some Year 12 students in Queensland feel about 2020</a>
</strong>
</em>
</p>
<hr>
<p>Headspace is also highly accessible. An internal report into the reach of our local Headspace I undertook with a University of Sydney student showed the service was accessed by a significant proportion of youth from disadvantaged groups, including Aboriginal youth, LGBTQI youth and youth from diverse cultural backgrounds.</p>
<p>We know most private psychologists are booked out and public resources were scant even before the pandemic began. </p>
<p>Given the emerging mental health crisis in the class of 2021, governments need to act quickly to provide access to psychology services. Once we have emerged from the crisis of this pandemic, we all need to look seriously at how we equip our mental health workforce for the long term.</p>
<p><em>If this article has raised issues for you, or if you’re concerned about someone you know, call <a href="https://www.lifeline.org.au/">Lifeline</a> on 13 11 14 or <a href="https://kidshelpline.com.au/">Kids Helpline</a> on 1800 55 1800.</em></p><img src="https://counter.theconversation.com/content/167187/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Caroline Hunt receives funding from the NHMRC. She is affiliated with the Australian Clinical Psychology Association and the University of Sydney. </span></em></p>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.Caroline Hunt, Professor of Clinical Psychology, University of SydneyLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/1670382021-09-09T20:12:49Z2021-09-09T20:12:49ZCOVID gives us a chance to rethink traditional end-of-school exams, and move into the 21 century<figure><img src="https://images.theconversation.com/files/420134/original/file-20210909-24-15sgzd.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">
</span> <span class="attribution"><a class="source" href="https://www.shutterstock.com/image-photo/school-students-taking-exam-writing-answer-710096887">Shutterstock</a></span></figcaption></figure><p>Victoria and New South Wales are in a scramble to plan for end-of-school exams. Vaccination targets may not be hit in time (for students or teachers), and there are other issues too — such as kids having missed weeks of face-to-face schooling. </p>
<p>NSW has <a href="https://www.skynews.com.au/australia-news/coronavirus/hsc-exams-postponed-to-november-as-students-set-for-return-in-midoctober/video/b9bf080a13ba6dab5f816cdb289626c1">postponed its HSC (Higher School Certificate) exams</a> until November. And while Victoria postponed its General Achievement Test, it has <a href="https://7news.com.au/lifestyle/health-wellbeing/new-date-set-for-victorian-year-12-test-c-3734363">made no changes</a> to its HSC equivalent, the VCE.</p>
<p>Some critics believe postponing exams isn’t enough, and are calling on states to <a href="https://www.aare.edu.au/blog/?p=10277">eliminate end-of-school exams</a> altogether.</p>
<p><div data-react-class="Tweet" data-react-props="{"tweetId":"1420224768050040832"}"></div></p>
<p>Both states have <a href="https://www.smh.com.au/national/a-fair-hsc-year-12-students-given-special-consideration-for-covid-19-disruption-20210731-p58epe.html">special consideration policies</a> put in place for scores impacted by COVID, but is this enough? And does this unique circumstance give us an opportunity to change the way end-of-school assessments are done?</p>
<h2>Two schools of thought</h2>
<p>Opinions around this year’s exams fall into two main schools of thought.</p>
<p>The first is that year 12 students deserve to finish what they started. We have spent 12 years convincing them of the importance of this milestone. Many students are anxious, if exams are cancelled, their pathway to university and beyond will be jeopardised by using only their prior track records. Some <a href="https://www.smh.com.au/national/nsw/i-give-the-state-government-a-fail-for-preparation-when-it-comes-to-this-year-s-hsc-20210828-p58mrj.html">students are advocating</a> keeping exams for all these reasons.</p>
<p><div data-react-class="Tweet" data-react-props="{"tweetId":"1435182434992132099"}"></div></p>
<p>The alternate school of thought is that <a href="https://theconversation.com/study-confirms-hsc-exams-source-of-major-stress-to-adolescents-46812">we’ve known for years</a> end-of-school exams can <a href="https://www.theguardian.com/commentisfree/2018/nov/19/stress-is-taking-a-disturbing-toll-on-year-12-should-we-do-away-with-exams">cause debilitating stress</a> for many young people. The extraordinary pressure of the process has tipped over the breaking point this year with so much time missed in schools.</p>
<p>So we should take the pressure off our kids and work with vocational education and training providers, and universities, to accommodate them.</p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/how-outrageous-and-impossible-is-that-factoring-in-how-year-12-students-coped-in-lockdown-is-a-grading-nightmare-for-teachers-162851">'How outrageous and impossible is that?': factoring in how year 12 students coped in lockdown is a grading nightmare for teachers</a>
</strong>
</em>
</p>
<hr>
<p>There have always been <a href="https://artofsmart.com.au/university/alternative-university-entry-pathways/">alternative pathways</a> to university and they have been expanding in recent years. We can use those already existing pathway which include subject-specific recruitment schemes, principal recommendations and portfolio entry. </p>
<p>There is already enough data in a student’s record to make an informed decision and allow admissions officers to move forward without this year’s exams. Perhaps we can even look toward eliminating them into the future with more lead time to do the calculations.</p>
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<h2>What is the rest of the world doing?</h2>
<p>End-of-school exams were <a href="https://www.universityworldnews.com/post.php?story=2021011511142211">cancelled this year</a> due to pandemic restrictions in the United States, France, Belgium, Ireland, the Netherlands and Germany. Exams were modified in Denmark, Israel and Austria, while Italy held oral only exams. </p>
<p>The United Kingdom <a href="https://www.theguardian.com/commentisfree/2020/may/21/if-we-can-do-without-gcses-and-university-exams-now-why-go-back">cancelled its A-level exams</a> for the last two years and, in Finland, students were allowed to sit their university entrance exams multiple times. </p>
<p>Most Asian <a href="https://en.unesco.org/sites/default/files/unesco_review_of_high-stakes_exams_and_assessments_during_covid-19_en.pdf">countries have postponed their exams</a>. Many pundits in Western countries are <a href="https://www.theguardian.com/commentisfree/2020/may/21/if-we-can-do-without-gcses-and-university-exams-now-why-go-back">advocating for a major change</a> to the high-stakes assessment process, noting universities adjusted their entry criteria in the first year of the pandemic and coped just fine.</p>
<h2>What are Australia’s options?</h2>
<p>Australian educational leaders and policy makers have three distinct options:</p>
<p><strong>1. Keep the system we have and continue to improve it</strong></p>
<p>The <a href="https://www.smh.com.au/national/nsw/preposterous-minister-shoots-down-proposal-to-scrap-hsc-exams-20210727-p58dg4.html">first option</a> – supported by most education ministers and regulators in states and territories – is that our exams and curriculum are built on a high degree of excellence and rigour. They have been honed by years of experience and completed by millions of students. </p>
<p>Continuing to improve the assessments and the curriculum that feeds them will ensure high standards and credibility for excellence rather than promoting a “lowering of the bar”. Over time, we can evolve new courses and assessments, incorporating more technology-based assessments as they are tested and validated for the high-volume administrations of state exams.</p>
<p><strong>2. Add a learner profile to the current system</strong></p>
<p>A <a href="https://cica.org.au/final-report-of-the-education-council-review-of-senior-secondary-pathways-into-work-further-education-and-training/">second option</a> – that of “learning profiles” – is based on the idea we need to expand the skills we value in young people, beyond those in traditional academic subjects. <a href="https://education.nsw.gov.au/teaching-and-learning/school-learning-environments-and-change/future-focused-learning-and-teaching">Skills of the future include</a> critical thinking, problem-solving and collaboration. </p>
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<p>Digital platforms are <a href="https://www.theeducatoronline.com/k12/news/gonski-institute-proposes-hybrid-assessment-system-to-replace-naplan/276869">being developed</a> to house evidence of student engagement in the community and to store non-traditional forms of learning (including video and other media) in online tools, creating a learner profile to represent these authentic learning experiences. NSW <a href="https://education.nsw.gov.au/news/latest-news/learner-profile-opening-doors-for-students">says it will be trialling</a> this next year, creating an “education passport” for students.</p>
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<p><strong>3. Transform the system with new designs for schooling and assessment</strong></p>
<p>The Catholic Education Diocese of Parramatta is <a href="https://parra.catholic.edu.au/News-and-Events/Latest-News/2019/07/04/01/34/Transforming-the-schooling-experience-at-Catholic-Education-Diocese-of-Parramatta">transforming the use of student progress data</a> over the school years. Think of the dashboard of a car that has multiple dials and indicators and imagine using that same approach to aggregate data about students and their learning journeys. </p>
<p>These tools can reliably forecast student performance, allowing us to adjust our interventions to promote student success. With the use of predictive analytics, rather than waiting for end-of-school exam results, we can <a href="https://theconversation.com/we-know-by-year-11-what-mark-students-will-get-in-year-12-do-we-still-need-a-stressful-exam-140746">help students boost their future trajectories</a> through immediate support and interventions.</p>
<p>The Paramatta Education Diocese is in the early days of re-designing its schools to promote personal pathways and allow students to align their passions to their emerging skillsets. </p>
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Read more:
<a href="https://theconversation.com/we-know-by-year-11-what-mark-students-will-get-in-year-12-do-we-still-need-a-stressful-exam-140746">We know by Year 11 what mark students will get in Year 12. Do we still need a stressful exam?</a>
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<p>Stemming from a concept of “<a href="https://www.amazon.com.au/Leaving-Learn-Out-School-Engagement/dp/0325046042">leaving to learn</a>” <a href="https://www.bigpicture.org.au/">Big Picture Learning Australia</a> — a not-for-profit company transforming traditional education – features internships centred around the passions of students as the core of the secondary experience. Teachers<a href="https://www.bigpicture.org.au/news/big-picture-education-%E2%80%98graduation-portfolio%E2%80%99-%E2%80%93-engaging-pathways-all-young-australians"> run advisories that allow for transdisciplinary learning</a> in lieu of traditional classes, all mapped to the syllabuses of the key curriculum learning areas. </p>
<p>Around 40+ <a href="https://www.bigpicture.org.au/big-picture-education-school-network">schools across the country</a> are in partnership with this model. Students develop portfolios of their learning to document their journeys, organising their projects and assignments to critical learning outcomes which are assessed in a cloud-based <a href="https://www.bigpicture.org.au/what-international-big-picture-learning-credential">learner credential</a>. Nearly 20 Australian universities <a href="https://www.abc.net.au/news/2019-10-27/hsc-without-exams-an-alternative-pathway-through-high-school/11641142">already accept these portfolios and the credentual</a> for admission in lieu of end-of-school exams.</p>
<p>Our education system is built on 20th century (or earlier) designs of teaching, learning and assessment. COVID gives us the chance to do what we could have done already — move forward with a modern assessment model based on our current knowledge of learning. The goal is for all our children to discover and reach their potential.</p><img src="https://counter.theconversation.com/content/167038/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>John Fischetti is affiliated as a volunteer, unpaid Board member of Big Picture Australia.</span></em></p>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.John Fischetti, Professor, Pro Vice-Chancellor of the College of Human and Social Futures, University of NewcastleLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/1628512021-08-12T20:02:26Z2021-08-12T20:02:26Z‘How outrageous and impossible is that?’: factoring in how year 12 students coped in lockdown is a grading nightmare for teachers<figure><img src="https://images.theconversation.com/files/415332/original/file-20210809-23-1j4u1k2.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">
</span> <span class="attribution"><a class="source" href="https://www.shutterstock.com/image-photo/concentrated-skilled-millennial-caucasian-businessman-glasses-1896451444">Shutterstock</a></span></figcaption></figure><p>Year 12 students in Sydney who live or go to school in an area affected by stage 4 lockdowns will be able to apply for <a href="https://educationstandards.nsw.edu.au/wps/portal/nesa/covid-19/coronavirus-advice/hsc-%20exams-and-major-projects/special-consideration-program">special consideration</a> if their oral or performance exam, or major project, was impacted by COVID.</p>
<p>Under the New South Wales <a href="https://www.smh.com.au/national/a-fair-hsc-year-12-students-given-special-consideration-for-covid-19-disruption-20210731-p58epe.html">COVID-19 special consideration program</a>, students’ work must have suffered as a direct result of the pandemic restrictions, <a href="https://educationstandards.nsw.edu.au/wps/portal/nesa/covid-19/coronavirus-advice/hsc-%20exams-and-major-projects/special-consideration-program">although</a> “detailed evidence for students who have been impacted by Level 4 restrictions will not be required”.</p>
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Read more:
<a href="https://theconversation.com/we-know-by-year-11-what-mark-students-will-get-in-year-12-do-we-still-need-a-stressful-exam-140746">We know by Year 11 what mark students will get in Year 12. Do we still need a stressful exam?</a>
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<p>Victoria provided students with <a href="https://www.premier.vic.gov.au/supporting-students-through-pandemic">similar special consideration</a> in 2020 to avoid adverse impacts of COVID reflecting in ATAR rankings as “part of a wide-ranging process to ensure fair and accurate results in this unprecedented year of school”.</p>
<p>Special consideration will also apply to <a href="https://www.vcaa.vic.edu.au/news-and-events/latest-news/Novel%20coronavirus%20update/Pages/SchoolsandEducators.aspx">Victorian senior students</a> this year. </p>
<p>We interviewed ten year 12 teachers in Victoria to find out their experiences with assessment policies during lockdown in 2020. Our early findings show the teachers struggled to provide valid assessment outcomes while abiding by their <a href="https://www.education.vic.gov.au/about/programs/bullystoppers/Pages/prinduty.aspx">duty of care</a>, following <a href="https://www2.education.vic.gov.au/pal/work-requirements-teachers/policy-and-guidelines/allocation-teacher-work">school procedures</a>, and protecting <a href="https://www2.education.vic.gov.au/pal/privacy-information-sharing/policy">student privacy</a> in the digital context. </p>
<h2>How Victoria did it</h2>
<p>In August 2020, Victoria introduced a <a href="https://www.vcaa.vic.edu.au/Pages/HomePage.aspx">new consideration of educational disadvantage</a> process to take into account the impacts of lockdown on student learning that year. For scored assessments, the Victorian Curriculum and Assessment Authority advised teachers “consider whether a student’s performance on one or more school-based assessment tasks has been affected”. The impact had “to be above that which may have been addressed through school-based strategies”. </p>
