tag:theconversation.com,2011:/us/topics/year-12-14571/articlesYear 12 – The Conversation2024-02-27T19:10:58Ztag:theconversation.com,2011:article/2243762024-02-27T19:10:58Z2024-02-27T19:10:58ZUniversities Accord: early university offers won’t be made until later in Year 12. Is this a good idea?<figure><img src="https://images.theconversation.com/files/578145/original/file-20240227-24-3z1gts.jpg?ixlib=rb-1.1.0&rect=198%2C25%2C5518%2C3673&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/young-man-leaning-against-the-wall-holding-a-books-3769706/">Andrea Piacquadio/ Pexels </a>, <a class="license" href="http://creativecommons.org/licenses/by/4.0/">CC BY</a></span></figcaption></figure><p><em>The federal government has released the <a href="https://www.education.gov.au/accord-final-report">final report</a> on a Universities Accord. Taking more than a year to prepare, it is billed as a “blueprint” for reform for the next decade and beyond. It contains 47 recommendations across student fees, wellbeing, funding, teaching, research and university governance. You can find the rest of our accord coverage <a href="https://theconversation.com/au/topics/universities-accord-121839">here</a>.</em></p>
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<p>If you are a Year 12 student this year, you may be hoping to get an early offer for a university place before your final exams even begin. </p>
<p>While the bulk of students receive their university offers in January of the year they plan to start study, it is increasingly common for students <a href="https://www.smh.com.au/national/nsw/universities-delay-early-offers-but-they-still-undermine-year-12-critics-warn-20230110-p5cbjo.html">to receive an offer</a> while they are still at school. Offers have reportedly been made as early as March. </p>
<p>But this practice is set to change. While the federal government is still considering much of the Universities Accord final report, it has made a decision on its recommendation about early offers to Year 12 students. </p>
<p>Over the weekend, <a href="https://ministers.education.gov.au/clare/national-approach-early-university-offers">it announced</a> university offers in all states and territories should not be made to school students before September. </p>
<h2>What are early offers?</h2>
<p>Most (<a href="https://www.smh.com.au/national/nsw/why-students-atars-are-becoming-more-important-20230226-p5cnnd.html">though not all</a>) Year 12 university applicants do their school exams, then their external exams and then apply to university with their ATAR (or <a href="https://theconversation.com/what-actually-is-an-atar-first-of-all-its-a-rank-not-a-score-126594">Australian Tertiary Entrance Rank)</a>. </p>
<p>Universities use this to make an offer to students from January of the year they begin study.</p>
<p>But <a href="https://www.uac.edu.au/current-applicants/undergraduate-applications-and-offers/early-offer-schemes-for-year-12-students">some universities</a> and some subject areas take a different approach. They look at Year 11 results and factors such as portfolios of work, written responses to questions, demonstration of skills like resilience or motivation and/or letters of recommendation.</p>
<p>Students can apply under an early offer scheme. Then universities can make a provisional offer to Year 12 students before final exams and the release of ATARs.</p>
<p>Students are still required to complete Year 12 and may need to achieve a certain ATAR, have done certain subjects and received certain results in these subjects. </p>
<p>Early offers are not new to universities, particularly in areas such as visual and performing arts where measures beyond exam results are required. But the practice became more widespread during disruptions to learning and teaching during COVID. </p>
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<img alt="A young woman looks at a notebook with a floral cover and types on a laptop." src="https://images.theconversation.com/files/578169/original/file-20240227-26-ra9on3.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/578169/original/file-20240227-26-ra9on3.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=400&fit=crop&dpr=1 600w, https://images.theconversation.com/files/578169/original/file-20240227-26-ra9on3.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=400&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/578169/original/file-20240227-26-ra9on3.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=400&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/578169/original/file-20240227-26-ra9on3.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=503&fit=crop&dpr=1 754w, https://images.theconversation.com/files/578169/original/file-20240227-26-ra9on3.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=503&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/578169/original/file-20240227-26-ra9on3.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">Since COVID, more Australian students have had offers of a uni place during Year 12.</span>
<span class="attribution"><a class="source" href="https://www.pexels.com/photo/crop-woman-working-on-laptop-and-notebook-4468077/">Karolina Grabowska/</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>Why are early offers changing?</h2>
<p>The Universities Accord review panel found early offers to students at school to be a “contentious practice”. It found there was no consistency or transparency around it and little data. </p>
<p>While they noted they can ease the stress of Year 12, the panel also heard early offers can lead to student disengagement “in the final and important weeks and months” of school.</p>
<p>The panel also noted they can favour students who already have personal or socioeconomic advantages, such as principals, careers counsellors or parents who can advocate for and write letters of recommendation on their behalf. </p>
<h2>What will happen now?</h2>
<p>At a meeting last week, federal and state education ministers <a href="https://www.education.gov.au/education-ministers-meeting/resources/education-ministers-meeting-communiqu-february-2024">agreed</a> early offers to Year 12 students should change. </p>
<p>For this year and next, no early offers will be made before September. A national approach will be developed by 2027.</p>
<p>Students who suffer from exam anxiety and <a href="https://theconversation.com/what-helps-students-cope-with-academic-setbacks-our-research-shows-a-sense-of-belonging-at-school-is-key-213362">who are not as confident</a> may lose out as a result of this move. </p>
<p>Some students who become overwhelmed by Year 12, may perform better in the internal Year 11 exams where the pressure is often reduced. Year 11 exams are still significant but they are scored by classroom teachers and likely to take in other dynamics, including the student’s circumstances and background.</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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<h2>Is this change a good idea?</h2>
<p>At the moment, the system is geared towards a year of assessments and exams the concludes with an ATAR, which is a student’s ticket into a university course. This sort of incentivisation may prepare students for future <a href="https://global.oup.com/news-items/archive/ceoupdate_sept2021?cc=au">challenges</a> in their academic and career journeys. </p>
<p>It does however favour the student who performs well under test conditions and whose life circumstances enable them to work consistently all year. </p>
<p>It may also disadvantage those who already face challenges such <a href="https://bmcpublichealth.biomedcentral.com/articles/10.1186/s12889-016-3622-8">as poor mental health</a>, or those who are the <a href="https://theconversation.com/odds-are-against-first-in-family-uni-students-but-equity-policies-are-blind-to-them-155647">first in their family</a> to attend to university. </p>
<p>Drawing more students from underrepresented backgrounds into university is a <a href="https://theconversation.com/universities-accord-the-final-report-mentions-equity-200-times-but-can-it-boost-access-for-underrepresented-groups-224248">key goal</a> of the Universities Accord final report. If equity is a priority, it may be wise to rethink early offers for some vulnerable students. </p>
<p>Conscientious students are not likely to reduce their commitment to their study program and will persevere through Year 12 anyway.</p><img src="https://counter.theconversation.com/content/224376/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Pearl Subban is affiliated with Monash University Australia. </span></em></p>State and federal education ministers have agreed university offers should not be made to Year 12 students before September this year. Previously they have been made as early as March.Pearl Subban, Associate Professor, Faculty of Education, Monash UniversityLicensed as Creative Commons – attribution, no derivatives.tag: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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<strong>
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>
<figure class="align-center ">
<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">
<figcaption>
<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>
</figcaption>
</figure>
<hr>
<p>
<em>
<strong>
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>
</strong>
</em>
</p>
<hr>
<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>
</ul>
<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/2139962023-10-01T19:16:20Z2023-10-01T19:16:20ZAvoid cramming and don’t just highlight bits of text: how to help your memory when preparing for exams<figure><img src="https://images.theconversation.com/files/550776/original/file-20230928-15-m58d1a.jpg?ixlib=rb-1.1.0&rect=7%2C23%2C5168%2C3422&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/library-high-angle-photro-159775/">Pixabay/Pexels</a></span></figcaption></figure><p>With school and university exams looming, students will be thinking about how they can maximise their learning.</p>
<p>Memory is a key part of how we learn.</p>
<p>If students understand how memory works, they can prioritise effective study habits. This will help for exams as well as their learning in the longer term. </p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/curious-kids-how-can-we-concentrate-on-study-without-getting-distracted-146572">Curious Kids: how can we concentrate on study without getting distracted?</a>
</strong>
</em>
</p>
<hr>
<h2>What is memory?</h2>
<p>According to cognitive psychology (the study of our mental processes), there are <a href="https://www.sciencedirect.com/science/article/abs/pii/S0079742108604223?via%3Dihub">three</a> distinct types of memory. Each plays a different role in effective study:</p>
<ol>
<li><p><strong>sensory memory</strong> temporarily holds vast amounts of new information <a href="https://www.sciencedirect.com/topics/agricultural-and-biological-sciences/sensory-memory">from our senses</a>. This includes everything we have just seen, heard, touched or tasted. If we pay attention to that information, it moves into working memory for processing. If we don’t pay attention, it is discarded. </p></li>
<li><p><strong>working memory</strong> is our brain’s control centre. All conscious <a href="https://www.sciencedirect.com/science/article/abs/pii/B9780123943934000066">cognitive activity</a>, including remembering, calculating, planning, problem-solving, decision-making and critical thinking happens in our working memory. However, if we have too much on our minds, working memory can easily become <a href="https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2864034/">overloaded</a>. This makes it important to offload knowledge and skills to long-term memory. </p></li>
<li><p><strong>long-term memory</strong> is our brain’s library. When new knowledge or skills are well practised, they are “encoded” from working memory and into <a href="https://www.sciencedirect.com/topics/medicine-and-dentistry/long-term-memory">long-term memory</a>. Here they are stored in vast networks called schemas. To use those knowledge and skills again, we retrieve those schemas back into working memory. The more we encode and retrieve knowledge and skills, the stronger those memory pathways become. Well-learned schemas can be retrieved automatically, which creates space in working memory for new thinking and learning. </p></li>
</ol>
<p><div data-react-class="Tweet" data-react-props="{"tweetId":"1706139868416356588"}"></div></p>
<h2>How to help your memory when preparing for exams</h2>
<p>Not everyone likes exams and educators <a href="https://theconversation.com/should-we-do-away-with-exams-altogether-no-but-we-need-to-rethink-their-design-and-purpose-67647">often debate</a> their advantages and disadvantages. </p>
<p>But if you are a student who is studying for exams right now, here are some tips to help you use your time well: </p>
<ul>
<li><p><strong>create the conditions for attention</strong>: put your phone away and remove distractions. Remember, <a href="https://journalofcognition.org/articles/10.5334/joc.58">your attention is needed</a> to bring information into working memory and keep it there. Loss of attention, or mind wandering, can result in poorer learning. Harvard professor of psychology Dan Schachter calls absent-mindedness one of the “<a href="https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8285452/">seven sins of memory</a>”. </p></li>
<li><p><strong>consider your subject area</strong>: different disciplines ask different kinds of questions and you should study with these in mind. In a Year 12 English exam, for example, you might be asked to write a response about your interpretation of a particular text. So don’t just re-read the text; effective study involves drawing out themes and insights, practising your arguments and seeking feedback. </p></li>