<p>Teachers had to essentially determine what a student’s expected score or grade would be if they had not been impacted by the pandemic or bushfires. </p>
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<p>The teachers’ judgement was to be informed by a range of available evidence. This included a student statement about how they were affected over the course of the year. Students were not required to provide any evidence of hardship though the school had the right to ask for clarification. </p>
<h2>Ethical issues with remote learning</h2>
<p>Our study focused on ten teachers of VCE (Victorian Certificate of Education), which is the end of school certificate, equivalent of the HSC (High School Certificate) in NSW. The teachers came from different Victorian secondary schools — both government and independent. They taught subjects including English, maths, history, chemistry, arts and languages. </p>
<p>We asked about their experiences with assessment, including their contribution to the ongoing conversation on fair assessment in year 12 and their school’s relationship with the Victorian education department. </p>
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Read more:
<a href="https://theconversation.com/is-learning-more-important-than-well-being-teachers-told-us-how-covid-highlighted-ethical-dilemmas-at-school-144854">Is learning more important than well-being? Teachers told us how COVID highlighted ethical dilemmas at school</a>
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<p>The new consideration of educational disadvantage process caused some complex ethical struggles. Teachers found it difficult to provide valid <a href="https://www.youthcentral.vic.gov.au/study-and-training/high-school/vce-the-victorian-certificate-of-education">scores for assessments at school</a> while also abiding by their <a href="https://www2.education.vic.gov.au/pal/duty-of-care/policy">duty of care</a> to minimise the risk of mental and physical harm of students in a digital space. </p>
<p>One of the teachers, for instance, reluctantly ignored his student’s vaping during an online school assessment task:</p>
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<p>I’m almost sure that I could see steam or something from like vaping […] I couldn’t prove it in a court of law, but I’m pretty sure it was nicotine or something similar, and that would never happen in a classroom […] so here is a question of duty of care […] if I had that kid in the class, then 100% I have a legal obligation to intervene and I’m responsible here, but in this case, he’s at home, I can’t prove it, other students see it and are affected by it, and I’m expected to assess this work […] how outrageous and impossible is that?</p>
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<p>Reflecting on the new consideration of educational disadvantage process, another teacher said: </p>
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<p>How are we supposed to evaluate the potential grade? And who am I to decide that x struggled more than y?</p>
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<p>She admitted that in assessing students, she was relying on her “professional intuition” and ignoring the student statement document, which she said was a “sham”.</p>
<h2>Some school procedures hindered valid assessment</h2>
<p>Teachers also found it difficult to adhere to their school’s remote assessment policies, where they believed they prevented them from providing a fair assessment. </p>
<p>One teacher said:</p>
<blockquote>
<p>The state government announced that it was up to the school leaders to decide whether they wanted to offer onsite essential assessments to VCE kids […] and our principal said NO and kept the school closed the whole time, which really pissed off a lot of teachers who wanted to run assessment in person to provide meaningful feedback […] </p>
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<p>Another teacher highlighted issues of student cheating: </p>
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<p>Our principal insisted on an online assessment [despite the fact that] students took screenshots of tests and iMessaged them around the cohort […] it was a disaster, we found out that more than 70% of our students had these images!</p>
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<h2>Protecting students’ privacy at the expense of learning</h2>
<p>Some teachers described situations where their ethical obligation to protect student privacy conflicted with their ethical responsibility to provide accurate assessments. </p>
<p>One teacher, for example, said she was unable to provide “meaningful feedback” and follow ethical provisions of assessment when teaching students in an “off-camera” space intended to protect their privacy. </p>
<p>She was not sure whether her assessment feedback in class was helpful, considering she could not see the students’ responses. </p>
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Read more:
<a href="https://theconversation.com/victorias-year-12-students-are-learning-remotely-but-they-wont-necessarily-fall-behind-143844">Victoria’s Year 12 students are learning remotely. But they won't necessarily fall behind</a>
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<p>The unfolding pandemic and environmental disasters such as the bushfires mean school closures will likely reoccur to varying degrees in the future.</p>
<p>Digital platforms for remote assessment and learning become central in these times. These platforms are creating complex ethical challenges of assessment that require, now more than ever, closer attention from educators, educational leaders and policymakers.</p><img src="https://counter.theconversation.com/content/162851/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Christine Grové is a Fellow of the Australian Psychological Society and College of Educational and Developmental Psychologists and an international affiliate of the American Psychological Association (APA) and a member of APA D15 (Educational Psychology) and APA D16 (School Psychology). Christine is Associate Editor of the Educational and Developmental Psychologist and a member of The United Nations Association of Australia Academic Network. </span></em></p><p class="fine-print"><em><span>Carlo Perrotta and Ilana Finefter-Rosenbluh do not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and have disclosed no relevant affiliations beyond their academic appointment.</span></em></p>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.Ilana Finefter-Rosenbluh, Lecturer, Faculty of Education, Monash UniversityCarlo Perrotta, Senior lecturer, Monash UniversityChristine Grové, Senior Lecturer and Educational and Developmental Psychologist, Monash UniversityLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/1407462020-07-26T19:56:23Z2020-07-26T19:56:23ZWe know by Year 11 what mark students will get in Year 12. Do we still need a stressful exam?<figure><img src="https://images.theconversation.com/files/348833/original/file-20200722-21-1f2hsh2.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">
</span> <span class="attribution"><a class="source" href="https://www.shutterstock.com/image-photo/view-large-exam-room-hall-examination-1228286686">Shutterstock</a></span></figcaption></figure><p>By the end of Year 11 we know almost exactly how well New South Wales students will perform on the state’s senior school exams. We used <a href="https://www.igi-global.com/chapter/analytics-framework-for-k-12-school-systems/193558">predictive analytics</a> to reliably predict a student’s HSC (<a href="https://ace.nesa.nsw.edu.au/higher-school-certificate">Higher School Certificate</a>) results in a study of more than 10,000 students.</p>
<p>Predictive analytics links multiple data sources about student progression through school. These sources synthesise different kinds of data to reveal current trends and predict future performance.</p>
<p>A recent report into pathways for senior secondary school students, by the <a href="http://www.educationcouncil.edu.au/site/DefaultSite/filesystem/documents/Reports%20and%20publications/Publications/Senior%20Secondary%20Pathways%202020/Review%20into%20senior%20secondary%20pathways%20-%20Final%20report.pdf">Education Council</a>, notes:</p>
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<p>Academic achievement is important but not the sole reason for schooling. We need to focus more on preparing the whole person, no matter what career path they choose.</p>
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<p>We believe predictive analytics gives us a way to replace the current Year 12 structure with one more personalised, and that will help prepare the whole student for their journey into the future. </p>
<h2>Ten years of data</h2>
<p>In our study – the results of which are yet to be published – we analysed ten years of data across 14 HSC subject areas, for about 10,000 students. We started by analysing 41 variables over a child’s educational career. These included a student’s gender, marks across the decade and number of siblings.</p>
<p>But we found we only needed 17 of the 41 variables to accurately predict Year 12 performance. These included a student’s demographic information (such as how long he or she has lived in Australia and the school’s socioeconomic index), Year 9 NAPLAN scores in all areas, their HSC subject choices at the beginning of Year 11 and Year 11 attendance. </p>
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Read more:
<a href="https://theconversation.com/teachers-could-be-called-on-to-estimate-year-12-student-grades-this-is-fairer-than-it-sounds-136039">Teachers could be called on to estimate year 12 student grades – this is fairer than it sounds</a>
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<p>Using these variables, we could remarkably predict a student’s HSC scores. The predictions are 93% accurate (within an error margin of 3%).</p>
<p>For example, if a student chooses <a href="https://educationstandards.nsw.edu.au/wps/portal/nesa/resource-finder/hsc-exam-papers/2019/english-advanced-2019-hsc-exam-pack">English Advanced</a> in Year 12, he or she likely did well in the reading and writing areas of the Year 9 NAPLAN. </p>
<p>If the same student’s (who did well in Year 9 NAPLAN) attendance is above 90% and we factor in their demographic information, we can tell them their HSC mark in English Advanced before they take the course and the exam.</p>
<p>Likewise, if a student has low numeracy results on their Year 9 NAPLAN and plans to take <a href="https://educationstandards.nsw.edu.au/wps/portal/nesa/resource-finder/hsc-exam-papers/2019/chemistry-2019-hsc-exam-pack">Chemistry</a> and <a href="https://education.nsw.gov.au/teaching-and-learning/curriculum/key-learning-areas/mathematics/stage-6/mathematics-advanced">Mathematics Advanced</a> in Year 12, they aren’t going to do well on the HSC in those areas. The Year 9 NAPLAN numeracy criteria dominates the other variables.</p>
<p>Our research tells us we know enough about each student by the end of Year 11 to help direct them into the pathway that best aligns to their current strengths. It also tells us we need to provide a different kind of Year 12 experience — one that boosts students’ chances for success in areas they are passionate about or interested in.</p>
<figure class="align-center zoomable">
<a href="https://images.theconversation.com/files/349277/original/file-20200724-19-rupjpe.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=1000&fit=clip"><img alt="A female student taking notes at her desk but looking bored." src="https://images.theconversation.com/files/349277/original/file-20200724-19-rupjpe.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/349277/original/file-20200724-19-rupjpe.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=400&fit=crop&dpr=1 600w, https://images.theconversation.com/files/349277/original/file-20200724-19-rupjpe.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=400&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/349277/original/file-20200724-19-rupjpe.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=400&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/349277/original/file-20200724-19-rupjpe.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=503&fit=crop&dpr=1 754w, https://images.theconversation.com/files/349277/original/file-20200724-19-rupjpe.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=503&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/349277/original/file-20200724-19-rupjpe.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=503&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px"></a>
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<span class="caption">Many students are disengaged from school.</span>
<span class="attribution"><span class="source">https://www.shutterstock.com/image-photo/uninterested-student-drawing-during-class-classroom-687472933</span></span>
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<p>Of course, the science of predictive analytics isn’t perfect. Our study shows some students do improve their academic achievements throughout Year 12 and score higher than expected on the HSC exams (no more than 7%). But for an <a href="https://grattan.edu.au/wp-content/uploads/2017/02/Engaging-students-creating-classrooms-that-improve-learning.pdf">increasing number of students</a>, the HSC and the process leading towards it are barriers to active engagement in education at a pivotal transition period. </p>
<h2>So, what does all this mean?</h2>
<p>End of school exams and the resultant ATAR are often presented as make-or-break milestones. Students <a href="https://clueylearning.com.au/blog/atar-anxiety/">preparing for the exams</a> suffer <a href="https://www.abc.net.au/news/2017-10-11/year-12-exams-are-they-worth-the-stress/9029260">increased anxiety and stress</a> beyond what is normal. The process is unnecessarily debilitating for many young people. </p>
<p>The purpose of the HSC is to use the cumulative exam results to convert to a tertiary admission ranking (ATAR) that is used to facilitate university entry. But our data reveal we don’t need the current Year 12 to determine the HSC results and therefore the ranking. And for those who do not have university aspirations, the HSC is already irrelevant.</p>
<p>There are now <a href="https://theconversation.com/your-atar-isnt-the-only-thing-universities-are-looking-at-93353">multiple ways</a> to be accepted into university, including early offers, portfolios and principal recommendations. These make the HSC increasingly redundant.</p>
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Read more:
<a href="https://theconversation.com/dont-stress-your-atar-isnt-the-final-call-there-are-many-ways-to-get-into-university-125429">Don't stress, your ATAR isn't the final call. There are many ways to get into university</a>
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<p>A Productivity Commission report showed <a href="https://www.qt.com.au/news/high-school-dropouts/2151766/">almost one fifth of Year 10 students</a> in 2010 didn’t complete Year 12 by 2012. And the perpetuation and widening of equity gaps due to the realities of the senior years of high school are staggering. A 2015 <a href="https://www.smh.com.au/national/quarter-of-australian-students-drop-out-new-report-reveals-20151025-gkhtpo.html">Mitchell Institute report</a> found about 40% of Australia’s poorest 19 year olds don’t finish Year 12, compared with about 10% of the wealthiest. </p>
<p>The challenge we face is to make the senior year more relevant in preparing students for their next steps.</p>
<h2>A new Year 12 design</h2>
<p>We propose to dramatically revise Year 12 with the help of predictive analytics.</p>
<p>Our proposal is to allow flexibility for each student to get ready for the next phase of their learning during Year 12. This includes opportunities to use Year 12 to engage in real-world projects, formal apprenticeships, TAFE or university certificates, study abroad (when that can occur again safely), going deeper into advanced courses of interest and providing new supports to promote success without dumbing things down.</p>
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Read more:
<a href="https://theconversation.com/most-young-people-who-do-vet-after-school-are-in-full-time-work-by-the-age-of-25-133060">Most young people who do VET after school are in full-time work by the age of 25</a>
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<p>All of these are currently the exception rather than the rule. Through these experiences, Year 12 students can build unique evidence about their skills, knowledge and passions that take them into their futures. </p>