<li><p><strong>minimise “shallow” study</strong>: most students report <a href="https://journals.sagepub.com/doi/10.1177/1529100612453266">re-reading and highlighting</a> text when studying. But these are less effective than other study techniques. Shallow study or <a href="https://www.sciencedirect.com/science/article/abs/pii/S002253717280001X?via%3Dihub">encoding</a> focuses more on surface features and <a href="https://www.researchgate.net/profile/Fergus-Craik-2/publication/11066090_Levels_of_processing_Past_present_and_future/links/0a85e5374cd5c4aebb000000/Levels-of-processing-Past-present-and-future.pdf">less on meaning</a>. This encourages rote recall over genuine understanding and leads to poorer learning. In <a href="https://www.sciencedirect.com/science/article/abs/pii/S0361476X08000477?via%3Dihub">one study</a>, re-reading a textbook twice in a row offered no advantage over reading it for the first time. </p></li>
</ul>
<figure class="align-center ">
<img alt="A textbook with sticky notes and a highlighted passage." src="https://images.theconversation.com/files/550811/original/file-20230928-23-9i311a.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/550811/original/file-20230928-23-9i311a.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=400&fit=crop&dpr=1 600w, https://images.theconversation.com/files/550811/original/file-20230928-23-9i311a.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=400&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/550811/original/file-20230928-23-9i311a.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=400&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/550811/original/file-20230928-23-9i311a.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=503&fit=crop&dpr=1 754w, https://images.theconversation.com/files/550811/original/file-20230928-23-9i311a.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=503&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/550811/original/file-20230928-23-9i311a.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">Just highlighting bits of text is unlikely to lead to deep understanding of a topic.</span>
<span class="attribution"><a class="source" href="https://www.pexels.com/photo/close-up-of-photo-of-books-327882/">Lum3n/Pexels</a></span>
</figcaption>
</figure>
<ul>
<li><p><strong>maximise “deep” study</strong>: this involves actively using the information you are studying. Depending on your discipline, this might include <a href="https://psycnet.apa.org/doiLanding?doi=10.1037%2Fa0019902">answering practice questions</a>, constructing your own questions, <a href="https://www.sciencedirect.com/science/article/abs/pii/0361476X79900699?via%3Dihub">summarising</a>, identifying themes, evaluating existing arguments, <a href="https://onlinelibrary.wiley.com/doi/abs/10.1002/tea.3660250103">making decisions</a>, or explaining concepts to others. This deep encoding results in stronger schematic networks, which are more easily reactivated when you need them. </p></li>
<li><p><strong>move beyond worked examples</strong>: worked examples are step-by-step illustrations of the processes to solve a problem. They can be <a href="https://link.springer.com/referenceworkentry/10.1007/978-1-4419-1428-6_20">powerful starting points</a> because they show you how to use a particular strategy. They also help to reduce working memory load. But as you <a href="https://www.researchgate.net/publication/225767816_Expertise_Reversal_Effect_and_Its_Implications_for_Learner-Tailored_Instruction">become more expert</a>, it is more effective to draw those strategies from long-term memory yourself.</p></li>
<li><p><strong>take breaks</strong>: research with Australian <a href="https://www.researchgate.net/publication/371689526_Rest_breaks_aid_directed_attention_and_learning">university students</a> shows even a five-minute rest break can support attention – the gateway to learning. Research <a href="https://journals.sagepub.com/doi/abs/10.1177/1745691612447308">using brain scans</a> also shows rest can help you consolidate memories. </p></li>
<li><p><strong>don’t cram</strong>: the so-called “spacing effect” shows memory and <a href="https://link.springer.com/article/10.1007/s10734-010-9366-y">conceptual understanding </a> both benefit from <a href="https://www.sciencedirect.com/science/article/abs/pii/S0010028510000332?via%3Dihub">distributed</a> rather than massed learning. This means six half-hour sessions are better for learning than one three hour block. </p></li>
</ul>
<figure class="align-center ">
<img alt="A woman naps with a dog. Spectacles are folded on a book." src="https://images.theconversation.com/files/550812/original/file-20230928-19-ijedgp.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/550812/original/file-20230928-19-ijedgp.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=405&fit=crop&dpr=1 600w, https://images.theconversation.com/files/550812/original/file-20230928-19-ijedgp.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=405&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/550812/original/file-20230928-19-ijedgp.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=405&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/550812/original/file-20230928-19-ijedgp.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=509&fit=crop&dpr=1 754w, https://images.theconversation.com/files/550812/original/file-20230928-19-ijedgp.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=509&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/550812/original/file-20230928-19-ijedgp.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=509&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
<figcaption>
<span class="caption">Make sure you take breaks and get sleep.</span>
<span class="attribution"><a class="source" href="https://www.pexels.com/photo/planner-and-eyeglasses-placed-on-table-near-anonymous-woman-and-dog-sleeping-on-sofa-6588937/">Meruyert Gonullu/Pexels</a></span>
</figcaption>
</figure>
<ul>
<li><p><strong>mix up your study</strong>: this could mean <a href="https://www.retrievalpractice.org/interleaving">varying</a> questions and activities, so your brain is forced to compare, contrast, refine, and draw distinctions between concepts and approaches. This is known as “<a href="https://www.scientificamerican.com/article/the-interleaving-effect-mixing-it-up-boosts-learning/">interleaving</a>”, and has been shown to boost learning in subjects such as maths, music and medicine. </p></li>
<li><p><strong>don’t skip sleep</strong>: sleep is crucial for the <a href="https://pubmed.ncbi.nlm.nih.gov/23589831/">consolidation</a> of memory or <a href="https://www.bostonneuropsa.net/PDF%20Files/Stickgold/Nature_review_2005.pdf">solidifying</a> new connections or insights you have made. </p></li>
<li><p><strong>give yourself enough time</strong>: unfortunately, there are no shortcuts here! Each time you <a href="https://link.springer.com/epdf/10.1007/s10648-021-09595-9?sharing_token=BJGF9HIhylvkFTp44loJ1fe4RwlQNchNByi7wbcMAY68gwFdG3aL3p8m-poI08AnooDPXDRsIbGbAcSfq37HR20RLLZlZUjmOElg_wpKZL36zS0i5zcLfJ5UXBlFREIOi0tNigRAfr47nlSb4RA4e37qH_hZV4z4RSb4Ky31i40=">practise</a> drawing specific knowledge and skills from long-term memory into working memory, you are etching a memory super-highway. The <a href="https://psycnet.apa.org/record/2005-13307-006">more you do this</a>, the better and quicker you become – which is what you will need come exam time. </p></li>
</ul>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/preparing-for-exam-season-10-practical-insights-from-psychology-to-help-teens-get-through-189439">Preparing for exam season: 10 practical insights from psychology to help teens get through</a>
</strong>
</em>
</p>
<hr>
<img src="https://counter.theconversation.com/content/213996/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Penny Van Bergen receives funding from the Australian Research Council, the Association for Psychological Science, and the NSW Department of Education. </span></em></p>According to cognitive psychology there are three distinct types of memory. Each plays a different role in effective study.Penny Van Bergen, Head of School of Education and Professor of Educational Psychology, University of WollongongLicensed 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>
<hr>
<p>
<em>
<strong>
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>
</strong>
</em>
</p>
<hr>
<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">
<figcaption>
<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>
</figcaption>
</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/2111892023-08-27T20:04:22Z2023-08-27T20:04:22Z‘So many things to consider’: how to help school leavers decide what to do next<figure><img src="https://images.theconversation.com/files/544691/original/file-20230825-21-akqju3.jpg?ixlib=rb-1.1.0&rect=18%2C36%2C6107%2C3403&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">
</span> <span class="attribution"><span class="source">Shutterstock</span></span></figcaption></figure><p>As we pass the half way mark in term 3, many students in Year 12 will be thinking more and more about their future. </p>
<p>Universities and TAFEs are having <a href="https://www.uac.edu.au/future-applicants/open-days">open days</a> and no doubt, teachers, friends and family will be asking, “what are you going to do next year?”</p>
<p>As educators, parents and carers, we know these are difficult questions. But if anything, they are becoming more difficult for young people in an unpredictable and <a href="https://www.monash.edu/education/cypep/research/life-disrupted-young-people-education-and-employment-before-and-after-covid-19">competitive job market</a> </p>
<p>Our <a href="https://www.monash.edu/education/cypep/research/young-women-choosing-careers-who-decides">research</a> shows young people are uncertain and worried about next steps after school. So we have also developed a <a href="https://myfuture.edu.au/docs/default-source/insights/Managing-career-anxiety-the-power-of-career-conversations.pdf">questionnaire</a> to help parents and teachers talk to school leavers and understand their thoughts and feelings about careers and life after school.</p>
<h2>Our research</h2>
<p>We recently analysed <a href="https://myfuture.edu.au/docs/default-source/insights/Managing-career-anxiety-the-power-of-career-conversations.pdf">survey data</a> collected in 2018 from nearly 2,800 Victorian school students in Years 10 to 12. This asked about their career aspirations, decision-making processes and intentions following school.</p>
<p>More than one third (33.8%) “agreed” or “strongly agreed” they “did not know what careers best suited them”. Another 40.5% often felt they “had no career direction”. </p>
<p>Just under half (41.5%) worried their studies would not lead to a “real” career, with 34.3% worried they would not be employable when they had completed their studies. Meanwhile 29% “agreed” or “strongly agreed” they often felt down or worried about selecting a career. This increased to 59.3% of respondents when “not sure” responses were included. </p>
<p><div data-react-class="Tweet" data-react-props="{"tweetId":"1678259625638985728"}"></div></p>
<h2>‘Overwhelming’</h2>
<p>To further understand these findings, we asked four young people who had recently finished school to explain their decision making around this time. </p>
<p>Riana*, who studied at university before working with a non-government organisation, said thinking about the next step beyond Year 12 “felt overwhelming”. She spoke of indecision about her career choice. </p>
<p>Meanwhile, Candice said she was aware of needing to make a pragmatic decision but also stay true to her interests.</p>
<blockquote>
<p>[…] there were so many things to consider. I would like to pick a major I like but at the same time I need to consider whether it is easy to find a job after I graduate or will it lead to a well-paid job.</p>
</blockquote>
<p>Andrew said he made a clear goal of getting into two, specific different degrees (and a certain ATAR) to combat his feelings of overwhelm. </p>
<blockquote>
<p>I knew I needed to have a goal before beginning Year 12. Otherwise it would be too difficult to maintain momentum and motivation.</p>
</blockquote>
<p>Andrew also told us he sought advice from parents, teachers, university open days and student recruitment officers at universities. Riana also spoke of the importance of getting advice, of exploring options and being “curious different career pathways”.</p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/thinking-about-my-future-is-really-scary-school-leavers-are-not-getting-the-careers-support-they-need-190553">'Thinking about my future is really scary' – school leavers are not getting the careers support they need</a>
</strong>
</em>
</p>
<hr>
<h2>Reaching for the familiar</h2>
<p>But even when goals are in place, students grapple with uncertainty. This leads many students to reach for what is familiar.</p>
<p>After completing Year 12, Yasmin, lacked “a clear vision for my future career” and chose teaching “simply because it was a familiar job to me”.</p>
<p>Yasmin’s experience is echoed in <a href="https://www.oecd.org/berlin/publikationen/Dream-Jobs.pdf">OECD research</a>, which shows teenagers tend to confine their choices to ten occupational fields (law, engineering, psychology, medicine, teaching, veterinary science, physiotherapy, nursing, business management, architecture). This is despite the emergence of new fields in the digital economy, as well as growth in areas such as health services.</p>
<p>Yasmin now said she would have benefited from “having a deeper understanding of what choosing a major and a career path truly means to me”.</p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/our-research-shows-how-students-can-miss-out-on-their-preferred-uni-degree-but-theres-a-simple-fix-207415">Our research shows how students can miss out on their preferred uni degree – but there's a simple fix</a>
</strong>
</em>
</p>
<hr>
<h2>How to have a supportive conversation</h2>
<p>Having supportive, thorough career conversations is important for young people. This helps them express their true feelings and make sense of all the information and choices. </p>
<p>When young people have these conversations with parents, teachers and career advisers, they have <a href="https://www.oecd.org/publications/career-conversations-15b83760-en.htm">lower levels</a> of career uncertainty and anxiety.</p>
<p>So we have developed the <a href="https://myfuture.edu.au/docs/default-source/insights/Managing-career-anxiety-the-power-of-career-conversations.pdf">short questionnaire</a> below to stimulate careers conversations and help teenagers become more aware of their feelings around next steps.</p>
<hr>
<iframe src="https://flo.uri.sh/visualisation/14829426/embed" title="Interactive or visual content" class="flourish-embed-iframe" frameborder="0" scrolling="no" style="width:100%;height:600px;" sandbox="allow-same-origin allow-forms allow-scripts allow-downloads allow-popups allow-popups-to-escape-sandbox allow-top-navigation-by-user-activation" width="100%" height="400"></iframe>
<div style="width:100%!;margin-top:4px!important;text-align:right!important;"><a class="flourish-credit" href="https://public.flourish.studio/visualisation/14829426/?utm_source=embed&utm_campaign=visualisation/14829426" target="_top"><img alt="Made with Flourish" src="https://public.flourish.studio/resources/made_with_flourish.svg"> </a></div>
<hr>
<p>This can be the starting point of a conversation covering young people’s awareness of their own interests and strengths, career goals and preferences, knowledge of the requirements of different pathways, as well as their ideas about transitioning from education to work.</p>
<p>These conversations can be challenging. They might exacerbate personal issues, such as existing mental health conditions, that need to be considered.</p>
<p>If you work together with your child or student to create goals and plans, this will allow them to feel as if the conversations are both purposeful and productive.</p>
<p>The aim is for conversations to be safe and positive for young people, where their responses are respected, and they feel heard in the discussions. </p>
<p><em>*Names have been changed.</em></p>
<p><em>If you are a child, teenager or young adult who needs help and support, you can call <a href="https://kidshelpline.com.au">Kids Helpline</a> on 1800 55 1800.</em></p><img src="https://counter.theconversation.com/content/211189/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Lucas Walsh currently receives funding from The Paul Ramsay Foundation and the Australian Research Council. He does not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article.</span></em></p><p class="fine-print"><em><span>Joanne Gleeson 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>Many young people feel unsure and overwhelmed about life after school. A new questionnaire can help parents, teachers and carers talk to students about their career choices.Lucas Walsh, Professor and Director of the Centre for Youth Policy and Education Practice, Monash UniversityJoanne Gleeson, Research Fellow in Education, Monash UniversityLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/2070212023-06-07T20:07:28Z2023-06-07T20:07:28Z20% of Australian students don’t finish high school: non-mainstream schools have a lot to teach us about helping kids stay<figure><img src="https://images.theconversation.com/files/530301/original/file-20230606-23-qyooxx.jpg?ixlib=rb-1.1.0&rect=11%2C5%2C3982%2C2658&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">
</span> <span class="attribution"><span class="source">Ksenia Chernaya/Pexels</span></span></figcaption></figure><p>A significant proportion of young Australians still do not finish high school.
According to data <a href="https://www.pc.gov.au/ongoing/report-on-government-services/2023/child-care-education-and-training/school-education">released by the Productivity Commission</a> on Tuesday, about one in five students leave before they reach Year 12.</p>
<p>In 2022, about 79% of students started Year 12, the lowest in the last ten years of data reported. The rate was higher for non-government schools (87.2%) than government schools (73.5%).</p>
<p>If a student reaches Year 12 it doesn’t mean they complete the year. Figures released <a href="https://www.education.sa.gov.au/docs/system-performance/data-reports/retention-and-sace-completion-report-2023.pdf">last month</a> by the South Australian Department for Education show of those who began Year 12 in the state, only 64% completed their Year 12 certificate.</p>
<p>This is a problem. But our work with non-mainstream schools is showing how we can retain and engage more students if they are treated with more respect and given more choice in the senior years.</p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/school-attendance-rates-are-dropping-we-need-to-ask-students-why-200537">School attendance rates are dropping. We need to ask students why</a>
</strong>
</em>
</p>
<hr>
<h2>Why is it important for young people to finish Year 12?</h2>
<p>It is hugely important for young people to finish Year 12. Low-skilled, entry level jobs are disappearing. </p>
<p>In 2022, the National Skills Commission <a href="https://www.nationalskillscommission.gov.au/insights/projecting-employment-2026">found</a> more than nine out of ten new jobs to be created in the next five years will require post-secondary qualifications.</p>
<p>There is a clear link between finishing <a href="https://education.nsw.gov.au/about-us/education-data-and-research/cese/publications/research-reports/pathways-for-the-future-pilot-project-summary-report#Download0">Year 12 and higher earning capacity</a> – for one, students are more likely to earn above the minimum wage. But more than this, Year 12 is where young people start to build a <a href="https://www.fya.org.au/resource/new-work-order-research/">career</a>, rather than have a job.</p>
<p>School completion also means young people are more likely to be engaged in their communities and have a <a href="https://www.ccyp.com.au/wp-content/uploads/2023/01/Screen-High-Stakes-High-School-Report-FINAL.pdf">longer, healthier life</a>.</p>
<h2>Why are these students leaving?</h2>
<p>Over the last few decades, the collapse in the youth labour market and raising the school leaving age has meant senior secondary schooling must accommodate a more diverse range of young people.</p>
<p>But it is still designed for a time when this stage of education was meant for a small elite.</p>
<p>If young people <a href="https://link.springer.com/chapter/10.1007/978-3-031-04345-1_2">do not see themselves reflected</a> in the curriculum or school structure, this is a problem. Exams and a heavy academic workload will not work for everyone. Simply bolting on vocational education and training programs don’t give young people enough choice and power to express their interests and skills. </p>
<figure class="align-center ">
<img alt="A young man lies across his bed." src="https://images.theconversation.com/files/530302/original/file-20230606-15-uuaww1.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/530302/original/file-20230606-15-uuaww1.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=400&fit=crop&dpr=1 600w, https://images.theconversation.com/files/530302/original/file-20230606-15-uuaww1.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=400&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/530302/original/file-20230606-15-uuaww1.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=400&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/530302/original/file-20230606-15-uuaww1.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=503&fit=crop&dpr=1 754w, https://images.theconversation.com/files/530302/original/file-20230606-15-uuaww1.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=503&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/530302/original/file-20230606-15-uuaww1.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">If young people do not think school is relevant to them, they will not stay.</span>
<span class="attribution"><span class="source">Mart Production/ Pexels</span></span>
</figcaption>
</figure>
<p>We know if young people live in poverty, rural and remote locations or come from an Indigenous background, they have a have significantly <a href="https://www.vu.edu.au/sites/default/files/educational-opportunity-in-australia-2020.pdf">lower chance</a> of staying on for and completing Year 12.</p>
<p>Disadvantaged young people who don’t fit the narrow image and academic aspirations of schooling “success” are often told by their schools they would be better off <a href="https://link.springer.com/chapter/10.1007/978-3-031-04345-1_7">leaving</a>. This can be to another school or perhaps a vocational program. But it can start the <a href="https://researchnow.flinders.edu.au/en/publications/its-time-to-act-making-the-case-for-a-cross-sectoral-response-to-">journey out of school</a>, without clear direction or guidance.</p>
<p>Many come to this conclusion themselves. The implicit contract that Year 12 completion leads to higher paid work in the future is not enough to counter the lack of belonging they feel at school.</p>
<h2>A new type of school</h2>
<p>Increasingly, research is showing us the way we do schooling <a href="https://www.cambridgescholars.com/product/978-1-5275-4867-1">needs to change</a> to support all young people. </p>
<p>Our work is with new schools that are <a href="https://aafie.org.au/about-us/">adapting</a> to meet the needs of different groups of students. </p>
<p>Independent “special assistance schools” – sometimes known as <a href="https://theconversation.com/i-would-like-to-go-to-university-flexi-school-students-share-their-goals-in-australia-first-survey-193396">flexi schools</a> – cater for young people who have left mainstream education, because they have either failed or become disengaged. There is <a href="https://isa.edu.au/our-sector/diversity/special-assistance-schools/">growing demand</a>: there were 48 independent special assistance schools in the 2014 and 96 as of 2022 in addition to those in the Catholic sector.</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 do special assistance schools do?</h2>
<p>Special assistance schools have much to teach mainstream schools. Their strength comes from being small, usually with less than 150 students, with a focus on relationships that foster understanding and responding to their students. </p>
<p>These schools work with generalist teachers and a range of youth workers, social workers, makers, coaches and other adults to support student wellbeing. The curriculum follows students’ interests and passions. </p>
<p>There is direct negotiations about what students do. For example, a young person with an interest in visual arts may work with an artist-in-residence to organise and plan an exhibition on youth experiences with mental health. </p>
<p>In addition to the art making, they would explore the maths of organising an exhibition space, the literacy in communicating to others and increase their knowledge and understanding of their own wellbeing and how artists make a living.</p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/personalised-learning-is-billed-as-the-future-of-schooling-what-is-it-and-could-it-work-194630">Personalised learning is billed as the 'future' of schooling: what is it and could it work?</a>
</strong>
</em>
</p>
<hr>
<h2>Treating students as (young) adults</h2>
<p>The students accessing these schools arrive with their own issues, ideas, aspirations, skills and capabilities. These young people have already made a choice, wanting to continue their education. </p>
<p>For some they want to do learning in the way they did it at school but in a smaller, more respectful place. Others come with a clear idea of what they want to achieve but not knowing how to get there. For others it is about testing the water. </p>
<figure class="align-center ">
<img alt="A young girls sits in an art studio." src="https://images.theconversation.com/files/530305/original/file-20230606-25-qyooxx.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/530305/original/file-20230606-25-qyooxx.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=400&fit=crop&dpr=1 600w, https://images.theconversation.com/files/530305/original/file-20230606-25-qyooxx.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=400&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/530305/original/file-20230606-25-qyooxx.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=400&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/530305/original/file-20230606-25-qyooxx.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=503&fit=crop&dpr=1 754w, https://images.theconversation.com/files/530305/original/file-20230606-25-qyooxx.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=503&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/530305/original/file-20230606-25-qyooxx.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">Special assistance schools empower young people to pursue their own interests in a supported environment.</span>
<span class="attribution"><span class="source">The Lazy Artist Gallery/Pexels</span></span>