<p>Instead of using Year 12 to prepare for the exams, students can use it for broadening their experiences and honing in on life and career aspirations. This approach refocuses the final year to an <a href="https://www.amazon.com/Leaving-Learn-Out-School-Engagement/dp/0325046042">individualised journey</a> that better prepares young people for Year 13 — whatever that may be for them.</p><img src="https://counter.theconversation.com/content/140746/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>The authors do not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and have disclosed no relevant affiliations beyond their academic appointment.</span></em></p>A new study and its methods provides a way to replace the current Year 12 structure with one that will help prepare senior school students for their journey into the future – whatever that may be.John Fischetti, Professor, Pro Vice Chancellor of the Faculty of Education and Arts; Dean/Head of School of Education, University of NewcastleMaxwell Smith, Professor, University of NewcastleRaju Varanasi, Doctoral candidate, University of NewcastleLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/1348912020-04-02T04:37:24Z2020-04-02T04:37:24ZCOVID-19 has thrown year 12 students’ lives into chaos. So what can we do?<figure><img src="https://images.theconversation.com/files/324506/original/file-20200401-66163-zjg8rz.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">
</span> <span class="attribution"><a class="source" href="https://www.shutterstock.com/image-photo/group-high-school-students-doing-exam-704245198">Shutterstock</a></span></figcaption></figure><p>Schools have been progressively moving classes online due to the COVID-19 pandemic and there is uncertainty over what the next months may bring. This has thrown many year 12 students’ lives into chaos. </p>
<p>States and territories are yet to determine what will happen with final year exams. More <a href="https://twitter.com/theprojecttv/status/1245259199090655232">than 180,000 students</a> are expected to complete their final year certificates across Australia in 2020. This includes around <a href="https://educationstandards.nsw.edu.au/wps/portal/nesa/11-12/hsc/about-HSC/HSC-facts-figures">68,000</a> in NSW completing the higher school certificate (HSC); and <a href="https://www.educationmattersmag.com.au/vce-results-are-in-for-class-of-2019/">49,000</a> completing the Victorian Certificate of Education (VCE). </p>
<p>Victoria’s education minister has said <a href="https://www.abc.net.au/radio/melbourne/programs/drive/vce-exams-could-be-pushed-back-due-to-coronavirus/12086784">year 12 exams</a> may be moved to later in the year or even early next year. But students will still be able to get their VCE qualifications.</p>
<p>The NSW education department has <a href="https://educationstandards.nsw.edu.au/wps/portal/nesa/about/news/media-releases/media-release-detail/2020-HSC-is-going-ahead">determined the HSC</a> will also go ahead; and similar statements have been made about the South Australian Certificate of Education (<a href="https://www.sace.sa.edu.au/covid-19-coronavirus">SACE</a>) and other senior certificates across Australia.</p>
<p>A statement from the <a href="https://twitter.com/theprojecttv/status/1245259199090655232">Education Council of Australia</a> says a decision on exams will be made later this month.</p>
<p>But how will the move to online study, and the disruption of routine, affect students’ abilities to perform and, consequently, their grades? And what does this mean for university entry?</p>
<h2>Exams and coursework across the states</h2>
<p>In Australia most students finish classes in September, so they are about half way through their courses. </p>
<p>In NSW, students start their final year subjects in term four the previous year and finish classes late in term three, before <a href="https://ace.nesa.nsw.edu.au">doing trial HSC exams</a>. Others, like the <a href="http://www.bsss.act.edu.au/information_for_students/act_qualifications">ACT, use credit systems</a> where students accumulate course credits with no final external exam – again most students would have completed about half their credits in these systems. </p>
<p>In some states, exams can comprise more than <a href="https://studentsonline.nesa.nsw.edu.au/go/seniorstudy/how_your_hsc_works/">half a student’s final score</a>. Schools also tend to have less weighted tasks earlier in a course and higher weighted tasks later. For instance, in NSW half a student’s grade in the HSC comes from the exam <a href="https://educationstandards.nsw.edu.au/wps/portal/nesa/11-12/hsc/key-dates-exam-timetables/hsc-written-exam-timetable">held from late September</a>. And up to half a student’s school grade can comes from their trial exams. </p>
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Read more:
<a href="https://theconversation.com/year-12-can-be-stressful-but-setting-strong-and-healthy-goals-can-help-you-thrive-131028">Year 12 can be stressful, but setting strong and healthy goals can help you thrive</a>
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<p>Some other states have less heavily weighted external exams. <a href="http://www.bsss.act.edu.au/information_for_students/act_senior_secondary_system">The ACT final score is based on school assessment</a>, some of which might be exams. In South Australia external exams are worth <a href="https://www.sace.sa.edu.au/teaching/assessment/external-assessment">30% of the final SACE score</a>. </p>
<p>The NSW Education Standards Authority (NESA) has <a href="https://educationstandards.nsw.edu.au/wps/portal/nesa/about/news/novel-coronavirus">given principals</a> or system authorities the power to make decisions for the 2020 HSC in relation to formal assessments.</p>
<p>This essentially means school principals can give students fewer tasks, change when they are due and how much they count towards the final grade. </p>
<p>Similar advice exists in other jurisdictions such as <a href="https://www.vcaa.vic.edu.au/news-and-events/latest-news/Novel%20coronavirus%20update/Pages/default.aspx">Victoria</a> and the <a href="http://www.bsss.act.edu.au/information_for_students/covid-19_novel_coronavirus">ACT</a>. </p>
<h2>How this affects university entry</h2>
<p>Once a student has their final year credentials such as the HSC or VCE, they are then ranked for university entry through a scaling system. The scaled grades are then converted into the Australian Tertiary Admission Rank (ATAR) which is used as the main entry criterion for university.</p>
<p>There are equity issues for students who plan to go to university as students are ranked across the ATAR. Students with access to higher speed internet and devices are at an advantage. This also the case for students whose parents can support them in their subjects, those who have space at home for their study and who can access tutoring. </p>
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Read more:
<a href="https://theconversation.com/what-actually-is-an-atar-first-of-all-its-a-rank-not-a-score-126594">What actually is an ATAR? First of all it's a rank, not a score</a>
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<p>When we learn online, especially when we are new to it, we <a href="https://journals.sagepub.com/doi/abs/10.1177/0047239516661713?journalCode=etsa">often revert to content transmission</a> – it’s easier to study content than develop structured and interactive learning activities. This changes the nature of what teachers do and what students are prepared for in assessments. </p>
<p>Exam creators will need to ensure questions match this new reality and ask for factual recall. This means students with better online systems and those better at factual recall – a strength for exams – have an advantage in states where exams are weighted higher for their final certificate and the ATAR.</p>
<p>If schools focus more on the material many year 12 students have already covered before the move to online, this may help with the equity problem.</p>
<p>However, many students may feel short changed as they were preparing to give it their all towards the end of the year when the final tasks are weighted more.</p>
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<p>Students studying subjects where they produce a major work, such as a piece of furniture or who have performances such as music and drama, will also likely have only had their knowledge components assessed to date. They would be relying on the final score of their major project.</p>
<h2>What can we do?</h2>
<p>Reducing the breadth of material covered, as a system wide response, is a sensible option – either the detail in each subject or number of options within subjects. The final exams can be reduced in length to accommodate this. </p>
<p>The school year can also be extended and the exams pushed back – although this will mean university entry will need to be delayed. </p>
<p>Major works, performances and vocational education placements are another issue altogether. Many students will need access to specialist resources and rooms in schools to prepare these, as well as transport to and from these spaces. </p>
<p>Seemingly this would be possible by having a trained adult overseeing the space and observing appropriate health protocols. But group tasks such as in drama may need creative solutions such as dialogues at distance and dance pieces without interaction. </p>
<p>Another option may be to cover the content now and the practical components later. This may disadvantage students in subjects with practical components such as art and technology, because they have greater affinity with production and performance than classic academic study. </p>
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Read more:
<a href="https://theconversation.com/dont-stress-your-atar-isnt-the-final-call-there-are-many-ways-to-get-into-university-125429">Don't stress, your ATAR isn't the final call. There are many ways to get into university</a>
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<p>We will need to ensure we recognise this change when calculating the overall year 12 grade. </p>
<p>Leaving grade calculations to individual schools could be problematic if schools try to game the system and get their student marks up (by, for instance, expelling low grading students).</p>
<p>There are several ways to mediate this.</p>
<p>All students in the ACT take a general aptitude test, (the <a href="http://www.bsss.act.edu.au/information_for_students/act_scaling_test">AST</a>), which is used to scale student grades. </p>
<p>In South Australia the final SACE grade is moderated by comparing students across subjects without the use of a major external exam such as in NSW. </p>
<p>A move to the ACT or SA approach in other jurisdictions this year can’t be ruled out. A further option is the <a href="https://stat.acer.org/">Special Tertiary Admissions Test (STAT</a>) which is used for university entry for non-school leavers. </p>
<p>This situation could also be the impetus we need to further the <a href="https://theconversation.com/what-actually-is-an-atar-first-of-all-its-a-rank-not-a-score-126594">debates about the ATAR</a> and if it should be recast for university entry. The current crisis may just show us some avenues to make the current system fairer for everyone.</p><img src="https://counter.theconversation.com/content/134891/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Philip Roberts receives funding from the NSW and Australian Government's. He is a member of the ACT Board of Senior Secondary Studies. </span></em></p>How will the move to online study, and the disruption of routine, affect year 12 students’ abilities to perform and, consequently, their grades? And what does this mean for university entry?Philip Roberts, Associate professor (Curriculum Inquiry / Rural Education), University of CanberraLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/1279852019-12-16T19:03:31Z2019-12-16T19:03:31ZPoorer NSW students study subjects less likely to get them into uni<figure><img src="https://images.theconversation.com/files/307037/original/file-20191216-124041-eo73xd.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">More students from poorer families study vocational education and training subjects than students from advantaged backgrounds.</span> <span class="attribution"><span class="source">from shutterstock.com</span></span></figcaption></figure><p>More students from advantaged backgrounds study subjects that will get them a higher ATAR (Australian Tertiary Admissions Rank) in New South Wales, while students from lower socioeconomic families are over-represented in subjects that contribute less to the score. </p>
<p>Our <a href="https://researchprofiles.canberra.edu.au/en/publications/still-winning-social-inequity-in-the-nsw-senior-secondary-curricu">new study</a> showed subjects such as advanced English are studied by students with an average higher socio-economic status than students studying standard English. </p>
<p>Advanced English is weighted around 13 marks higher than standard English by the <a href="https://www.uac.edu.au/about">Universities Admissions Centre</a>, which uses these points to calculate the ATAR. Students with a higher ATAR are more likely to get into a university course of their choice.</p>
<p>We examined who studies which subjects, and the benefits of studying some subjects over others in the NSW year 12 curriculum, or the Higher School Certificate (HSC).</p>
<p>We also calculated most advanced English students were likely in the top 20% of their year in reading in NAPLAN in years 3, 5, 7 and 9. But most standard English students were likely in the bottom 20% for each of their NAPLAN years.</p>
<p>We saw similar patterns across many subjects, including between mathematics and general mathematics, between physics, chemistry and senior science, and between economic and business studies. </p>
<p>We also found more advantaged students took vocational education and training (VET) subjects at a much lower rate than their less advantaged counterparts. This included VET subjects that contribute to an ATAR, and other VET subjects done in year 12. </p>
<p>If some subjects are more likely to get you into university, and these are not being accessed equally, we have an unequal system. This means the NSW curriculum and the system it operates in legitimises social status and later opportunity based on student family background.</p>
<h2>What we did</h2>
<p>We looked at 73,371 non-identifiable student records, analysing the subjects students took and their grades in the HSC. We developed a <a href="https://www.acer.org/au/ausei06">scale for student socio-economic status</a> using information on parents’ occupation and education level, as well as the students’ gender and school location.</p>
<p>To determine the weight of subjects, we referred to the <a href="https://theconversation.com/what-actually-is-an-atar-first-of-all-its-a-rank-not-a-score-126594">HSC scaled mean</a> used by the Universities Admission Centre to calculate a student’s ATAR. </p>
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Read more:
<a href="https://theconversation.com/what-actually-is-an-atar-first-of-all-its-a-rank-not-a-score-126594">What actually is an ATAR? First of all it's a rank, not a score</a>
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<p>There are options within subject areas, each having greater or less weight towards an ATAR. For instance, mathematics has a mean 12 points higher than standard mathematics; physics and chemistry are 12 points higher than senior science; and economics is eight points higher than business studies. </p>
<p>We have used the ATAR as a proxy for measuring student outcomes. This is because ATAR is the basis on which places in university courses are determined, and because it is often the focus of conversations to summarise how a student went in the HSC. </p>
<h2>An unequal curriculum</h2>
<p>The socio-economic status of a student’s parent(s), school location and student gender continue to exercise significant influence on completing the HSC, the subjects a student studies in the HSC, and ultimately their results. </p>
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<img alt="" src="https://images.theconversation.com/files/306074/original/file-20191210-95153-c95cj7.png?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/306074/original/file-20191210-95153-c95cj7.png?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=337&fit=crop&dpr=1 600w, https://images.theconversation.com/files/306074/original/file-20191210-95153-c95cj7.png?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=337&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/306074/original/file-20191210-95153-c95cj7.png?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=337&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/306074/original/file-20191210-95153-c95cj7.png?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=424&fit=crop&dpr=1 754w, https://images.theconversation.com/files/306074/original/file-20191210-95153-c95cj7.png?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=424&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/306074/original/file-20191210-95153-c95cj7.png?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=424&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
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<span class="caption">There is a hierarchy among the subjects in the NSW curriculum.</span>
<span class="attribution"><span class="source">Adapted from Roberts, Dean, & Lommatsch (2019)</span></span>
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<p>The options weighted higher, and which therefore contributed more to an ATAR, were overwhelmingly studied by students from higher socio-economic families, and by students in the city.</p>
<p>Prior achievement also played a role in determining the subjects students took. Our calculations show most physics and chemistry students were likely in the top 20% of numeracy in NAPLAN when they were in years 3, 5, 7 and 9; but most senior science students were likely in the bottom 20%. </p>
<p>Most mathematics students were likely in the top 20% of numeracy in NAPLAN when they were in years 5, 7 and 9; but most standard mathematics students were in the bottom 40%. And economics students had higher NAPLAN grades than those in business studies. </p>
<p>There was also a gender divide.</p>
<p>A much higher proportion of females studied advanced English than males. And city students took the subject at nearly twice the rate of outer regional students. </p>
<p>This was also the case for physics, chemistry and economics when compared to senior science and business studies.</p>
<p>Mathematics was studied more by males but general mathematics studied about equally by males and females. However only a small proportion of outer regional students studied mathematics compared to major cities. </p>
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Read more:
<a href="https://theconversation.com/the-majority-of-music-students-drop-out-before-the-end-of-high-school-is-the-atar-to-blame-126350">The majority of music students drop out before the end of high school – is the ATAR to blame?</a>
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<p>Similar patterns could be seen in languages and within vocational education subjects. Students can study one VET subject from a limited range and sit an optional exam to have it contribute to their ATAR or study approved VET courses towards the HSC (and not the ATAR).</p>
<p>Students from higher socioeconomic backgrounds took digital technology VET subjects. But students from less advantaged families took more retail, metal, engineering and hospitality subjects. </p>
<p>VET subjects were also studied at about three times the rate in outer regional and remote areas than in major cities, and twice as much in less advantaged areas than more advantaged ones. </p>
<h2>Why this matters</h2>
<p>Previous studies have shown a <a href="https://catalogue.nla.gov.au/Record/235595">similar hierarchy of subjects in Victoria</a>. </p>
<p>It is now generally accepted teachers have the <a href="https://visible-learning.org/hattie-ranking-influences-effect-sizes-learning-achievement/">biggest influence on student learning outside the family and home</a>. Our focus to date has been on the quality of teachers, not what teachers are teaching. </p>
<p>This research shows family and home is highly related to what students do at school, overwhelmingly sorting students into subject pathways that reinforce their current place on the social ladder.</p>
<p>The higher your ATAR, the more likely you are to get into a more prestigious university course, which will give you more job options.</p>
<p>We need to look at the way subjects are arranged in the school curriculum, and ensure all students have genuine access to subjects that enhance their post-school options.</p><img src="https://counter.theconversation.com/content/127985/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Philip Roberts receives funding from the Australian Government.. </span></em></p>Some subjects are more likely to get you into university. But more advantaged students access these subjects. This means we have an unequal system.Philip Roberts, Associate professor (Curriculum Inquiry / Rural Education), University of CanberraLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/1263502019-11-28T19:10:04Z2019-11-28T19:10:04ZThe majority of music students drop out before the end of high school – is the ATAR to blame?<figure><img src="https://images.theconversation.com/files/303914/original/file-20191127-180279-1dnb7t.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">More than half of students who took music in year 10 in NSW had dropped out by year 12.</span> <span class="attribution"><span class="source">from shutterstock.com</span></span></figcaption></figure><p>More than half of year 10 music students in NSW dropped the subject by the time they reached year 12. Their teachers said this was so they could choose subjects that would help them get a higher ATAR. </p>
<p>These are the findings of my PhD study where I looked at data across NSW schools and conducted interviews with music teachers.</p>
<p>An average of 56% of students in year 10 music courses dropped out by the time they reached year 12 between 2008 and 2016. This comes to an average of around 7,200 music students lost between year 10 and 12.</p>
<p>Interviews with 50 teachers at 23 schools around NSW – including comprehensive, selective, independent and Catholic – suggest many of their best music students opt for subjects that will perform better when it comes to their ATAR.</p>
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Read more:
<a href="https://theconversation.com/before-you-let-your-child-quit-music-lessons-try-these-5-things-125944">Before you let your child quit music lessons, try these 5 things</a>
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<h2>Numbers of music students lost</h2>
<p>I took figures from every school across NSW that offered music at the Higher School Certificate (HSC) level.</p>
<p>There were 13,005 students taking year 10 music in 2014. This dropped to 7,001 by year 11, in 2015. By the time year 12 rolled around in 2016, only 5,294 of the student cohort were enrolled in an HSC music subject.</p>
<p>That’s an average loss of 58.6% of music students. </p>
<p>The numbers are similar for every year 12 graduating cohort from 2007 to 2015.</p>
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<h2>Music is often scaled down</h2>
<p>Students starting year 11 must choose the subjects they want to study for the next two years. These choices can be made for a <a href="https://www.tandfonline.com/doi/abs/10.1080/09500693.2017.1299949">range of reasons</a>: what they’re good at, what they’re interested in and what may help them in the future.</p>
<p>But a student may also be aiming to get into a university degree with a particular ATAR cut-off. Then, it may be reasonable, and even somewhat responsible, for that student to consider both what they may be good at and what has <em>historically</em> scaled well, to maximise their chance of getting the ATAR they’re hoping for.</p>
<p>Scaling <a href="https://www.uac.edu.au/assets/documents/scaling-reports/Scaling-Report-2018-NSW-HSC.pdf">is the process</a> by which all student marks in HSC courses are adjusted to become “the marks the students would have received if all courses had the same candidature and the same mark distribution”.</p>
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Read more:
<a href="https://theconversation.com/what-actually-is-an-atar-first-of-all-its-a-rank-not-a-score-126594">What actually is an ATAR? First of all it's a rank, not a score</a>
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<p>This means a mark in one subject, such as music, can be scaled lower than the same mark in another subject, such as physics. For instance, in 2018 in NSW, a total mark of 93 in Music 1 (<a href="https://educationstandards.nsw.edu.au/wps/portal/nesa/11-12/stage-6-learning-areas/stage-6-creative-arts">one of the two senior music courses available</a>) was <a href="https://www.uac.edu.au/assets/documents/scaling-reports/Scaling-Report-2018-NSW-HSC.pdf">scaled down</a> to 72.2. While a total mark of 89 in physics was scaled to 84.4.</p>
<p>The <a href="https://www.uac.edu.au/assets/documents/scaling-reports/Scaling-Report-2018-NSW-HSC.pdf">Universities Admission Centre’s report</a> on scaling in HSC recommends students don’t “choose courses on the basis of what you believe is the likely effect of scaling”. </p>
<p>But students also have access to online <a href="https://www.hscninja.com/atar-calculator">ATAR calculators</a> where they can put their predicted marks in for their subjects to determine where their ATAR will most likely lie, and to see how those marks have scaled in previous years.</p>
<p>It’s reasonable then, for a student to use such information to decide which subjects they should pursue for their HSC. </p>
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Read more:
<a href="https://theconversation.com/does-the-suzuki-method-work-for-kids-learning-an-instrument-parental-involvement-is-good-but-other-aspects-less-so-111995">Does the Suzuki method work for kids learning an instrument? Parental involvement is good, but other aspects less so</a>
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<h2>What teachers said</h2>
<p>Several of the teachers I interviewed acknowledged the ATAR effect on music enrolments. </p>
<p>One said music was a “negative drag on the ATAR”. Another said Music 1 is “just going to lower your ATAR”. One teacher told me music was “not rated very highly among the ATAR”.</p>
<p>One teacher said a particular student was advised by her curriculum co-ordinator to drop music so she could get the ATAR to become a doctor. And another teacher was constantly losing music students at his school because of the perception of scaling. </p>
<p>The teacher said</p>
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<p>I’ve lost a lot of very good musicians to science and maths, because they’ve decided to drop the subject, which has been pretty devastating at times.</p>
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<p>Teachers should consider allowing their high performing music students to complete their HSC music course early, in Year 11. This is known as acceleration.</p>
<p>As one teacher put it, <a href="https://www.cese.nsw.gov.au/images/stories/PDF/Revisiting_gifted_education.pdf">accelerating high-achieving</a> music students allows them to get their <a href="https://educationstandards.nsw.edu.au/wps/portal/nesa/11-12/hsc/results-certificates/understanding-results">Band 6</a> (meaning they’ve received a mark from 90-100) for music so they can focus on other subjects in year 12. A student’s ATAR in NSW is calculated from their best ten units, including English. Going into year 12 with two units already completed can alleviate study time and boost confidence.</p>
<p>Some schools in NSW already use the acceleration option for music students. It allows their musically gifted students to still keep music as a HSC subject, and helps maintain healthy senior music cohorts at their school.</p>
<p>According to my analysis, around 20% of schools in NSW offer accelerated courses in the HSC for courses including modern history, studies of religion, physics, economics and, most commonly, mathematics. </p>
<p>Given this prevalence of acceleration, particularly in the HSC, teachers and schools should consider this a reasonable and achievable strategy to accommodate their musically gifted students.</p><img src="https://counter.theconversation.com/content/126350/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Rachel White does not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and has disclosed no relevant affiliations beyond their academic appointment.</span></em></p>NSW schools are losing senior music students in significant numbers. Teachers say they’re dropping the subject in year 12 to ensure a higher ATAR.Rachel White, PhD candidate and sessional lecturer, University of SydneyLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/1241782019-10-22T22:50:37Z2019-10-22T22:50:37Z3 things to help improve your exam results (besides studying)<figure><img src="https://images.theconversation.com/files/298041/original/file-20191022-28125-8l3sex.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">The amount of sleep you get before an exam can make a difference to your results.</span> <span class="attribution"><a class="source" href="https://unsplash.com/photos/rUc9hVE-L-E">Gregory Pappas/Unsplash</a></span></figcaption></figure><p>If you want to get good marks in your exams, there’s no substitute for study. So do past exams, go over your notes, read what you need to read, do the problems, ask for help – study!</p>
<p>But other things have a proven effect on exam marks too. Here are three of them.</p>
<h2>1. Sleep</h2>
<p>Guidelines for 13-to-17-year-olds advise <a href="https://www1.health.gov.au/internet/main/publishing.nsf/content/health-pubhlth-strateg-phys-act-guidelines#npa517">eight to ten hours</a> of uninterrupted sleep per night. But studies show teenagers’ <a href="https://www.tandfonline.com/doi/abs/10.1080/15402002.2012.670675">sleep is more fragmented</a> during stressful periods, such as exam times. </p>
<p>Studies also suggest <a href="https://journals.sagepub.com/doi/abs/10.1177/0098628318816142?journalCode=topa&">fewer than 10% of college students</a> get the recommended eight to nine hours of sleep during exam week. This is a problem because sleep is especially important during the study period. </p>
<figure class="align-center zoomable">
<a href="https://images.theconversation.com/files/298050/original/file-20191022-28092-vfx3v5.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=1000&fit=clip"><img alt="" src="https://images.theconversation.com/files/298050/original/file-20191022-28092-vfx3v5.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/298050/original/file-20191022-28092-vfx3v5.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=400&fit=crop&dpr=1 600w, https://images.theconversation.com/files/298050/original/file-20191022-28092-vfx3v5.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=400&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/298050/original/file-20191022-28092-vfx3v5.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=400&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/298050/original/file-20191022-28092-vfx3v5.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=503&fit=crop&dpr=1 754w, https://images.theconversation.com/files/298050/original/file-20191022-28092-vfx3v5.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=503&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/298050/original/file-20191022-28092-vfx3v5.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=503&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px"></a>
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<span class="caption">Most teenagers don’t get enough sleep during exam time.</span>
<span class="attribution"><a class="source" href="https://unsplash.com/photos/5NzOfwXoH88">Kinga Cichewicz/Unsplash</a></span>
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<p>Laboratory <a href="https://www.sciencedirect.com/science/article/abs/pii/S1087079205001231">studies show</a> new knowledge becomes integrated with what we already know while we sleep. Not getting enough sleep before an exam will leave you less able to recall what you’ve learnt, not to mention just being groggy.</p>
<p>A 2014 <a href="https://papers.ssrn.com/sol3/papers.cfm?abstract_id=2450423">German study</a> found students who got seven hours or more of good sleep during the exam period performed much better (their scores were around 10% higher) than those who had slept less. </p>
<p>Good-quality sleep, as described in the paper, is essentially sleep where you feel rested afterwards. Researchers often use the validated Pittsburgh Sleep Quality Indicator (<a href="https://singularsleep.com/pages/pittsburgh-sleep-quality-index">PSQI</a>) to assess the quality of sleep – you can use it to check how you’re tracking. </p>