</figcaption>
</figure>
<p>We know students benefit from being treated like adults, where they feel their voice is heard and they have a say in how the school works. </p>
<p>We are partnering with <a href="https://sasy.sa.edu.au/">special assistance schools in South Australia</a> to speak to education <a href="https://www.sace.sa.edu.au/thrive/">authorities</a> about how to get their work accredited. This could reimagine how learning and achievement is recognised for these young people.</p>
<p>This could potentially see students finish Year 12 without doing a battery of exams or assignments. Instead, they would develop a “<a href="https://www.theage.com.au/national/victoria/principals-urge-education-authorities-to-scrap-atar-20230208-p5cirv.html">learner profile</a>”, which would reflect the the skills and learning they had developed. </p>
<p>But more than this, they will have developed networks, support and the confidence to talk about their capabilities and achievements.</p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/students-think-the-atar-is-unfair-but-we-need-to-be-careful-about-replacing-it-200173">Students think the ATAR is 'unfair' but we need to be careful about replacing it</a>
</strong>
</em>
</p>
<hr>
<img src="https://counter.theconversation.com/content/207021/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>Our work with ‘special assistance schools’ shows how we can retain and engage students if they are treated with more respect and given more choice in the senior years.Nigel Howard, Research associate, Flinders UniversityAndrew Bills, Researcher into Educational Leadership and Policy, Flinders UniversityLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/2031642023-04-10T20:02:18Z2023-04-10T20:02:18ZYear 10 students are thinking about their final subjects – here’s how parents can help<figure><img src="https://images.theconversation.com/files/519486/original/file-20230405-18-gdqfpr.jpg?ixlib=rb-1.1.0&rect=16%2C0%2C5326%2C3564&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">
</span> <span class="attribution"><span class="source">Shutterstock</span></span></figcaption></figure><p>Many Year 10 students are beginning to think seriously about what subjects they might pick for years 11 and 12.</p>
<p>These are important decisions – not just because they may form the basis of further university study and career paths. They will also be the focus of the final years of schooling and could turn into the skills students carry forward into their adult lives. </p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/choosing-your-senior-school-subjects-doesnt-have-to-be-scary-here-are-6-things-to-keep-in-mind-160257">Choosing your senior school subjects doesn't have to be scary. Here are 6 things to keep in mind</a>
</strong>
</em>
</p>
<hr>
<p>This reminds me of a school awards night I once attended. The keynote speaker was a former student who now worked as an emergency trauma surgeon. In Year 12, he studied typical pre-medical school subjects like maths, physics and chemistry. But he also did drama – a choice that was questioned by the school at the time. </p>
<p>The doctor told us how drama turned out to be the most useful subject for him. It had given him the ability to work well with a diverse team in a highly-charged space, whether it be a stage or an emergency room.</p>
<p>This shows how important it is to make informed choices and how it is worth encouraging children to think outside the box. </p>
<h2>What’s happening to teenage brains as they decide?</h2>
<p>These decisions are happening as teenagers’ brains are going through significant changes. This includes “<a href="https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3982854/">pruning</a>” of the teenage brain where it gets rid of grey matter it isn’t using.</p>
<p>Alongside this, <a href="https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3308644/">new neural pathways</a> and connections are created. This means information processing is becoming more efficient. </p>
<p>All this pruning, developing and strengthening varies from person to person and means their interests and passions can change considerably over this period. </p>
<figure class="align-center ">
<img alt="A student works with an electronic device." src="https://images.theconversation.com/files/519232/original/file-20230404-14-ux72k8.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/519232/original/file-20230404-14-ux72k8.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=400&fit=crop&dpr=1 600w, https://images.theconversation.com/files/519232/original/file-20230404-14-ux72k8.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=400&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/519232/original/file-20230404-14-ux72k8.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=400&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/519232/original/file-20230404-14-ux72k8.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=503&fit=crop&dpr=1 754w, https://images.theconversation.com/files/519232/original/file-20230404-14-ux72k8.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=503&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/519232/original/file-20230404-14-ux72k8.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">Teenagers’ brains go through rapid changes, which can see their interests change.</span>
<span class="attribution"><span class="source">Vanessa Loring/Pexels</span>, <a class="license" href="http://creativecommons.org/licenses/by-nc/4.0/">CC BY-NC</a></span>
</figcaption>
</figure>
<h2>What are the rules?</h2>
<p>There are a huge number of <a href="https://educationstandards.nsw.edu.au/wps/portal/nesa/11-12/hsc/subject-selection">options</a> to study, from academic subjects that contribute to your ATAR, to vocational education and training courses. </p>
<p>Students and families should familiarise themselves with the core requirements (all students need to study English, for example). Also note <a href="https://www.uac.edu.au/future-applicants/year-10-students">some degrees</a> need you to have studied certain subjects or have assumed knowledge prior to commencing study.</p>
<hr>
<p>
<em>
<strong>
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>
</strong>
</em>
</p>
<hr>
<h2>How can parents help?</h2>
<p>Here are some ideas for parents and carers who want to help their children navigate what’s best for them in the final years of school:</p>
<ul>
<li><p><strong>Chat with your child about their interests and passions:</strong> it’s understandably challenging for a 15-year-old to map out their life too far ahead. A good place to start is a comprehensive site such as <a href="https://www.yourcareer.gov.au/">Your Career</a>. This can be a constructive way to together have a look at fields that fall in their line of interest and then discuss</p></li>
<li><p><strong>Be informed of the options</strong>: attend any parent information sessions held by the school to ensure you are up to speed with the choices it is offering. Be prepared to advocate for your child when appropriate to enable them to study subjects they enjoy or show and interest in. Remember there is a great deal more flexibility with pathways today and just because someone says your child “has” to do a subject it doesn’t mean it has to be done now</p></li>
<li><p><strong>See the big picture</strong>: what does your child want out of the final years of school? Is it the highest possible university entrance rank? Do they want to start developing workplace or trade skills? Understand there are plenty of options beyond school - whether it be vocational training, an apprenticeship, university via an ATAR or going to university via a non-ATAR pathway </p></li>
<li><p><strong>Get input from others</strong>: school careers counsellors can provide excellent advice. If your school has one, encourage your child to make an individual appointment. See if your child can talk to people working in fields they may be interested in.</p></li>
</ul>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/thinking-about-my-future-is-really-scary-school-leavers-are-not-getting-the-careers-support-they-need-190553">'Thinking about my future is really scary' – school leavers are not getting the careers support they need</a>
</strong>
</em>
</p>
<hr>
<ul>
<li><strong>Be flexible and patient</strong>: it’s highly likely your child will change their mind with their subject choices. This is absolutely normal and it’s important for you to listen to and support them as they navigate these challenges. If we are meant to undergo <a href="https://www.yourcareer.gov.au/resources">five to seven career changes</a> during our lifetime, then we need to make it safe for our children to do so from the start. </li>
</ul>
<h2>One last thing</h2>
<p>Our children are unique and will have their own dreams and aspirations. So their subject choices may not reflect what we’ve done or want them to do and it is important to take a breath and step back from imposing our views on them. </p>
<figure class="align-center ">
<img alt="A young person sitting near a window, painting a canvas." src="https://images.theconversation.com/files/519244/original/file-20230404-1181-8ognt5.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/519244/original/file-20230404-1181-8ognt5.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=400&fit=crop&dpr=1 600w, https://images.theconversation.com/files/519244/original/file-20230404-1181-8ognt5.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=400&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/519244/original/file-20230404-1181-8ognt5.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=400&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/519244/original/file-20230404-1181-8ognt5.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=503&fit=crop&dpr=1 754w, https://images.theconversation.com/files/519244/original/file-20230404-1181-8ognt5.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=503&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/519244/original/file-20230404-1181-8ognt5.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">Children’s subject choices may be very different from what parents would select for them.</span>
<span class="attribution"><span class="source">Karoline Grabowska/Pexels</span>, <a class="license" href="http://creativecommons.org/licenses/by-nc/4.0/">CC BY-NC</a></span>
</figcaption>
</figure>
<p>We can point things out like, “if you really want to do engineering it might make sense to study maths now, so you don’t have to do a bridging course”. Or, “you seem to really love design and technology and visual arts”. But ultimately the choice is theirs.</p>
<p>And in fostering our children’s sense of ownership of these choices, we are contributing to their ability to become lifelong learners.</p><img src="https://counter.theconversation.com/content/203164/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Sarah Jefferson 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>At this point of the school year, many Year 10 students begin to seriously think about what subjects they might pick for years 11 and 12.Sarah Jefferson, Senior Lecturer in Education, Edith Cowan UniversityLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/2001732023-03-16T19:11:47Z2023-03-16T19:11:47ZStudents think the ATAR is ‘unfair’ but we need to be careful about replacing it<figure><img src="https://images.theconversation.com/files/513906/original/file-20230307-22-9l13yq.jpg?ixlib=rb-1.1.0&rect=21%2C7%2C4817%2C3219&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">
</span> <span class="attribution"><span class="source">Ben Den Engelsen/Unsplash</span></span></figcaption></figure><p>Many students spend their final years of school working toward the highest Australian Tertiary Admission Rank (ATAR) they can get. But after many <a href="https://theconversation.com/should-we-scrap-the-atar-what-are-the-alternative-options-experts-comment-55501">years of concerns</a>, there is a <a href="https://www.theguardian.com/australia-news/2022/oct/17/should-the-atar-be-scrapped-seven-experts-on-the-student-ranking-system">renewed debate</a> about whether we should scrap this university entrance ranking altogether.</p>
<p>Last month, a high-profile group of Victorian educational leaders <a href="https://www.theage.com.au/national/victoria/principals-urge-education-authorities-to-scrap-atar-20230208-p5cirv.html">called</a> for education authorities to replace the ATAR with a “learner profile”. Such an approach – also called “narrative evaluation” by researchers – provides information about a student’s interests, values and skills not necessarily captured in the ATAR. This might include things such as communication, caring and creativity. </p>
<p>Indeed, a <a href="https://www.theage.com.au/national/victoria/principals-urge-education-authorities-to-scrap-atar-20230208-p5cirv.html">common criticism</a> of the ATAR is that it does not tell universities enough about potential students and does not do enough to ensure diversity. Our research suggests students also see it as unfair. </p>
<p>But despite these concerns, we need to be careful about what we replace the ATAR with, or whether we should replace it at all.</p>
<h2>What is the ATAR?</h2>
<figure class="align-left ">
<img alt="Young person holding a pile of books over their face." src="https://images.theconversation.com/files/513907/original/file-20230307-18-8yp5d3.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=237&fit=clip" srcset="https://images.theconversation.com/files/513907/original/file-20230307-18-8yp5d3.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=817&fit=crop&dpr=1 600w, https://images.theconversation.com/files/513907/original/file-20230307-18-8yp5d3.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=817&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/513907/original/file-20230307-18-8yp5d3.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=817&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/513907/original/file-20230307-18-8yp5d3.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=1027&fit=crop&dpr=1 754w, https://images.theconversation.com/files/513907/original/file-20230307-18-8yp5d3.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=1027&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/513907/original/file-20230307-18-8yp5d3.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=1027&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
<figcaption>
<span class="caption">The ATAR is used by all states and territories in Australia.</span>
<span class="attribution"><span class="source">Siora Photography/Unsplash</span></span>
</figcaption>
</figure>
<p>The <a href="https://www.vtac.edu.au/atar.html">ATAR</a> gives students a rank between zero and 99.95. It is a “percentile rank” – an estimate of the percentage of the population a student outperformed. </p>
<p>The method of calculating the ATAR varies across states and territories. Generally speaking, it involves complex <a href="https://www.vcaa.vic.edu.au/assessment/vce-assessment/how-vce-assess/how-pages/Pages/StatisticalModeration.aspx">scaling and moderation</a> processes that consider how competitive a subject is, with each student being academically compared to the other students in the same year level doing the same subject. </p>
<p>Both school evaluation marks and final external exam marks are considered in the calculation process. The higher your school’s average, the more favourable the process will be to your school. </p>
<p>This is why students are “dragged up” by high achievers in their school – they are pushing up the mean, thereby pushing up everyone’s marks in that school. In other words, your school peers’ achievement can greatly affect your school evaluation mark, which will be considered in your ATAR. </p>
<hr>
<p>
<em>
<strong>
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>
</strong>
</em>
</p>
<hr>
<h2>ATAR is still the most common way to go to uni</h2>
<p>Introduced in 2009, the ATAR was designed to unify the university entrance system in Australia. Before this, each state and territory had its own system. </p>
<p>One criticism of the ATAR is that it is too “blunt” and too stressful for students, with all their school efforts hanging on a number. Critics have also called for “<a href="https://theconversation.com/australias-education-system-is-one-of-the-most-unequal-in-the-oecd-but-we-know-how-to-help-fix-it-177059">non-ATAR-based pathways</a>” to make access to university more equitable. </p>
<p>Some universities and degree programs don’t just rely on ATARs. They also <a href="https://apo.org.au/sites/default/files/resource-files/2018-03/apo-nid137156.pdf">use</a> entry tests, interviews, or other requirements such as portfolios. Figures also suggest more students are <a href="https://www.theage.com.au/national/victoria/contagion-effect-students-choose-unscored-vce-in-record-numbers-20220713-p5b1ca.html">rejecting</a> the ATAR. For example, in 2021, about 10% of Victorian students completed the Victorian Certificate of Education without getting an ATAR.</p>
<p>Nevertheless, the ATAR remains the <a href="https://www.cis.org.au/wp-content/uploads/2023/02/AP44_-ATARs-rising-relevance-1.pdf">dominant form</a> of Australian university admissions. </p>
<hr>
<p>
<em>
<strong>
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>
</strong>
</em>
</p>
<hr>
<h2>Our study</h2>
<p>As part of a wider 2021 study into how Australian private schools provide fair and inclusive education, we conducted focus groups with 24 students from both private and government schools. </p>
<p>One issue we identified was students believe the ATAR is “unfair”. This is not necessarily because they think the evaluation process must be more holistic in nature, but because they believe private schools have an advantage. They note how these schools tend to do better in state league tables, naturally pulling up the marks of students who attend them. </p>
<p>As one government school student observed: </p>
<blockquote>
<p>One of the biggest influences on your ATAR is your school average […] and private schools have higher grades because they’re more selective, so we need to really upbeat our game because they have a huge advantage on us.</p>
</blockquote>
<p>Similarly, a private school student explained: </p>
<blockquote>
<p>Paying so much money to attend such a good school, it’s kind of a waste of money and resources if you’re not utilising that, like, if you’re not taking advantage of your advantage and do the best you can to succeed. It’s reassuring that your peers are strong students.</p>
</blockquote>
<p>Certainly, research <a href="https://theconversation.com/going-to-private-school-wont-make-a-difference-to-your-kids-academic-scores-175638">shows</a> socioeconomic background has a big impact on students’ academic performance. A <a href="https://theconversation.com/private-catholic-schools-do-add-value-to-students-results-42543">2015 Australian study</a> also suggests private schooling can add up to eight points to a student’s ATAR. </p>
<h2>What about narrative evaluation?</h2>
<p>So-called “<a href="https://www.k12academics.com/education-assessment-evaluation/narrative-evaluation">narrative evaluation</a>” approaches seek to move the focus from a score to what a student has learned and engaged with. </p>
<p>It may come in the form of written text (or “mini essay”) about completed coursework and a student’s performance, supplementing or replacing other measures such as grades or pass/fail designations. </p>
<p>Internationally, different forms of narrative evaluation are used by some <a href="https://www.k12academics.com/education-assessment-evaluation/narrative-evaluation/colleges-universities-use-narrative-evaluations">universities</a> and <a href="https://www.k12academics.com/education-assessment-evaluation/narrative-evaluation/high-schools-use-narrative-evaluations">schools</a>. For example, Hampshire College in Massachusetts uses <a href="https://www.hampshire.edu/hampshire-experience-notable-alumni/our-academic-philosophy">narrative evaluations instead of grades</a>, to eliminate competition and enhance a “collaborative learning community”. </p>
<p>Other US universities such as MIT, Johns Hopkins and Brown University have been considering <a href="https://www.mercurynews.com/2023/01/27/colleges-consider-overhauling-grading-system-for-freshmen-to-ease-transition-to-higher-learning/">overhauling traditional grading</a> to reduce stress in the first year of college and make evaluation fairer for students who didn’t come from prestigious high schools.</p>
<figure class="align-center ">
<img alt="View of a book being held open." src="https://images.theconversation.com/files/513908/original/file-20230307-14-bnodea.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/513908/original/file-20230307-14-bnodea.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=400&fit=crop&dpr=1 600w, https://images.theconversation.com/files/513908/original/file-20230307-14-bnodea.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=400&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/513908/original/file-20230307-14-bnodea.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=400&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/513908/original/file-20230307-14-bnodea.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=503&fit=crop&dpr=1 754w, https://images.theconversation.com/files/513908/original/file-20230307-14-bnodea.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=503&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/513908/original/file-20230307-14-bnodea.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">Narrative evaluations emphasise information about the individual student over a grade or mark.</span>
<span class="attribution"><span class="source">Valentin Salja/Unsplash</span></span>
</figcaption>
</figure>
<h2>Narrative evaluations can be a problem, too</h2>
<p>But narrative evaluation has also been criticised for making it difficult for students to get into graduate schools or secure scholarships. This is because grades are the “common currency” in most universities, and not having them could project an image of low standards to other institutions. </p>
<p>The University of California Santa Cruz, for example, <a href="https://www.sfgate.com/education/article/UC-Santa-Cruz-To-Start-Using-Letter-Grades-2773570.php">abandoned</a> the narrative evaluation system in 2001 because it “created a bad image”, among other reasons. </p>
<p><a href="https://www.jstor.org/stable/pdf/41406119.pdf">Research</a> also shows US secondary students find narrative evaluations more stressful than letter grades. This is due to the intensity of the provided feedback (which could be seen as nitpicky), teacher subjectivity and need for revisions. Teachers also report this type of evaluation takes up a lot of resources and time. </p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/students-are-more-than-a-number-why-a-learner-profile-makes-more-sense-than-the-atar-143539">Students are more than a number: why a learner profile makes more sense than the ATAR</a>
</strong>
</em>
</p>
<hr>
<h2>What happens next?</h2>
<p>Like any other <a href="https://www.oecd.org/dac/evaluation/reviewofevaluationsystems.htm">evaluation system</a> the ATAR has its flaws, which should be acknowledged and discussed. The fact that some students do not see it as fair is a significant issue, but a straight narrative evaluation system in its place may not be the answer. </p>
<p>This is not to say more personal evaluation components can’t be added. Medical schools, for example, have found <a href="https://www.ama-assn.org/medical-students/preparing-medical-school/3-medical-school-interview-insights-m4-who-s-seen-both">interviews</a> an effective and important way to evaluate students’ personal and social capacities for the profession. </p>
<p>As the ATAR debate no doubt continues, we might be critical of this “blunt” number, but need to be careful any changes are genuine improvements – for students, schools, universities and employers.</p><img src="https://counter.theconversation.com/content/200173/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Ilana Finefter-Rosenbluh receives funding, including from the Social Education Victoria, the Trawalla Foundation, the Besen Family Foundation, the Loti and Victor Smorgon Family Foundation, and Victorian government and independent schools. </span></em></p>A common criticism of the ATAR is it does not tell universities enough about potential students. But so-called ‘narrative evaluation’ models of assessment have their issues, too.Ilana Finefter-Rosenbluh, Senior Lecturer, Faculty of Education, Monash UniversityLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/1962832022-12-18T19:17:12Z2022-12-18T19:17:12ZThinking about a gap year? Here are some questions to ask yourself (and a note for anxious parents)<figure><img src="https://images.theconversation.com/files/500932/original/file-20221214-493-cyl1cx.jpg?ixlib=rb-1.1.0&rect=44%2C52%2C2425%2C1699&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">
</span> <span class="attribution"><span class="source">Khamkeo Vilaysing/Unsplash</span></span></figcaption></figure><p>Many year 12 students who are <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">receiving their exam results</a> at the moment will go straight to further study and training next year. But others may be planning or dreaming about a break. </p>
<p>As a professor of education with a focus on positive psychology, I think of a gap year as a dynamic transition time that allows you to be your own person. It is a chance to reconnect to who you are and what you want in life. It is so much more than a break!</p>
<p>It can mean working, volunteering, doing a program with the Australian Defence Force or travelling. </p>
<p>Despite what some assume, it is not a year of doing nothing, or slacking off. Nor is it an indication you won’t return to further study. Here are some things to consider if you are thinking about a gap year.</p>
<hr>
<p>
<em>
<strong>
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>
</strong>
</em>
</p>
<hr>
<h2>Gap years in Australia</h2>
<p>Although a gap can be taken at any time, the first real opportunity for most is at the end of high school. </p>
<p>Each year, about <a href="https://www.education.gov.au/higher-education/resources/gap-year">one in seven Australian</a> year 12 students who then do a bachelors degree take a gap year (although the proportion fell from 16% in 2009 to 11% in 2016). </p>
<figure class="align-center ">
<img alt="A young woman takes a photograph." src="https://images.theconversation.com/files/500935/original/file-20221214-16-v3wkl2.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/500935/original/file-20221214-16-v3wkl2.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=400&fit=crop&dpr=1 600w, https://images.theconversation.com/files/500935/original/file-20221214-16-v3wkl2.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=400&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/500935/original/file-20221214-16-v3wkl2.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=400&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/500935/original/file-20221214-16-v3wkl2.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=503&fit=crop&dpr=1 754w, https://images.theconversation.com/files/500935/original/file-20221214-16-v3wkl2.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=503&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/500935/original/file-20221214-16-v3wkl2.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">Gap years often involve travel overseas or in Australia.</span>