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Read more:
<a href="https://theconversation.com/studying-for-exams-heres-how-to-make-your-memory-work-for-you-124586">Studying for exams? Here's how to make your memory work for you</a>
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<p>In <a href="https://journals.sagepub.com/doi/abs/10.1177/0098628318816142?journalCode=topa&">another study</a>, a US professor challenged his students (by offering them extra grades) to sleep an average of 8.5 hours a night during the exam period. </p>
<p>While 24 students opted in to the challenge, only 17 succeeded. Students who slept more than eight hours on the night of the final exam performed better than students who opted out or slept less than eight hours. </p>
<p>The professor controlled for previous grades – meaning he took into account the students’ previous levels of achievement in exams when calculating the results – so it’s not just that the ones who scored better were smarter anyway.</p>
<h2>2. Exercise</h2>
<p>Research <a href="https://www.health.harvard.edu/blog/regular-exercise-changes-brain-improve-memory-thinking-skills-201404097110">suggests regular aerobic exercise</a>, the kind that gets your heart and sweat glands pumping, can boost the size of the hippocampus, which is the brain area involved in verbal memory and learning. </p>
<p>A 2012 <a href="https://www.dhhs.tas.gov.au/__data/assets/pdf_file/0003/115941/06Telford_pes_2012_0006_p45-57.pdf">Australian study</a> found primary school students who exercised regularly were more likely to have higher NAPLAN scores in numeracy and writing. And a <a href="https://www.researchgate.net/publication/6269226_Physical_fitness_and_academic_achievement_in_3rd_and_5th_grade_students">US study</a> showed a child’s fitness was associated with a higher academic score – so the better the fitness, the higher they scored on tests.</p>
<figure class="align-center zoomable">
<a href="https://images.theconversation.com/files/298046/original/file-20191022-28129-w8bzbi.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=1000&fit=clip"><img alt="" src="https://images.theconversation.com/files/298046/original/file-20191022-28129-w8bzbi.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/298046/original/file-20191022-28129-w8bzbi.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=400&fit=crop&dpr=1 600w, https://images.theconversation.com/files/298046/original/file-20191022-28129-w8bzbi.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=400&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/298046/original/file-20191022-28129-w8bzbi.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=400&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/298046/original/file-20191022-28129-w8bzbi.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=503&fit=crop&dpr=1 754w, https://images.theconversation.com/files/298046/original/file-20191022-28129-w8bzbi.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=503&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/298046/original/file-20191022-28129-w8bzbi.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=503&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px"></a>
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<span class="caption">Exercise will improve your mood and concentration.</span>
<span class="attribution"><a class="source" href="https://unsplash.com/photos/FEKcDo0qgA4">Poodar Chu/Unsplash</a></span>
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<p>A 2009 <a href="https://www.pnas.org/content/106/49/20906">study showed</a> a positive correlation between aerobic fitness and cognitive performance in male teenagers. That is, as fitness increases so do logical, verbal, technical and overall intelligence scores.</p>
<p>Overall exercise is good because it <a href="https://www.ncbi.nlm.nih.gov/pubmed/28994355">improves mood</a> and helps to lower stress, both of which help with study and concentration.</p>
<h2>3. Take responsibility</h2>
<p>Our research shows when students <a href="https://search.informit.com.au/fullText;dn=272792404036634;res=IELHSS">take responsibility</a> for their learning they are more engaged and motivated to succeed. Taking responsibility means finding what interests you and incorporating that into your study routine.</p>
<p>Ask yourself: what will help me study like I mean it? And then get creative.</p>
<p>If exercise motivates you, then study while exercising. If your friends motivate you, review and summarise your notes in groups. If technology motivates you, use it. </p>
<p>Do you like drawing? If so, you can use <a href="https://iopscience.iop.org/article/10.1088/0143-0807/36/4/045019/meta">multiple representations</a> of problems – like words, equations, graphs, tables and diagrams – to help you understand a particular concept.</p>
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<strong>
Read more:
<a href="https://theconversation.com/dont-calm-down-exam-stress-may-not-be-fun-but-it-can-help-you-get-better-marks-124517">Don't calm down! Exam stress may not be fun but it can help you get better marks</a>
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<p>And don’t just read and review, but also practise skills. You will likely be asked to talk about some skills in your exams, such as identifying risks, writing a hypothesis or doing some calculations. Having a good working knowledge of these skills, rather than simply remembering how they go, is an advantage. </p>
<p>So, if you want to learn how to conduct an experiment, do <a href="https://onlinelibrary.wiley.com/doi/full/10.1002/tea.21320">some experimentation</a>. If you want to get good at comprehension, do some comprehension.</p>
<p>Try to enjoy yourself, because the more you care about something, the better you’ll do at it. Exercising and sleeping well will also put you in a better mood and help you enjoy the process.</p><img src="https://counter.theconversation.com/content/124178/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Tom Gordon does not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and has disclosed no relevant affiliations beyond their academic appointment.</span></em></p>There’s no substitute for study, but if you want to help yourself do better in exams, you should get enough sleep, exercise and try to enjoy the process.Tom Gordon, PhD candidate. Sydney University Physics Education Research (SUPER) group, University of SydneyLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/1029882018-09-13T20:32:40Z2018-09-13T20:32:40ZYear 11 and 12 students in NSW will no longer learn about women’s contributions to physics<figure><img src="https://images.theconversation.com/files/236148/original/file-20180913-133895-baz8wb.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">We need female role models in the NSW physics syllabus to normalise women in physics and encourage their engagement and further study.</span> <span class="attribution"><span class="source">www.shutterstock.com</span></span></figcaption></figure><p>The new Higher School Certificate (HSC) physics syllabus for NSW will contain no mention of the contributions of female physicists to the field. Not teaching students about their contributions to the field denies young women role models, and denies all students important knowledge about physics. </p>
<p>An education system which simultaneously claims to <a href="https://education.nsw.gov.au/news/secretary-update/international-womens-day2">praise women in STEM</a>, yet erases them from a physics syllabus cannot be seen as thorough. This needs to be fixed before long lasting damage is done to Australia’s next generation of scientists. </p>
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<em>
<strong>
Read more:
<a href="https://theconversation.com/new-study-says-the-gender-gap-in-science-could-take-generations-to-fix-95150">New study says the gender gap in science could take generations to fix</a>
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<p>Physics has a multitude of female physicists to celebrate. These outstanding women could inspire passion in young female students, while providing all students with a broader perspective of the universe we all call home. </p>
<h2>Complete deletion, really?</h2>
<p>In 2018, NSW introduced a new <a href="https://search.informit.com.au/fullText;dn=499263222898931;res=IELHSS">HSC physics syllabus</a>, which focuses on complex topics such as thermodynamics and quantum physics, and requires a more technical understanding of physics concepts. It focuses on the physics itself and its modern usage, rather than how we discovered and developed physics in the first place. </p>
<p>The <a href="http://educationstandards.nsw.edu.au/wps/portal/nesa/11-12/stage-6-learning-areas/stage-6-science/physics">outgoing syllabus</a> includes more background and the history of the development of physics. The discoveries women have contributed to the field are taught in this syllabus, but it fails to identify a single woman by name in the 47 scientists mentioned 93 times.</p>
<p><div data-react-class="Tweet" data-react-props="{"tweetId":"1037266449872564225"}"></div></p>
<p>The <a href="http://educationstandards.nsw.edu.au/wps/portal/nesa/11-12/stage-6-learning-areas/stage-6-science/physics-2017">new syllabus</a> has 25 scientists mentioned 56 times. But no women are referred to by name, nor are any contributions women have made to physics included.</p>
<p>This new syllabus focuses completely on male physicists and their work. Women have been and continue to be told physics is primarily a male endeavour. </p>
<h2>You can’t be what you can’t see</h2>
<p>Science is filled with interesting characters, insights and discoveries. Teaching about a scientist or their work celebrates their contributions, highlights their efforts and recognises how they influenced and developed knowledge.</p>
<p>The new syllabus fails to provide female role models. Role models <a href="http://journals.sagepub.com/doi/10.1177/0361684313482109">are important</a> because they foster pro-science aspirations and attitudes. This is true for both women <em>and</em> men, but young girls miss out if we only provide students with male role models. </p>
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<em>
<strong>
Read more:
<a href="https://theconversation.com/the-hunt-for-the-superstars-of-stem-to-engage-more-women-in-science-76854">The hunt for the Superstars of STEM to engage more women in science</a>
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<p>This syllabus conveys the message that female physicists aren’t significant enough to mention. This is not only incorrect, but discouraging to female students. When we focus entirely on male scientists, we devalue women and their work in this field.</p>
<h2>Remarkable female scientists</h2>
<p>There are many examples of outstanding women that could have been included in the syllabus. Each have made major contributions to their field. Students would benefit greatly from learning about these women (plus many others) and their work in physics lessons. Here are four examples of bad-arse female physicists:</p>
<figure class="align-right zoomable">
<a href="https://images.theconversation.com/files/236120/original/file-20180913-133889-rrrjo0.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=1000&fit=clip"><img alt="" src="https://images.theconversation.com/files/236120/original/file-20180913-133889-rrrjo0.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=237&fit=clip" srcset="https://images.theconversation.com/files/236120/original/file-20180913-133889-rrrjo0.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=832&fit=crop&dpr=1 600w, https://images.theconversation.com/files/236120/original/file-20180913-133889-rrrjo0.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=832&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/236120/original/file-20180913-133889-rrrjo0.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=832&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/236120/original/file-20180913-133889-rrrjo0.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=1046&fit=crop&dpr=1 754w, https://images.theconversation.com/files/236120/original/file-20180913-133889-rrrjo0.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=1046&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/236120/original/file-20180913-133889-rrrjo0.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=1046&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px"></a>
<figcaption>
<span class="caption">Ruby Payne-Scott was an Australian radio astronomer.</span>
<span class="attribution"><span class="source">Peter Hall/</span>, <a class="license" href="http://creativecommons.org/licenses/by-sa/4.0/">CC BY-SA</a></span>
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<p><strong>Ruby Payne-Scott</strong> </p>
<p>Australia’s own Ruby Payne-Scott was one of the first radio astronomers in the world. Payne-Scott was at the forefront of radio astronomy in the 1940s. She developed techniques that have defined the field and her work made Australia the global leader it is today. Payne-Scott even discovered <a href="http://www.publish.csiro.au/CH/CH9490214">three types of radiation bursts</a> coming from the sun. </p>
<p><strong>Professor Marie Curie</strong></p>
<figure class="align-right zoomable">
<a href="https://images.theconversation.com/files/236122/original/file-20180913-133904-9agq2h.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=1000&fit=clip"><img alt="" src="https://images.theconversation.com/files/236122/original/file-20180913-133904-9agq2h.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=237&fit=clip" srcset="https://images.theconversation.com/files/236122/original/file-20180913-133904-9agq2h.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=692&fit=crop&dpr=1 600w, https://images.theconversation.com/files/236122/original/file-20180913-133904-9agq2h.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=692&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/236122/original/file-20180913-133904-9agq2h.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=692&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/236122/original/file-20180913-133904-9agq2h.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=870&fit=crop&dpr=1 754w, https://images.theconversation.com/files/236122/original/file-20180913-133904-9agq2h.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=870&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/236122/original/file-20180913-133904-9agq2h.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=870&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px"></a>
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<span class="caption">Marie Curie is one of the most well-known female physicists.</span>
<span class="attribution"><span class="source">from www.shutterstock.com</span></span>
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<p>Dual Nobel laureate, Professor Marie Curie started the field of radioactivity. Her work included the discovery of two new radioactive elements, which was only possible because of her impeccable experimental skills. Her research of radioactivity is still influencing physics. Her notebooks are still radioactive and will likely be for the next 1,500 years.</p>
<p><strong>Dr Rosalind Franklin</strong></p>
<p>Dr Rosalind Franklin’s unique approach to X-Ray crystallography was the first successful research delving into the structure of our cells. This helped us understand the double helix structure of DNA. Her work was revolutionary but <a href="https://physicstoday.scitation.org/doi/10.1063/1.1570771">has been attributed to Watson and Crick</a>, who won the Nobel Prize for the discovery. </p>
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<a href="https://images.theconversation.com/files/236121/original/file-20180913-133874-ilhwgl.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=1000&fit=clip"><img alt="" src="https://images.theconversation.com/files/236121/original/file-20180913-133874-ilhwgl.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=237&fit=clip" srcset="https://images.theconversation.com/files/236121/original/file-20180913-133874-ilhwgl.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=400&fit=crop&dpr=1 600w, https://images.theconversation.com/files/236121/original/file-20180913-133874-ilhwgl.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=400&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/236121/original/file-20180913-133874-ilhwgl.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=400&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/236121/original/file-20180913-133874-ilhwgl.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=503&fit=crop&dpr=1 754w, https://images.theconversation.com/files/236121/original/file-20180913-133874-ilhwgl.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=503&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/236121/original/file-20180913-133874-ilhwgl.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=503&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px"></a>