<span class="attribution"><span class="source">Wanaporn Yangsiri/Unsplash</span></span>
</figcaption>
</figure>
<p>For some students, this is a practical reality. Students from regional and remote areas are more likely than city students to take a gap year. And students from less advantaged areas are more likely to do paid work during this time. </p>
<p>Every university will have a support team to advise you on how to defer for a year once you are accepted, and can let you know when you need to make a decision. You can also change your course preferences if you want to. </p>
<h2>It can be a form of self-care</h2>
<p>Taking a gap year can be dedicated time to explore who you are as a person, build new connections and relationships, and be curious. You can gain confidence, perspective, and open-mindedness.</p>
<p>From a self-care perspective, it is important to tune into how you are feeling about yourself and moving ahead with future studies now or not. </p>
<p>Finishing high school and the stress of exams is draining at the best of times. Studying during the pandemic – away from teachers and friends and with so many disruptions and uncertainties – has been exhausting. </p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/5-reasons-students-should-consider-taking-a-gap-year-now-138712">5 reasons students should consider taking a gap year now</a>
</strong>
</em>
</p>
<hr>
<h2>How to set up a gap year</h2>
<p>If you take a gap year, this is likely to be a precious and unusual time in your life. The pandemic has also changed priorities for some people. So what is it that you want to change, interrupt or do differently? Ask yourself honestly: </p>
<ul>
<li>what do I want? </li>
<li>what’s working in my life? </li>
<li>what have I learned from things that haven’t been working?</li>
<li>what will the year look like?</li>
<li>what will success look and feel like at the end?</li>
</ul>
<p>According to US education researcher <a href="https://www.google.com.au/books/edition/Gap_Year/CSOcAQAAQBAJ?hl=en&gbpv=1&dq=college+gap+year&pg=PP1&printsec=frontcover">Joseph O’Shea</a>, you need to pay attention to the organisation, resourcing and quality of your gap year. Think about these questions:</p>
<ul>
<li>how much money will I need? </li>
<li>how will I support myself?</li>
<li>has someone else done the same type of gap year activity before? What did they learn that can help?</li>
<li>who can be a mentor for me?</li>
</ul>
<h2>A note for parents</h2>
<p>And for parents and carers who may be hesitant to support a gap year, it does not mean your child will turn their back on study forever. <a href="https://www.education.gov.au/higher-education/resources/gap-year">Figures show</a> students taking a gap year are just as likely to complete their degree within six years than students who do not. </p>
<figure class="align-left ">
<img alt="Three young people walk in the bush." src="https://images.theconversation.com/files/500933/original/file-20221214-493-xli3ez.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=237&fit=clip" srcset="https://images.theconversation.com/files/500933/original/file-20221214-493-xli3ez.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=800&fit=crop&dpr=1 600w, https://images.theconversation.com/files/500933/original/file-20221214-493-xli3ez.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=800&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/500933/original/file-20221214-493-xli3ez.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=800&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/500933/original/file-20221214-493-xli3ez.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=1005&fit=crop&dpr=1 754w, https://images.theconversation.com/files/500933/original/file-20221214-493-xli3ez.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=1005&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/500933/original/file-20221214-493-xli3ez.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=1005&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
<figcaption>
<span class="caption">A gap year does not mean you will ‘lose momentum’ for study.</span>
<span class="attribution"><span class="source">Karlis Reimanis/Unsplash</span></span>
</figcaption>
</figure>
<p>As a university lecturer I have also taught many students who have taken a gap year. For me, what stands out with every single one of them is that on return they are super focused, ask thought-provoking questions in class and know exactly what their purpose is. </p>
<p>Research also suggests a gap year has a positive impact on academic performance once you return to university, with the <a href="https://onlinelibrary.wiley.com/doi/abs/10.1111/j.1475-4932.2007.00418.x?casa_token=iU6WkkeD0r8AAAAA:7QUhhVO3vsZHmMzfGZ0TEa529x4PJlf2jUlXPtEB_7qjrtxyL4BLYB7we2xuDlpxzwEwNFxqHMuKGA">greatest impact</a> on those who performed less well at school. It has <a href="https://onlinelibrary.wiley.com/doi/abs/10.1111/j.1475-4932.2007.00418.x?casa_token=iU6WkkeD0r8AAAAA:7QUhhVO3vsZHmMzfGZ0TEa529x4PJlf2jUlXPtEB_7qjrtxyL4BLYB7we2xuDlpxzwEwNFxqHMuKGA">also shown</a> to increase students’ motivation to study when they come back. </p>
<p>So, tune into what you are curious about and how it will help you become the best person you want to be. Don’t compare yourself with others. There are so many pathways to finding meaning and purpose in life – a gap year might be exactly what you need.</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/196283/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Narelle Lemon 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>A gap year is dedicated time to explore who you are. It is not an indication you won’t return to further study.Narelle Lemon, Professor in Education, Swinburne University of TechnologyLicensed 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>
<figure class="align-center ">
<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>
</figcaption>
</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>
<hr>
<p>
<em>
<strong>
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>
</strong>
</em>
</p>
<hr>
<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/1905532022-09-15T20:04:45Z2022-09-15T20:04:45Z‘Thinking about my future is really scary’ – school leavers are not getting the careers support they need<figure><img src="https://images.theconversation.com/files/484258/original/file-20220913-14-r4uexc.jpg?ixlib=rb-1.1.0&rect=26%2C0%2C4343%2C2887&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">
</span> <span class="attribution"><span class="source">quokkabottles/Unsplash</span>, <a class="license" href="http://creativecommons.org/licenses/by/4.0/">CC BY</a></span></figcaption></figure><p>Australia’s class of 2022 is on the home stretch. Next month, <a href="https://www.abs.gov.au/statistics/people/education/schools/latest-release">more than 200,000</a> year 12 students will be sitting their final exams. In amongst this, they are making big decisions about their lives beyond school. </p>
<p>But research shows they are not getting the support they need as they finish school and move into the work or study that is right for them. Girls, in particular, are not getting the support they need. </p>
<p>This suggests careers support in high school is not working. </p>
<h2>Careers advice at school</h2>
<p>Careers education is not compulsory in Australian schools. There are guidelines such as the <a href="https://www.education.gov.au/school-work-transitions/australian-blueprint-career-development">blueprint for career development</a>. And the <a href="https://www.australiancurriculum.edu.au/resources/general-capabilities-and-career-education/">national curriculum</a> up to year 10 calls on schools to “develop school-based approaches to career education […] to suit the needs of their students and the community”. </p>
<p>States and territories offer their own frameworks for years 11 and 12, such as Victoria’s <a href="https://www.education.vic.gov.au/school/teachers/teachingresources/careers/carframe/Pages/framework.aspx">careers curriculum framework</a>.</p>
<p>These can be interpreted in a wide variety of ways. In reality, some schools may have dedicated careers teachers. Students sometimes seek private careers counselling. Others may have nothing. </p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/its-kind-of-suffocating-queer-young-australians-speak-about-how-they-feel-at-school-and-what-they-think-of-politicians-187010">'It's kind of suffocating': queer young Australians speak about how they feel at school and what they think of politicians</a>
</strong>
</em>
</p>
<hr>
<h2>Our study</h2>
<p>Our Monash University <a href="https://www.monash.edu/education/cypep/research/young-women-choosing-careers-who-decides">study</a> published last month surveyed more than 1,300 female school students in years 10 to 12. We wanted to know about how they were choosing their careers. </p>
<p>While we found more than 83% wanted to go to university, there was a significant degree of uncertainty about what next:</p>
<ul>
<li>one third did not know what career best suited them</li>
<li>nearly 40% were concerned they were never have a “real” career</li>
<li>about one third felt “unemployable” </li>
<li>34% said they were doing subjects or activities with no sense of purpose</li>
<li>26% said they often felt down or worried about selecting a career</li>
</ul>
<p>The also continued to nominate careers within narrow fields. Half of young women’s chosen careers were concentrated in areas such as medicine (16.7%), law and paralegal studies (12.1%), nursing (11.5%), the creative arts (9.9%) and teaching (8.2%).</p>
<p>These ambitions are not bad, of course. But it means these young people might be overlooking new and growing careers around digital technology or fulfilling and potentially lucrative vocational options, such as trades.</p>
<figure>
<iframe width="440" height="260" src="https://www.youtube.com/embed/aGJo2rsLdNQ?wmode=transparent&start=0" frameborder="0" allowfullscreen=""></iframe>
</figure>
<h2>Smith Family study</h2>
<p>Another 2022 study <a href="https://www.thesmithfamily.com.au/media/research/reports/post-school-transitions-among-young-people-experiencing-disadvantage">released this week</a> by The Smith Family surveyed over 1,500 young people and interviewed 38 students aged 17–19 experiencing disadvantage. </p>
<p>While most young people surveyed (86%) recalled receiving careers support while at school, only just over half found this support helpful. One in ten said it was not useful at all.</p>
<p>In some cases, there was no career advice. As interviewee Rabia said:</p>
<blockquote>
<p>Because our school never really provided career counselling, right now a lot of my friends from school, they’re currently dropping out of their degree […] a lot of them are just not happy with what they chose.</p>
</blockquote>
<p>Interviewee Mercedes said students needed advice that was individual and supportive: </p>
<blockquote>
<p>More discussions around what’s on offer and job pathways would be a great thing […] instead of teachers saying ‘you know you probably can’t do that’ [they should say] ‘let’s think of some steps in order for you to get there’.</p>
</blockquote>
<p>When choosing careers, interviewees said they valued hands-on work exposure, vocational study and being able to try different career options while at school. As Sahil said:</p>
<blockquote>
<p>That work experience really opened my eyes to how IT would be in actual work settings. That shaped up my thinking of doing software engineering.</p>
</blockquote>
<h2>Careers advice needs to change</h2>
<p>Careers advice needs to do much more than tell young people about what subjects to do in year 12 to qualify for certain degrees, or hand out pamphlets at university open days.</p>
<p>Apart from understanding the modern job market and current range of opportunities, careers advice needs to support young people as they move to the next stage of life. </p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/choosing-a-career-these-jobs-wont-go-out-of-style-111425">Choosing a career? These jobs won't go out of style</a>
</strong>
</em>
</p>
<hr>
<p>Careers support is, of course, closely related to mental health and wellbeing. More than a third of those in The Smith Family Study had a health or mental health condition which was sometimes a barrier to employment, as Tarni said:</p>
<blockquote>
<p>Honestly, thinking about my future is really scary. I never really did it ‘cos when you’re really mentally ill at a really young age, you don’t really make plans for it.</p>
</blockquote>
<p>Young people need to know they are valued and have potential, particularly in the wake of COVID disruptions last year. We need to find ways to keep them in school and provide them with better career support for their own and Australia’s future prosperity.</p>
<p><em>Correction: an earlier version of this article included incorrect figures for the number of year 12 students.</em></p><img src="https://counter.theconversation.com/content/190553/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Lucas Walsh currently receives funding from The Paul Ramsay Foundation. He has worked with The Smith Family and sits on a voluntary advisory board unrelated to this study.
This article is part of The Conversation’s Breaking the Cycle series, which is supported by a philanthropic grant from the Paul Ramsay Foundation.