<figcaption>
<span class="caption">Dame Professor Jocelyn Bell-Burnell is an astrophysicist who discovered a new type of star.</span>
<span class="attribution"><span class="source">William Murphy/flickr</span>, <a class="license" href="http://creativecommons.org/licenses/by-sa/4.0/">CC BY-SA</a></span>
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<p><strong>Dame Professor Jocelyn Bell-Burnell</strong></p>
<p>Dame <a href="https://www.nature.com/articles/d41586-018-06210-w">Professor Jocelyn Bell-Burnell</a> discovered an entirely new type of star called pulsars on a radio telescope she essentially made herself while she was a PhD student. These rapidly rotating neutron stars changed what astronomers thought possible and is still an active area of research. Bell-Burnell originally called them LGM for <a href="http://news.cornell.edu/stories/2006/07/jocelyn-bell-burnell-reflects-discovery-pulsars">Little Green Men</a> as she did not want to rule out the fact the source could have come from alien life forms.</p>
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Read more:
<a href="https://theconversation.com/gender-inequalities-in-science-wont-self-correct-its-time-for-action-99452">Gender inequalities in science won't self-correct: it's time for action</a>
</strong>
</em>
</p>
<hr>
<p>Teaching our students women have had and continue to have no role in physics is not only incorrect, it’s harmful. We need equal representation to normalise women in physics and encourage their engagement and further study. A syllabus that correctly represents people in the field of physics can help <a href="https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5008876/">reduce unconscious bias</a> and demonstrate to young women there’s a place for them in this field.</p><img src="https://counter.theconversation.com/content/102988/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>The authors do not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and have disclosed no relevant affiliations beyond their academic appointment.</span></em></p>The new physics syllabus for year 11 and 12 students in NSW contains no mention of specific women who have contributed to the field, nor their work.Kathryn Ross, Researcher at Sydney University Physics Education Research Group, University of SydneyTom Gordon, Senior Science Communicator, PhD candidate Sydney University Physics Education Research (SUPER) group, University of SydneyLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/974412018-06-07T20:27:16Z2018-06-07T20:27:16ZExplainer: what’s the difference between formative and summative assessment in schools?<figure><img src="https://images.theconversation.com/files/222093/original/file-20180607-137309-1bx3631.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">Both formative and summative assessments are important parts of a well-rounded assessment program.</span> <span class="attribution"><span class="source">Shutterstock</span></span></figcaption></figure><p>The recent Gonski <a href="https://docs.education.gov.au/system/files/doc/other/662684_tgta_accessible_final_0.pdf">report</a> argues Australia needs assessment and reporting models that capture both achievement progress and long-term learning progress. This, according to the review panel, involves low-stakes, low-key, and regular formative assessments to support learning progressions. The report used international <a href="https://grattan.edu.au/wp-content/uploads/2015/07/827-Targeted-Teaching.pdf">evidence</a> on individualised teaching to demonstrate ongoing formative assessment and feedback is fundamental to supporting students to do better in school. </p>
<p>The NSW Education Minister, Rob Stokes, has <a href="https://www.smh.com.au/education/naplan-is-being-used-abused-and-must-be-urgently-dumped-stokes-20180503-p4zd3z.html">called for</a> NAPLAN to be replaced in “haste” with less high stakes tests. Mark Scott, the secretary of the NSW Department of Education, echoed Stokes’ remarks. He <a href="http://www.abc.net.au/news/2018-05-29/naplan-will-look-a-little-dated-when-new-testing-catches-on/9796860">stated</a>: </p>
<blockquote>
<p>I think [NAPLAN] will become obsolete because the kinds of information that the new assessment schemes will give us will be richer and deeper and more meaningful for teachers, for parents and for education systems.</p>
</blockquote>
<p>So, what’s the difference between formative and summative assessment? And when should each be used? Formative and summative assessment have different purposes and <a href="http://gottesman.pressible.org/cjr2142/balanced-assessment-from-formative-to-summative">both have an important role to play</a> in a balanced assessment program.</p>
<figure class="align-center ">
<img alt="" src="https://images.theconversation.com/files/222094/original/file-20180607-137309-8bwo1n.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/222094/original/file-20180607-137309-8bwo1n.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=400&fit=crop&dpr=1 600w, https://images.theconversation.com/files/222094/original/file-20180607-137309-8bwo1n.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=400&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/222094/original/file-20180607-137309-8bwo1n.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=400&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/222094/original/file-20180607-137309-8bwo1n.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=503&fit=crop&dpr=1 754w, https://images.theconversation.com/files/222094/original/file-20180607-137309-8bwo1n.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=503&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/222094/original/file-20180607-137309-8bwo1n.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=503&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
<figcaption>
<span class="caption">Formative assessments provide students with feedback and show where gaps in learning are.</span>
<span class="attribution"><span class="source">Shutterstock</span></span>
</figcaption>
</figure>
<h2>Formative assessment</h2>
<p><a href="http://www.nuffieldfoundation.org/sites/default/files/files/beyond_blackbox.pdf">Formative assessment</a> includes a range of strategies such as classroom discussions and quizzes designed to generate feedback on student performance. This is done so teachers can <a href="https://www.tandfonline.com/doi/abs/10.1080/0969595980050104">make changes</a> in teaching and learning based on what students need. </p>
<p>It involves finding out what students know and do not know, and continually monitoring student progress during learning. Both teachers and students <a href="https://www.tandfonline.com/doi/abs/10.1080/0969594970040304">are involved</a> in decisions about the next steps in learning. </p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/marking-answers-with-a-tick-or-cross-wont-enhance-learning-48732">Marking answers with a tick or cross won't enhance learning</a>
</strong>
</em>
</p>
<hr>
<p>Teachers use the feedback from formative tasks to identify what students are struggling with and adjust instruction appropriately. This could involve re-teaching key concepts, changing how they teach or modifying teaching resources to provide students with additional support. Students also use feedback from formative tasks to reflect on and improve their own work. </p>
<p><strong>Regular classroom tasks, whether formal (for example, traditional pen and paper tests) or informal (such as classroom discussions), can be adapted into effective formative tasks by:</strong> </p>
<ul>
<li><p>making students aware of the learning goals/success criteria using rubrics and carefully tracking student progress against them </p></li>
<li><p>including clear instructions to guide students through a series of activities to demonstrate the success criteria. A teacher might, for example, design a series of activities to guide students through an inquiry or research process in science</p></li>
<li><p>providing regular opportunities for feedback from the teacher, other students or parents (this feedback may be face-to face, written, or online)</p></li>
<li><p>making sure students have opportunities to reflect on and make use of feedback to improve their work. This may involve asking students to write a short reflection about the feedback on their draft essay and using this to improve their final version.</p></li>
</ul>
<p><strong>There are many advantages of formative assessment:</strong></p>
<ul>
<li><p>feedback from formative assessment helps students become aware of any
gaps between their goal and their current knowledge, understanding, or skill</p></li>
<li><p>tasks <a href="https://www.tandfonline.com/doi/abs/10.1080/0969595980050104">guide students</a> through the actions necessary to hit learning goals </p></li>
<li><p>tasks encourage students to focus their attention on the task (such as undertaking an inquiry or research process) rather than on simply getting the right answer </p></li>
<li><p>students and teachers receive ongoing feedback about student progress towards learning goals, which enables teachers to adjust their instructional approach in response to what students need</p></li>
<li><p>students build their <a href="https://blogs.deakin.edu.au/innovation-in-psychology/wp-content/uploads/sites/24/2013/11/Nichol_2006.pdf">self-regulation skills</a> by setting learning goals and monitoring their progress towards them </p></li>
<li><p>results of formative assessments can also be used for grading and reporting.</p></li>
</ul>
<figure class="align-center ">
<img alt="" src="https://images.theconversation.com/files/222095/original/file-20180607-137298-3lx69f.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/222095/original/file-20180607-137298-3lx69f.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=400&fit=crop&dpr=1 600w, https://images.theconversation.com/files/222095/original/file-20180607-137298-3lx69f.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=400&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/222095/original/file-20180607-137298-3lx69f.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=400&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/222095/original/file-20180607-137298-3lx69f.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=503&fit=crop&dpr=1 754w, https://images.theconversation.com/files/222095/original/file-20180607-137298-3lx69f.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=503&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/222095/original/file-20180607-137298-3lx69f.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=503&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
<figcaption>
<span class="caption">Summative assessments are generally standardised and rarely provide feedback.</span>
<span class="attribution"><span class="source">Shutterstock</span></span>
</figcaption>
</figure>
<h2>Summative assessment</h2>
<p>This includes end of unit examinations and the NSW <a href="http://educationstandards.nsw.edu.au/wps/portal/nesa/11-12/hsc/about-HSC">Higher School Certificate</a> (HSC) examination.</p>
<p><a href="https://www.tandfonline.com/doi/abs/10.1080/0969594970040304">Summative assessment</a> provides students, teachers and parents with an understanding of the pupil’s overall learning. Most commonly thought of as formal, time-specific exams, these assessments may include major essays, projects, presentations, art works, creative portfolios, reports or research experiments. These assessments are designed to measure the student’s achievement relative to the subject’s overall learning goals as set out in the relevant curriculum standards. </p>
<p>The design and goals of summative assessments are generally standardised so they can be applied to large numbers of students, multiple cohorts and time periods. <a href="https://research.acer.edu.au/cgi/viewcontent.cgi?article=1004&context=aer">Data collected</a> on individual student, cohort, school or system performance provides schools and principals with a tool to evaluate student knowledge relative to the learning objectives. They can also compare them with previous cohorts and other schools. </p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/evidence-based-education-needs-standardised-assessment-87937">Evidence-based education needs standardised assessment</a>
</strong>
</em>
</p>
<hr>
<p>The measurement and evaluation of student achievement this way <a href="https://au.sagepub.com/en-gb/oce/assessment-of-learning/book230814">gives us necessary information</a> about how we can continuously improve learning and teaching. </p>
<p>There are a number of <a href="https://books.google.com.au/books?id=wPSIAgAAQBAJ&pg=PP4&lpg=PP4&dq=Assessment+and+Examination+in+the+Secondary+School:+A+Practical+Guide+for+Teachers+and+Trainers:+Taylor+%26+Francis&source=bl&ots=_yQGqNq5D-&sig=O5QOjNDVJHnbvVnFseS3eEBuZ28&hl=en&sa=X&ved=0ahUKEwj72ZvBr7nbAhXSq5QKHYB7BdYQ6AEIPjAF#v=onepage&q=limitations&f=false">limitations</a> of summative assessment. While formative assessments usually provide feedback for the student to review and develop their learning, summative assessments are rarely returned to students. When assessments provide only a numerical grade and little or no feedback, as the NSW HSC does, it’s hard for students and teachers to pinpoint learning needs and determine the way forward. </p>
<p>Additionally, being a form of “high stakes” assessment, results may be perceived as a way of ranking students. For high achieving students there is recognition and reward, while for the lower performing students there is potential embarrassment and shame. Neither of these things should be associated with an equal opportunity education system. </p>
<hr>
<p><em>The author would like to acknowledge the work of David McDonald, a PhD student at Macquarie University in assessment, in writing this article.</em></p>
<hr><img src="https://counter.theconversation.com/content/97441/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Rod Lane does not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and has disclosed no relevant affiliations beyond their academic appointment.</span></em></p>There are benefits and drawbacks to both formative and summative assessment. Both are important parts of a rigorous assessment program.Rod Lane, Senior Lecturer in Educational Assessment, Macquarie UniversityLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/396832015-04-22T19:45:34Z2015-04-22T19:45:34ZSelective entry schools: tutoring improves student outcomes, but adds pressure<figure><img src="https://images.theconversation.com/files/78018/original/image-20150415-24635-1vdjpwl.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">Gaining entry into selective schools is highly competitive</span> <span class="attribution"><a class="source" href="http://www.shutterstock.com/pic-115614940/stock-photo-high-school-boy-closeup-portrait.html?src=YCY0m5aZX6eR5niW4qm6cQ-1-2">High school boy from www.shutterstock.com</a></span></figcaption></figure><p>The parents of high-achieving students often think of selective entry schools as the ideal option for their child. But going to one is not so easy. To gain entry to one of these government-funded selective schools, students must sit various high-pressure examinations. </p>
<p>Once selected, students are expected to continue to excel academically. This places more pressure on high-flying students, as they strive for perfection and try to cope with the additional strain of maintaining high grades among scores of other high achievers. </p>
<p>They are all vying to find their exclusive spot in schools that endeavour to produce the cream of the crop. As a culminating glory, the students then toil to produce a high ATAR, going all out to gain access to a university course of their choosing. </p>
<p>Very few students fly this mission solo; most are aided by coaches or tutors, who provide additional assistance with school-assessed tasks and preparation for exams. This begs the question: how effective are tutors in helping students gain entry to selective schools? How much can they help students who are already exceptional? </p>
<h2>Does tutoring help?</h2>