</span></em></p>A new survey found one quarter of female high school students felt down or worried about choosing a career.Lucas Walsh, Professor and Director of the Centre for Youth Policy and Education Practice, Monash UniversityLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/1702112021-10-24T18:59:33Z2021-10-24T18:59:33Z40% of year 12s suffer high anxiety. At exam time, here’s what parents can do to help<figure><img src="https://images.theconversation.com/files/427448/original/file-20211020-13-195gkgh.jpg?ixlib=rb-1.1.0&rect=0%2C0%2C6102%2C4059&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">
</span> <span class="attribution"><span class="source">Shutterstock</span></span></figcaption></figure><p>Parents can feel hopeless when their children experience the huge emotional burden that comes with final-year exams. Sometimes our best intentions may actually make our children (and ourselves) feel worse. <a href="https://theconversation.com/study-confirms-hsc-exams-source-of-major-stress-to-adolescents-46812">Previous research</a> has found more than 40% of year 12 students experience anxiety symptoms high enough to be of clinical concern. </p>
<p>In 2021, varying degrees of COVID-19 lockdowns have added an extra stress layer for everyone, not least young people feeling disconnected from their friends and schools. The following four strategies will help parents support their children through the coming weeks of year 12 exams. </p>
<h2>1. Help teens name their feelings</h2>
<p>“Name it to tame it” is a parenting strategy developed by <a href="https://drdansiegel.com/book/brainstorm/">psychiatrist Dan Siegel</a>. This approach is about helping children name what they are feeling as the first step towards helping them reduce the impact of that emotion. </p>
<p>A parent’s automatic response like “stop stressing, you’re smart so you’ll be fine” can actually cause a child to feel worse as their emotional experience is not being validated. By naming what the feeling is (even if guessing), a parent can begin to support and understand the young person. </p>
<p>When a parent notices their child becoming frustrated with study, they could say something like “Studying can be really frustrating. I bet you wish the exams were over.” Sometimes the child can then breathe a sigh of relief that the important adult in their life sees their struggle, understands their distress, and is able to be there with them in that tough moment. </p>
<figure>
<iframe width="440" height="260" src="https://www.youtube.com/embed/ZcDLzppD4Jc?wmode=transparent&start=0" frameborder="0" allowfullscreen=""></iframe>
<figcaption><span class="caption">‘Name it to tame it’: Dr Dan Siegel explains the strategy.</span></figcaption>
</figure>
<h2>2. Offer helpful choices</h2>
<p>Once a child feels their emotional experiences are being validated and acknowledged, the next step could be to offer some choices to help them feel less distressed. Offering choices is important because we want to give the young person some choice and control over something in their lives. This can counter-balance feelings of having no power, control or choice. </p>
<p>So, rather than saying “I’ll get you some water to help you feel better”, a parent could make a slight change to the question by asking: “Hey, I could get you some water, or something to eat? Or you could take a break and have a snack with me in the kitchen. What would help you right now?” </p>
<h2>3. Support and guide perspective-taking</h2>
<p>When anyone, regardless of age, is going through a stressful time, our unhelpful thinking patterns usually become strong and powerful. For teenagers completing end-of-school exams, it is likely certain thought patterns are contributing to their feelings of stress, anxiety, hopelessness and helplessness. </p>
<p>Confirmation bias, for example, is when a person only pays attention to what they believe. Subconsciously, they ignore any information that does not align with that belief. A common belief for students is “I’m going to fail”. Talking to the young person about other perspectives may help them see the situation from other perspectives. </p>
<p>A common request psychologists make in these situations is: “Tell me all of the evidence that your belief you’re going to fail might be true.” Then they ask: “Now tell me all of the evidence that your belief you’re going to fail might not be true.” </p>
<p>On the whole, reality exists somewhere in between these two answers. It may seem counter-intuitive to encourage a young person to talk about all of the reasons they think they will fail, but they are thinking these thoughts in their heads anyway. The important piece is to counter-balance their view with other views. </p>
<figure class="align-center ">
<img alt="Piece of paper with words 'You can't do it' torn in two so it becomes 'You can do it'" src="https://images.theconversation.com/files/427456/original/file-20211020-23-gm48nr.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/427456/original/file-20211020-23-gm48nr.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=400&fit=crop&dpr=1 600w, https://images.theconversation.com/files/427456/original/file-20211020-23-gm48nr.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=400&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/427456/original/file-20211020-23-gm48nr.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=400&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/427456/original/file-20211020-23-gm48nr.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=503&fit=crop&dpr=1 754w, https://images.theconversation.com/files/427456/original/file-20211020-23-gm48nr.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=503&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/427456/original/file-20211020-23-gm48nr.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">Ask your child to think of all the evidence for their belief that they will fail. Then balance that by asking them to think of all the evidence for why their belief might be wrong.</span>
<span class="attribution"><span class="source">Shutterstock</span></span>
</figcaption>
</figure>
<p>If the young person is struggling to come up with any evidence they might not fail, the parent can offer some ideas. Again, remember this is about empowering the young person, not telling them what they should think (such as “Don’t be ridiculous, you won’t fail”). It’s about helping them with perspective-taking in times of stress, rather than dismissing their belief because it makes us feel uncomfortable.</p>
<h2>4. Self-compassion</h2>
<p>Parenting is hard. Studying and sitting exams is hard. It is important to remind parents that the emotional struggles they experience and the big feelings their children experience are a part of life and a part of what everyone across the world goes through. </p>
<p>We can choose to be kind to ourselves in these moments of struggle and stress and think about giving ourselves the compassion we need. For parents and children alike, this can be as simple as listening to yourself like you would listen to a good friend. Respond to your own stress and emotional pain as you would respond if your close friend was feeling it. </p>
<p>We tend to be very critical and harsh with ourselves, but kind and compassionate to others. So next time as a parent you are thinking “I’m such a bad parent, my child is so stressed, I can’t help them, I’m useless”, try to find some words of kindness for yourself. Something like “Wow, this is really tough. I’m doing the best I can. I can get through this.”</p>
<p>Dr Kristin Neff is a leader in self-compassion research and practice and has many useful resources on <a href="https://self-compassion.org/">her website</a>.</p>
<figure>
<iframe width="440" height="260" src="https://www.youtube.com/embed/8lnU4fZ3eiM?wmode=transparent&start=0" frameborder="0" allowfullscreen=""></iframe>
<figcaption><span class="caption">Dr Kristin Neff explains how to practise self-compassion.</span></figcaption>
</figure>
<p>Naming feelings, offering choices, perspective-taking and self-compassion can help instil hope for parents and children as they navigate end-of-school exams across Australia. </p>
<hr>
<p><em>If this article has raised issues for you or your child, you can call Lifeline on 13 11 14 or Kids Helpline on 1800 55 1800.</em></p><img src="https://counter.theconversation.com/content/170211/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Eimear Quigley 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>Parents can support their children through the coming weeks of year 12 exams by using four strategies.Eimear Quigley, Senior Lecturer and Director, Psychological Services Centre, Edith Cowan UniversityLicensed 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>
</figcaption>
</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>
</figcaption>
</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">
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<span class="attribution"><a class="source" href="https://www.facebook.com/groups/hscdg2021/posts">Facebook screenshot</a></span>
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<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>
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<span class="attribution"><a class="source" href="https://www.facebook.com/groups/hscdg2021/posts">Facebook screenshot</a></span>
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<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>
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<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>
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<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>
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<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>
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<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>
<p><div data-react-class="Tweet" data-react-props="{"tweetId":"1435697955655225344"}"></div></p>
<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>
<p><div data-react-class="Tweet" data-react-props="{"tweetId":"1314711127465422848"}"></div></p>
<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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<em>
<strong>
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>
<blockquote>
<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>
</blockquote>
<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/1647782021-07-21T20:11:03Z2021-07-21T20:11:03ZThinking of choosing a science subject in years 11 and 12? Here’s what you need to know<figure><img src="https://images.theconversation.com/files/412084/original/file-20210720-23-17n7gzi.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/beautiful-high-school-student-microscope-laboratory-701387218">Shutterstock</a></span></figcaption></figure><p><em>This article is part of a <a href="https://theconversation.com/au/topics/senior-subjects-series-107516">series</a> providing school students with evidence-based advice for choosing subjects in their senior years.</em> </p>
<p>Studying science helps you make sense of the world and opens the door to a wide range of careers.</p>
<p>If you’ve decided to be a doctor or engineer then you will already know you need to do a science. But if you’re in the <a href="https://growingupinaustralia.gov.au/sites/default/files/publication-documents/lsac-asr-2018-chap9-subject_choices.pdf">45% of students</a> who don’t know what career they’ll end up in, you may want to study a range of different subject types to keep your options open. Science could be one of them.</p>
<h2>Who takes science?</h2>
<p>In Australia, science is compulsory until year 10 – after that, it’s a choice.
The Australian Curriculum groups <a href="https://www.australiancurriculum.edu.au/senior-secondary-curriculum/science/">science</a> into four areas:</p>
<ul>
<li><p>biology — the study of life</p></li>
<li><p>chemistry – the study of materials and substances </p></li>
<li><p>earth and environmental science — a broad subject about the interactions between the Earth and its water, air and living organisms</p></li>
<li><p>physics — the study of the nature and the properties of matter and energy. </p></li>
</ul>
<p>The specific science subjects you can choose depends on where you live and what your school offers but they will fall into these areas, or a combination.</p>
<p>Just over <a href="https://www.acara.edu.au/reporting/national-report-on-schooling-in-australia/national-report-on-schooling-in-australia-data-portal/year-12-subject-enrolments#view1">half</a> of all students choose to continue with science into year 12. In 2010, 53.1% of girls in Australia took a year 12 science subject. This had increased to 56.2% by 2019. In contrast, the proportion of boys taking science actually dropped – from 49.6% to 46.9% in the same period.</p>
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<p><iframe id="wF7cI" class="tc-infographic-datawrapper" src="https://datawrapper.dwcdn.net/wF7cI/2/" height="400px" width="100%" style="border: none" frameborder="0"></iframe></p>
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<p>Biology was the <a href="https://growingupinaustralia.gov.au/sites/default/files/publication-documents/lsac-asr-2018-chap9-subject_choices.pdf">most popular</a> science subject among both boys and girls – 32.4% of all students who took a science subject in 2016 took biology. This was compared to 21% taking chemistry and 15% taking physics.</p>
<p>But more girls (40%) chose biology than boys (24%). And more boys (21%) chose physics than girls (8%). Similar proportions of girls and boys chose to study chemistry and life and earth sciences (such as geology and agriculture).</p>
<hr>
<p><iframe id="0e5PL" class="tc-infographic-datawrapper" src="https://datawrapper.dwcdn.net/0e5PL/4/" height="400px" width="100%" style="border: none" frameborder="0"></iframe></p>
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<p>There are <a href="https://opus.lib.uts.edu.au/handle/10453/134514">several</a> theories for this difference. Some research shows girls consistently show a less positive attitude to science than boys and don’t feel they are as good at it. This is interesting because girls get <a href="https://theconversation.com/girls-score-the-same-in-maths-and-science-as-boys-but-higher-in-arts-this-may-be-why-they-are-less-likely-to-pick-stem-careers-131563">similar</a> marks to boys in science. </p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/girls-score-the-same-in-maths-and-science-as-boys-but-higher-in-arts-this-may-be-why-they-are-less-likely-to-pick-stem-careers-131563">Girls score the same in maths and science as boys, but higher in arts – this may be why they are less likely to pick STEM careers</a>
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</p>
<hr>
<p>Girls tend to have better language skills than boys, so another suggestion is they are more likely to choose subjects that require those skills, such as humanities. </p>
<p>There are no clear answers but your gender shouldn’t matter when it comes to choosing science.</p>
<h2>Careers in science</h2>