<figure class="align-right ">
<img alt="" src="https://images.theconversation.com/files/78019/original/image-20150415-24640-1c0tykr.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=237&fit=clip" srcset="https://images.theconversation.com/files/78019/original/image-20150415-24640-1c0tykr.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=400&fit=crop&dpr=1 600w, https://images.theconversation.com/files/78019/original/image-20150415-24640-1c0tykr.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=400&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/78019/original/image-20150415-24640-1c0tykr.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=400&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/78019/original/image-20150415-24640-1c0tykr.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=503&fit=crop&dpr=1 754w, https://images.theconversation.com/files/78019/original/image-20150415-24640-1c0tykr.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=503&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/78019/original/image-20150415-24640-1c0tykr.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=503&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
<figcaption>
<span class="caption">An effective tutor can identify the areas in which a student needs additional help or support.</span>
<span class="attribution"><a class="source" href="http://www.shutterstock.com/pic-215379964/stock-photo-education-concept-student-and-teacher-working.html?src=pp-same_model-215379955-nf2du3JDkybWga0WtDr2hw-4&ws=1">Tutor and student from www.shutterstock.com</a></span>
</figcaption>
</figure>
<p>There is an <a href="http://monitor.icef.com/2012/11/global-tutoring-industry-experiencing-explosive-growth/">increasing demand</a> for private tutoring to help gain admission into selective entry schools and support students once selected. However, there is a lack of research in the field, as this form of “shadow education” appears to be conducted largely undercover. </p>
<p>This reflects the fact that the students who receive extra tuition and the instructors who provide it are reluctant to be identified. </p>
<p>Most students with increased academic demands are likely to perform better through the individual attention of a qualified coach or tutor. A suitably experienced and skilled tutor has the potential to home in on a student’s areas of weakness and, in so doing, provide targeted and individualised help to overcome barriers and difficulties. </p>
<p>Additionally, time spent with a tutor is intensive as most tutors work with students one-on-one, providing personalised assistance that often aligns with school tasks and requirements. This productive, structured use of time circumvents procrastination and poor time management. </p>
<p>Effective tutors are further likely to produce proactive behaviours, such as improved and successful study habits, enhanced self-motivation and increased confidence. </p>
<p>A trained tutor also helps deal with the complexity and demands of specific discipline areas. For example, difficulties with specialised subjects may require more help than poring over books or researching material over the internet. </p>
<p>The flexibility of a private tutor to a student with an increased workload is highly appealing. Tutors are often able to meet students after hours and over weekends, thereby offering a more accommodating schedule and greater availability of help. </p>
<p>In a largely unregulated industry, educationalists remain apprehensive about whether the benefit of tuition to exceptional students actually pays off. </p>
<p>Some <a href="http://www.smh.com.au/federal-politics/the-question/do-students-need-tutoring-to-succeed-in-the-hsc-20111014-1loyq.html">newspaper reports</a> maintain that the students who score highly in national examinations do not receive any form of coaching, citing examples of schools where external tutors are discouraged. </p>
<p>Administrators point out that assistance in just the final year will not be adequate as the run-up to the national exams is not a sprint, but a marathon. </p>
<h2>At what cost?</h2>
<p>Regardless of its clear benefits for students, concern is growing that tutoring encourages highly driven students, who want to attain high scores, to ignore vital components of a balanced study program such as setting achievable educational goals and cultivating positive attitudes to study. </p>
<figure class="align-right ">
<img alt="" src="https://images.theconversation.com/files/78029/original/image-20150415-24635-fec5g2.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=237&fit=clip" srcset="https://images.theconversation.com/files/78029/original/image-20150415-24635-fec5g2.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=450&fit=crop&dpr=1 600w, https://images.theconversation.com/files/78029/original/image-20150415-24635-fec5g2.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=450&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/78029/original/image-20150415-24635-fec5g2.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=450&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/78029/original/image-20150415-24635-fec5g2.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=566&fit=crop&dpr=1 754w, https://images.theconversation.com/files/78029/original/image-20150415-24635-fec5g2.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=566&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/78029/original/image-20150415-24635-fec5g2.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=566&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
<figcaption>
<span class="caption">Tutoring can increase pressure on students to perform and impact their overall wellbeing.</span>
<span class="attribution"><a class="source" href="http://www.shutterstock.com/pic-143874382/stock-photo-portrait-of-teenage-boy-with-friends-in-row-using-laptops-in-library.html?src=9MFox7RyjScOKzcgmccnKw-1-10">Friends using laptops from www.shutterstock.com</a></span>
</figcaption>
</figure>
<p>Students who have gained entry to selective schools are often driven by the need to achieve examination success, ignoring all-round development. Such students often obtain external tuition in all the subjects they undertake, increasing the risk of fatigue and burnout. </p>
<p>Added to this is the significant financial cost of private tuition, which comes at a high price for most families. Paying for a trained, experienced tutor can <a href="http://www.smh.com.au/money/private-v-public--an-educated-guess-20110412-1dbok.html">cost</a> up to $110 per hour. </p>
<p>The pressure on exceptional students does not end with entry to an elite school. The appendage of tutors appears to be a necessary addition to an already full workload. </p>
<p>The task of parents in this context is to look closely at whether the tuition program provides long-term benefits, or merely equips the child with a few “bonus” marks in the national exam.</p><img src="https://counter.theconversation.com/content/39683/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Pearl Subban does not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and has disclosed no relevant affiliations beyond their academic appointment.</span></em></p>The parents of high achieving students often think of selective entry schools as the ideal option for their child. But do these schools churn out well-rounded young adults, or students trained for exams and little else?Pearl Subban, Lecturer, Faculty of Education, Monash UniversityLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/366592015-01-28T19:21:36Z2015-01-28T19:21:36ZKnow the curriculum and research your career: preparing for Year 12<figure><img src="https://images.theconversation.com/files/69866/original/image-20150123-2162-dt1k98.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">Knowing what the state curriculum authority expects of you is important</span> <span class="attribution"><span class="source">Shutterstuck</span></span></figcaption></figure><p>This week thousands of students across Australia begin their final year of schooling. The certificate they receive will vary from state to state, and their post-secondary plans may be university, an apprenticeship or paid work. Whatever the aim, Year 12 is likely to be one of <a href="http://opax.swin.edu.au/%7E3050858/download/education/family.pdf">the most difficult years</a> they’ve encountered in their short lives, so it’s important to know how to <a href="https://theconversation.com/hsc-exam-guide-maximising-study-and-minimising-stress-31476">prepare</a>. </p>
<h2>Be realistic about your expectations</h2>
<p>The most important piece of advice I would give to all Year 12 students is to select the subjects they want to study in Year 12. During the senior years of schooling students may feel they are being pushed down particular educational or career paths. </p>
<p>For example, “high achievers” may feel pressure to attend university and to apply for “high status” courses, like law or medicine, even if they have little interest in them. While it’s good to carefully consider any informed advice they are given, students shouldn’t be persuaded to do something that doesn’t really meet their interests or talents. </p>
<p>It’s also important students are realistic about what particular jobs and university courses are really going to be like, as well as about their own aptitudes and interests (for example, if they loathe writing essays and are really crap at it then an arts degree probably isn’t appropriate). </p>
<p>All the money and admiration in the world will not compensate for spending years studying or working in a field for which they have little genuine interest. Success in a job is also less likely if it doesn’t suit their interests. They could find themselves working in a “high status” field for an average salary because often the more interesting and/or higher-paying positions in that field are very competitive and go to the most enthusiastic and talented candidates. </p>
<p>There are plenty of bored, mediocre lawyers out there with average salaries. Despite what’s on TV, lawyers don’t spend all their time fighting gross injustices in dramatic courtroom showdowns – many law graduates never make it into the courtroom at all.</p>
<h2>Get familiar with the curriculum</h2>
<p>Another thing that all Year 12 students should do is familiarise themselves with the official curriculum documents for the subjects that they intend to complete. These are all available online at the state curriculum authority websites (<a href="http://www.boardofstudies.nsw.edu.au/syllabus_hsc/">NSW</a>, <a href="http://www.vcaa.vic.edu.au/Pages/index.aspx">Vic</a>, <a href="https://www.qcaa.qld.edu.au/589.html">QLD</a>). These documents list the content and skills that students will need to demonstrate throughout the year (including on any exams) in order to satisfactorily complete these subjects. </p>
<p>Before the internet, access to such materials wasn’t so easy to come by. Students just hoped that their teachers were thoroughly covering all the essential skills and knowledge. For whatever reasons, some teachers may miss key content or just not teach it in a way that meets the needs of particular students. </p>
<p>This can result in some students showing up for exams to find they don’t know how to answer questions, despite having thoroughly revised their class notes. If students familiarise themselves with the formal curriculum materials and are concerned that they still haven’t grasped some key aspects of a topic they can always raise this with their teacher or take the initiative to study the material in more depth themselves.</p>
<h2>It’s not just about exams</h2>
<p>There is a lot of focus on preparing for graded assessments in Year 12, but there are other course and job requirements that students should consider. Many courses require prospective students to complete pre-requisite courses to a particular standard. </p>
<figure class="align-right ">
<img alt="" src="https://images.theconversation.com/files/70225/original/image-20150128-12445-14izip5.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=237&fit=clip" srcset="https://images.theconversation.com/files/70225/original/image-20150128-12445-14izip5.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=899&fit=crop&dpr=1 600w, https://images.theconversation.com/files/70225/original/image-20150128-12445-14izip5.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=899&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/70225/original/image-20150128-12445-14izip5.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=899&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/70225/original/image-20150128-12445-14izip5.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=1130&fit=crop&dpr=1 754w, https://images.theconversation.com/files/70225/original/image-20150128-12445-14izip5.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=1130&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/70225/original/image-20150128-12445-14izip5.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=1130&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
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<span class="caption">Many courses also have audition or folio entrance requirements so don’t abandon prep for these.</span>
<span class="attribution"><a class="source" href="https://www.flickr.com/photos/csb13/2242114624/in/photolist-4q8qyG-4qkxqu-fkoGvR-ibQetL-ibQjzh-ibQEpX-ibQ9hy-dVjsgK-9SvsVA-ibQFmY-khBnpZ-o99mZ-bob8S2-96EqNW-BN5pQ-96Bo5x-95M3MV-bTvJvn-bob8Ut-c6WJvu-zfwVv-c6WKgq-hsjG3t-99Z7wm-99Z7wj-fqGiM7-ayCxxe-9hxtCb-99Z7ww-99Z7ws-5xPeU-4QAErG-ddabdN-j9opvs-oZ1arc-5Qqcrf-3cthYz-4oJmji-3wFkSM-3wFngV-3wFmdF-3wKL1W">Chris Blakeley</a>, <a class="license" href="http://creativecommons.org/licenses/by/4.0/">CC BY</a></span>
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</figure>
<p>For example, a C in English and/or a maths subject is a common requirement for many courses. Many visual and performing arts courses require students to present art folios at face-to-face interviews or to audition and these things may be given more weight than your overall Year 12 performance. Folios and auditions need to be prepared for throughout the year.</p>
<p>A large portion of students intend to complete their formal education at the end of Year 12 and enter the workforce or pursue further education in the form of apprenticeships or on-the-job training. These students may want to spend Year 12 acquiring specific vocational qualifications, experience and skills. Future employers may consider these things much more important than a student’s result on the English exam. </p>
<p>Many vocationally orientated Year 11 and 12 courses enable students to complete a unit towards their senior school certificate, while simultaneously completing a vocational qualification (for example a <a href="http://www.aqf.edu.au/wp-content/uploads/2013/05/4AQF_Certificate-II.pdf">Certificate II</a> in multimedia art or hospitality). </p>
<p>Victoria even has a whole senior certificate called the <a href="http://www.vcaa.vic.edu.au/Pages/vcal/index.aspx?Redirect=1">VCAL</a> (Victorian Certificate of Applied Learning) designed for this purpose. The benefit of this is that you can finish school having already completed some of the modules of an apprenticeship or vocational diploma, which will save both time and money and may help secure desired post-secondary positions.</p>
<h2>Don’t stress too much</h2>
<p><a href="http://thereslifeafter.org/">Year 12 doesn’t determine the rest of your life</a>. Once you have completed some post-secondary studies, Year 12 results are not so important. Potential employees will be more interested in more recent educational achievements (hence, don’t slack off at uni just because you got an ATAR of 99.95). </p>
<p>There are multiple pathways into tertiary education for people of all ages. Changing courses (or dropping out altogether to pursue other avenues) is relatively common. That said, it’s best to do research and think carefully about what you want to do so as to minimise the disappointment and expenses that may result from having to make such changes later on.</p><img src="https://counter.theconversation.com/content/36659/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Jennifer Bleazby is a Lecturer in the Faculty of Education at Monash University.</span></em></p>This week thousands of students across Australia begin their final year of schooling. The certificate they receive will vary from state to state, and their post-secondary plans may be university, an apprenticeship…Jennifer Bleazby, Lecturer, Faculty of Education, Monash UniversityLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/353612014-12-15T19:53:42Z2014-12-15T19:53:42ZSo you didn’t get a great ATAR – it’s not the end of the world<figure><img src="https://images.theconversation.com/files/66948/original/image-20141211-6027-16xjlzv.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">Getting a low ATAR, or not getting the ATAR you need for the university course you want, can seem like the end of the world. But it's not.</span> <span class="attribution"><a class="source" href="http://www.shutterstock.com/downloading_tips.mhtml?code=&id=35012347&size=medium&image_format=jpg&method=download&super_url=http%3A%2F%2Fdownload1.shutterstock.com%2Fgatekeeper%2FW3siZSI6MTQxODI5ODQzOSwiYyI6Il9waG90b19zZXNzaW9uX2lkIiwiZGMiOiJpZGxfMzUwMTIzNDciLCJwIjoidjF8MTAxMjc1ODh8MzUwMTIzNDciLCJrIjoicGhvdG8vMzUwMTIzNDcvbWVkaXVtLmpwZyIsIm0iOiIxIiwiZCI6InNodXR0ZXJzdG9jay1tZWRpYSJ9LCJibGtlbTJpRnR2U0ZLdnlBb3l0ZWllZkozSzQiXQ%2Fshutterstock_35012347.jpg&racksite_id=ny&chosen_subscription=1&license=standard&src=AzLc_a6affDIG5bp_vMaZQ-1-39">Shutterstock</a></span></figcaption></figure><p>The release of this year’s Australian Tertiary Admission Rank (<a href="http://www.uac.edu.au/undergraduate/atar/">ATAR</a>) will result in mixed feelings among school-leavers. There are those who will be elated at having achieved a score that places them in an advantageous position for entry into a university course of their choice. </p>
<p>But for others, learning of their ranking may result in some discouragement and anxiety at the prospect of certain doors being closed to them. What should students do if they are faced with less-than-expected rankings?</p>
<h2>The ATAR is a ranking not a score</h2>
<p>Perhaps the starting point is to place the score into context. It is a ranking, and therefore a comparative score. It locates every student in that particular national cohort, relative to every other student. ATAR scores can thus vary from regional to metropolitan areas, from independent to government schools, from one state to another. </p>
<p>In this regard, every state governs its own entry requirements into local tertiary institutions. For example, the Victorian Tertiary Admissions Centre (<a href="http://www.vtac.edu.au/">VTAC</a>) is the authority overseeing admission into Victorian tertiary institutions. </p>
<p>Entry requirements may vary from other states. A student is free to apply across states and territories to access courses of their choice in line with their ranking.</p>
<h2>Alternate pathways</h2>
<p>Attaining the right ATAR ensures direct access to a particular university course. Students who think they have missed the mark as a result of a lowered ranking should understand that there are alternate pathways to a career of their choice. Changing the institution, rearranging preferences or considering a related course with a lower ranking are all viable options. </p>
<p>For example, a student who wishes to work in the health sciences may have not reached the required score for a specialised science degree. An alternate pathway could be to enrol in a more generalised course, such as a Bachelor of Science, attempting to incorporate some of the specialised units. In the second year of study, an application could be made to transfer into the original course, with a request for Recognition of Prior Learning, and thus secure a place in the desired course. </p>
<p>Course advisers and pathways counsellors at universities can be invaluable points of contact when looking at individual pathways and unique course mapping.</p>
<h2>Considering flexible study options</h2>
<p>A student may have always desired a university education leading to a certain career. However, landing with a lower than estimated ATAR may require a re-appraisal of other post-school options.</p>
<p>There are additional channels to follow, and school-leavers may still reach the same destination. Courses offered at colleges and TAFEs prepare individuals for well-paying, highly regarded occupations, sometimes offering more accessible, practical training to students. </p>
<p>In the workplace, it is the hands-on, real-world training that counts. Having access to a course – no matter what the tertiary environment – which encourages proactive thinking and equips with beneficial concrete knowledge stands to provide a strong basis for success in that vocation. This unprejudiced view of what is on offer is a vital factor to be borne in mind when making decisions about prospective careers.</p>
<h2>Bridging courses</h2>
<p>Many universities now offer bridging – or pre-tertiary – courses to assist students who have scored lower ATARs. These are preparatory courses which serve as a transition for students, frequently offering sound, long-term grounding for success with university study. </p>
<p>The Diploma of Tertiary Studies at Monash University in Victoria, or the bridging courses program at the University of Technology, Sydney, are transition programs aimed at assisting school-leavers with getting ready for university study.</p>
<p>These programs often incorporate units of study related to the student’s desired course of study, consequently offering a targeted package that has significant benefits. It not only places the student in a strengthened position to tackle a full-blown degree course at university, but it increases their chances of success.</p>
<h2>Special entry access schemes</h2>
<p>Finally, students who have scored lower than anticipated ATARs should investigate whether they qualify for Special Entry Access Schemes. Some students may be eligible for additional points based on their backgrounds or their school status. </p>
<p>Special Entry Access Schemes consider personal, cultural and financial circumstances, among other factors, in order to more accurately assess a student’s position when they apply for post-school study. These bonus points could make the difference between acceptance and rejection into preferred courses.</p>
<p>A lower than expected ATAR may not necessarily indicate firmly closed doors. It may require a re-evaluation of your position. Keeping the score in perspective as a ranking, rearranging preferences, considering alternate pathways, contemplating a bridging course or investigating the possibility of special entry access are all worthwhile options. The key is to persevere and understand that there are always opportunities.</p><img src="https://counter.theconversation.com/content/35361/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Pearl Subban does not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and has disclosed no relevant affiliations beyond their academic appointment.</span></em></p>The release of this year’s Australian Tertiary Admission Rank (ATAR) will result in mixed feelings among school-leavers. There are those who will be elated at having achieved a score that places them in…Pearl Subban, Lecturer, Faculty of Education, Monash UniversityLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/341962014-12-14T21:11:28Z2014-12-14T21:11:28ZTop schools ‘top’ because someone has to be bottom<figure><img src="https://images.theconversation.com/files/64443/original/kz3d2dt8-1415846437.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">The most prestigious schools get top marks because they have had the invisible slave of disadvantaged schools working for them.</span> <span class="attribution"><a class="source" href="https://www.flickr.com/photos/75012107@N05/8651694617">Flickr/Montgomery County Plan</a>, <a class="license" href="http://creativecommons.org/licenses/by-sa/4.0/">CC BY-SA</a></span></figcaption></figure><p>Across Australia Year 12 students are collectively holding their breaths to see what results they’ve achieved and, consequently, what their futures hold.</p>
<p>Only hours after their release, many secondary schools proudly display their best results on billboards for passers-by to see. Newspapers select high-achieving students to profile. As schools promote these glowing results, it’s worth highlighting that many have had <a href="https://griffithreview.com/articles/condemned-to-innovate/">the invisible slave of the disadvantaged schools</a> working for them. </p>
<p>That is, the high-profile academic success of some schools has occurred as a result of social stratification – the increasing gap between students into schools of low socio-educational advantage and schools of high socio-educational advantage – as well as differential <a href="http://apo.org.au/research/equity-australian-schooling-update">funding arrangements</a>. Around Australia, some condone these arrangements in the name of “school choice” while others condemn them in the name of “school equity”.</p>
<h2>School choice</h2>
<p>Australian states and territories each have their own version of one or more senior secondary certificates that promote pathways for their students – usually into some form of further education or the workforce. Victoria, for example, has the academic, university-oriented Victorian Certificate of Education (VCE), as well as the practical, vocationally-oriented Victorian Certificate of Applied Learning (VCAL). However, the relatively high public profile of VCE results can incline schools seeking an academic reputation to offer only VCE – and in some cases, the even more prestigious International Baccalaureate (<a href="http://www.ibo.org/">IB</a>).</p>
<p>Schools that promote their academic orientation and excellence usually do so to attract predominantly upper or middle-class families, or those aspiring to such classes. In addition to using expensive advertising to recruit their students, many academic schools provide scholarships to entice high-achieving students away from their neighbourhood schools. The pressure on these schools to maintain reputations for strong academic scores can motivate them to focus more on grooming their star academic learners and less on affirming their applied learners, or on catering for students from disadvantaged backgrounds requiring additional support. </p>
<p>In pursuing such a strategy, academic schools privilege a select group: conforming, middle-class, elite-performance students. As a result, students and families that do not fit into the compliant, middle-class, academic profile of the school may find they are overtly or covertly encouraged to seek another school. The actual wording of this encouragement may be couched in language that indicates the student needs to find a new school “to suit his or her needs”, but the subtext is clear: the school is safeguarding its academic reputation and status. The <a href="http://apo.org.au/research/equity-australian-schooling-update">outcome</a> for these schools is an increasingly homogenised and advantaged school community.</p>
<h2>School equity</h2>
<p>In contrast, Victorian schools that offer both VCE and VCAL pathways meet an <a href="http://www.vcaa.vic.edu.au/Documents/Strengthening-Senior-Secondary-Pathways-VCAA.pdf">equity principle</a> under which VCAL was introduced in 2002, to ensure that all students are able to access a senior secondary program of study. Schools prepared to take all-comers may find themselves catering not only for bright local students who haven’t been tempted elsewhere, but also non-academic students other schools have chosen to ignore or reject. </p>
<p>As a result, these schools can be perceived as less successful than their high-achieving counterparts because their <a href="http://www.education.vic.gov.au/about/research/Pages/ontracklong.aspx">outcomes</a> are likely to be skewed toward non-university pathways such as apprenticeships, traineeships, vocational courses or employment. </p>
<p>These are each valid pathways, but as the Australian government <a href="http://www.aph.gov.au/parliamentary_business/committees/house_of_representatives_committees?url=edt/schoolandwork/media.htm">acknowledged</a> when it looked into youth transitions in 2009, much work is required to promote vocational pathways so they are seen as equal first-choice options. Unfortunately, five years on, little has changed in Australia regarding this public perception.</p>
<p>One reason disadvantaged students are more likely to choose a less academic pathway such as VCAL can be found in Australia’s national and international testing results. Both <a href="http://www.nap.edu.au/naplan/naplan.html">NAPLAN</a> and <a href="http://www.oecd.org/pisa/aboutpisa/">PISA</a> results reveal that the lower the social class of an Australian student, the lower his or her test scores. </p>
<p>It seems reasonable, therefore, that students who have been disadvantaged from an early age, the time when they learn foundation skills such as reading and writing, will be less inclined to pursue the reading and writing-oriented VCE. It is also not surprising that VCAL might better appeal to young people from economically disadvantaged families who then seek job-related pathways as a means to gain crucial financial independence or contribute financially to their families.</p>
<h2>School funding</h2>
<p>It’s no secret that schools don’t operate under similar funding conditions. <a href="http://apo.org.au/files/Resource/equity_update_0.pdf">Recent research</a> reveals funding increases from 2010 to 2013 across the three main school sectors are inversely proportionate to the socio-educational advantage of their student populations.</p>
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<a href="https://images.theconversation.com/files/65316/original/image-20141124-19604-4upf7v.png?ixlib=rb-1.1.0&q=45&auto=format&w=1000&fit=clip"><img alt="" src="https://images.theconversation.com/files/65316/original/image-20141124-19604-4upf7v.png?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/65316/original/image-20141124-19604-4upf7v.png?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=611&fit=crop&dpr=1 600w, https://images.theconversation.com/files/65316/original/image-20141124-19604-4upf7v.png?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=611&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/65316/original/image-20141124-19604-4upf7v.png?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=611&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/65316/original/image-20141124-19604-4upf7v.png?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=768&fit=crop&dpr=1 754w, https://images.theconversation.com/files/65316/original/image-20141124-19604-4upf7v.png?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=768&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/65316/original/image-20141124-19604-4upf7v.png?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=768&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px"></a>
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<p>This growing social stratification and inequitable funding between advantaged and disadvantaged schools represent a critical equity issue for Australian schooling. While <a href="http://www.appa.asn.au/content/gonski-report/Review-of-Funding-for-Schooling-Final-Report-Dec-2011.pdf">recommendations</a> from the 2011 Gonski review of school funding attempted to address this inequity, it clearly continues.</p>
<p>At a time of year when many advantaged schools celebrate their students’ high scores, it’s important to point out the contribution that disadvantaged schools have played in their success. It’s also timely to highlight the growing number of <a href="http://dusseldorp.org.au/wp-content/uploads/2014/09/Victoria-Institue-1-7-MB2.pdf">flexible learning programs</a> in Australia that teach diverse student populations, including those with complex needs related to their disadvantage. </p>
<p>These schools and programs too have valid stories to tell of their students’ successful academic and vocational results obtained under far less advantageous conditions. Unfortunately, these achievements are unlikely to appear on billboards or in newspaper articles.</p><img src="https://counter.theconversation.com/content/34196/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Maggie’s PhD scholarship is supported through the Australian Government’s Collaborative Research Networks (CRN) program.
Maggie is a member of The Australian Sociological Association (TASA) and the Association for Qualitative Research (AQR).</span></em></p>Across Australia Year 12 students are collectively holding their breaths to see what results they’ve achieved and, consequently, what their futures hold. Only hours after their release, many secondary…Maggie Callingham, PhD candidate at the Victoria Institute for Education, Diversity and Lifelong Learning, Victoria UniversityLicensed as Creative Commons – attribution, no derivatives.