<p>Back in the 1990s, 85% of students in year 12 took at least one science <a href="https://research.acer.edu.au/acer_monographs/4/">subject</a>. Enrolments started to fall around 1992 and <a href="http://eprints.qut.edu.au/73153/1/Continuing_decline_of_science_proof.pdf">settled</a> around where they are now. The <a href="https://eprints.qut.edu.au/68725/1/Choosing_Science.pdf">reason</a> for the fall continues to be debated but popular theories include a wider range of subject choices, and the perception science is too hard and not worth the effort. </p>
<p>Many experts <a href="https://theconversation.com/why-it-matters-that-student-participation-in-maths-and-science-is-declining-47559">consider the current enrolment levels</a> too low and this is confusing in light of <a href="https://www.dese.gov.au/newsroom/articles/stem-jobs-growing-almost-twice-fast-other-jobs">evidence</a> that the demand for science, or more broadly STEM (science, technology, engineering and mathematics), skills is increasing. </p>
<p>A recent <a href="https://www.dese.gov.au/newsroom/articles/stem-jobs-growing-almost-twice-fast-other-jobs">government report</a> showed STEM jobs are growing almost twice as fast as other jobs. </p>
<p>Many <a href="https://www.uts.edu.au/sites/default/files/2020-11/sci-science-careers-guide-Nov-2020.pdf">roles</a> are available inside and outside the lab. These are in areas such as climate change, materials science (anything involving how things are made and how they work — from nanoparticles to concrete), health, food technology, drug manufacturing and education. </p>
<figure class="align-center zoomable">
<a href="https://images.theconversation.com/files/412086/original/file-20210720-27-13vqf4z.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=1000&fit=clip"><img alt="Climate scientists studying images of hurricanes as a consequence of climate change." src="https://images.theconversation.com/files/412086/original/file-20210720-27-13vqf4z.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/412086/original/file-20210720-27-13vqf4z.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=338&fit=crop&dpr=1 600w, https://images.theconversation.com/files/412086/original/file-20210720-27-13vqf4z.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=338&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/412086/original/file-20210720-27-13vqf4z.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=338&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/412086/original/file-20210720-27-13vqf4z.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=424&fit=crop&dpr=1 754w, https://images.theconversation.com/files/412086/original/file-20210720-27-13vqf4z.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=424&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/412086/original/file-20210720-27-13vqf4z.jpg?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"></a>
<figcaption>
<span class="caption">Climate science is among the many and varied areas science graduates could work in.</span>
<span class="attribution"><a class="source" href="https://www.shutterstock.com/image-photo/group-scientists-investigating-hurricane-consequence-global-755538235">Shutterstock</a></span>
</figcaption>
</figure>
<p>Of course it’s unlikely you’ll go straight out of school into a science job. You’d have to do a university or another type of course – such as vocational education and training – first. It will be far easier to do one of these courses if you did a science in your final years. Although, there are still pathways into them even if you didn’t.</p>
<p>The reverse is true too — you may change your mind about wanting to pursue science after studying it at school (or uni). In fact, about <a href="https://www.dese.gov.au/download/2777/stem-leaf-where-are-australians-science-technology-engineering-mathematics-stem-students-heading/3792/document/pdf">two-thirds of students</a> who do a STEM subject at school or university actually end up with jobs outside of STEM. </p>
<h2>What else can science teach you?</h2>
<p>In my <a href="https://opus.lib.uts.edu.au/handle/10453/98701">research</a> into how students chose their subjects, most students thought science was only useful for traditional science careers such as medicine or engineering. That’s not the case.</p>
<p>Studying science helps build <a href="https://www.oecd-ilibrary.org/docserver/f30da688-en.pdf?expires=1626174177&id=id&accname=guest&checksum=33B57670770AFD3CE540B84797A486EE">scientific literacy</a>, which means being able to engage with and reflect on science topics in your daily life. Good scientific literacy gives you skills to see fake science for what it is and talk meaningfully about issues like climate change or COVID vaccines. </p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/teach-questions-not-answers-science-literacy-is-a-crucial-skill-144731">Teach questions, not answers: science literacy is a crucial skill</a>
</strong>
</em>
</p>
<hr>
<p>Studying science also helps students <a href="https://www.researchgate.net/publication/49285411_Science_Teaching_and_Learning_in_Australian_Schools_Results_of_a_National_Study">understand their world</a> and be interested in what is happening around them. Knowing how science works means you can make up your own mind about evidence. You can decide if getting solar panels makes sense or if kale really is a wonder food.</p>
<figure class="align-center zoomable">
<a href="https://images.theconversation.com/files/412315/original/file-20210721-15-ci5d3d.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=1000&fit=clip"><img alt="Woman buying kale at the market." src="https://images.theconversation.com/files/412315/original/file-20210721-15-ci5d3d.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/412315/original/file-20210721-15-ci5d3d.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=400&fit=crop&dpr=1 600w, https://images.theconversation.com/files/412315/original/file-20210721-15-ci5d3d.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=400&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/412315/original/file-20210721-15-ci5d3d.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=400&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/412315/original/file-20210721-15-ci5d3d.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=503&fit=crop&dpr=1 754w, https://images.theconversation.com/files/412315/original/file-20210721-15-ci5d3d.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=503&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/412315/original/file-20210721-15-ci5d3d.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">Scientific literacy can help you determine things like whether kale is in fact a superfood.</span>
<span class="attribution"><a class="source" href="https://www.shutterstock.com/image-photo/beautiful-woman-buying-kale-farmers-market-1182084073">Shutterstock</a></span>
</figcaption>
</figure>
<p>Today’s <a href="https://www.fya.org.au/wp-content/uploads/2016/11/The-New-Work-Mindset.pdf">15 year olds are predicted to</a> have five different careers and 17 changes of employer in their lifetime. So it makes sense to choose a range of subjects that build skills which are portable across a range of roles. </p>
<p>Including a science subject in the mix, even if you’re not planning for a scientifically related career, can provide a good balance. But only, of course, if you’re interested.</p>
<h2>Don’t choose it for the ATAR</h2>
<p>You may hear science subjects are great because the marks are scaled up when your ATAR is calculated. That’s not quite right.</p>
<p>As you probably know, the ATAR is your rank compared to other students and it’s one factor in how universities select students. </p>
<p>Historically science subjects have been favourably scaled because the average academic ability of students doing science has been higher than the average student. <a href="https://www.uac.edu.au/assets/documents/scaling-reports/scaling-report-2020-nsw-hsc.pdf">Scaling</a> happens after the marks are in and aims to even the playing field between subjects. You have a far better chance of getting a good mark if you do a subject because you enjoy it, or are good at it.</p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/choosing-your-senior-school-subjects-doesnt-have-to-be-scary-here-are-6-things-to-keep-in-mind-160257">Choosing your senior school subjects doesn't have to be scary. Here are 6 things to keep in mind</a>
</strong>
</em>
</p>
<hr>
<p>In my <a href="https://opus.lib.uts.edu.au/bitstream/10453/134514/1/ESERA-2017-eProceedings%2520Palmer%25202018.pdf">research</a> I found both girls and boys ranked finding a subject interesting and enjoyable as the most important influences when deciding to choose or reject a subject for year 11. Next came needing a subject for a career and then their expectation of getting a good mark. </p>
<p>You will need to weigh this up for all your subject choices, not just science. In the words of a year 10 student from my research</p>
<blockquote>
<p>if you choose everything that you love, you might not necessarily be doing very well and it might bring your marks down, but if you choose things that you are doing really well in, but you might not necessarily love them, you are not going to have the motivation to keep doing well.</p>
</blockquote>
<p>You don’t have to love science but you do need to like it and think you can do the work. </p>
<p><em>Read the other articles in our series on choosing senior subjects, <a href="https://theconversation.com/au/topics/senior-subjects-series-107516">here</a>.</em></p>
<p><div data-react-class="Tweet" data-react-props="{"tweetId":"1417399025930698752"}"></div></p><img src="https://counter.theconversation.com/content/164778/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Tracey-Ann Palmer received funding from the Australian Government. This work was supported by an Australian Postgraduate Award.</span></em></p>Science teaches you many skills. Even if you don’t plan for a science related career, including a science subject in your senior years can provide a good balance. But only if you’re interested.Tracey-Ann Palmer, Lecturer, Initial Teacher Education, University of Technology SydneyLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/1602572021-07-19T20:10:01Z2021-07-19T20:10:01ZChoosing your senior school subjects doesn’t have to be scary. Here are 6 things to keep in mind<figure><img src="https://images.theconversation.com/files/411400/original/file-20210715-15-988qv.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/teenager-girl-holding-stack-books-shows-683832130">Shutterstock</a></span></figcaption></figure><p><em>This is the first article in a <a href="https://theconversation.com/au/topics/senior-subjects-series-107516">series</a> providing school students with evidence-based advice for choosing subjects in their senior years.</em></p>
<p>From about August each year, young people in year 10 go through a round of interviews to close in on their subject selections for years 11 and 12.</p>
<p>They’re given a portfolio full of reading materials. They may also attend vibrant careers markets to get helpful information. The principal and heads of the year give presentations, and occasionally a VIP guest speaker will arrive.</p>
<p>Somewhere at this point, my sobbing daughter had cried: “I’m growing up too quickly!” She’d been told a complex story about ATARs, prerequisites and options for her career path, all with the solemn authority about the importance of making wise decisions.</p>
<p>Studies have shown <a href="https://psycnet.apa.org/record/1978-11057-001">students experience anxiety</a> around choosing subjects that relate to their desired career path. Nothing as serious as this will have happened in most children’s lives before now. </p>
<p>What if they don’t know what they want to do? Or worse, what if they make a mistake in their subject choices? </p>
<p>The good news is, there is not much need to worry. Choices you make now about your subjects don’t need to have a severe impact on your future. </p>
<p>There are some myths about senior schooling all kids and parents need to know. Here are six of them.</p>
<h2>Myth 1: you need an ATAR to go to university</h2>
<p>There are several pathways to university — an ATAR is only one of them. </p>
<p>The federal education department reports there are significant intakes for courses that <a href="https://www.dese.gov.au/higher-education-statistics/undergraduate-applications-offers-and-acceptances-publications">don’t require an ATAR</a>. A <a href="https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=&ved=2ahUKEwj7yovWurbwAhWVlEsFHe9oCBIQFjABegQIBxAD&url=https%3A%2F%2Fwww.dese.gov.au%2Fdownload%2F3989%2Fadmissions-transparency-phase-two-common-terminology-and-information-sets-dec-2017%2F5902%2Fdocument%2Fpdf&usg=AOvVaw1D3">2020 report</a> says the share of university offers for applicants with no ATAR or who were non-year 12 applicants was 60.5% in 2020. This was up from 60.1% in 2019.</p>
<p>Some courses, like <a href="https://universityreviews.com.au/atar-course-entry-scores/">engineering</a>, normally require an ATAR of <a href="https://australianuniversities.click/list/atar-course-entry-requirements/">somewhere around the mid 80s</a>. But you could also get in through having done a VET certificate or diploma. RMIT, for instance, offers up to two years of credit to <a href="https://www.rmit.edu.au/study-with-us/engineering?&s_kwcid=AL!10529!3!470822493004!b!!g!!%2Brmit%20%2Bengineering&gclid=CjwKCAjwos-HBhB3EiwAe4xM995Hf2gitvqKIYmAsQhtG1-XAaLqGBT4Z7jvCDrbJQQ0y0SooMZjQhoCRFcQAvD_BwE&gclsrc=aw.ds">transfer from TAFE</a> into an undergraduate degree.</p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/your-atar-isnt-the-only-thing-universities-are-looking-at-93353">Your ATAR isn't the only thing universities are looking at</a>
</strong>
</em>
</p>
<hr>
<p>There are many alternative pathways described by most institutions on their websites. Curtin University has a <a href="https://study.curtin.edu.au/applying/pathways/">helpful journey finder</a> for students without a competitive ATAR. </p>
<figure class="align-center ">
<img alt="Girl with backpack sitting in front of a road that splits into two." src="https://images.theconversation.com/files/411804/original/file-20210719-17-1e28oos.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/411804/original/file-20210719-17-1e28oos.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=401&fit=crop&dpr=1 600w, https://images.theconversation.com/files/411804/original/file-20210719-17-1e28oos.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=401&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/411804/original/file-20210719-17-1e28oos.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=401&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/411804/original/file-20210719-17-1e28oos.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=503&fit=crop&dpr=1 754w, https://images.theconversation.com/files/411804/original/file-20210719-17-1e28oos.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=503&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/411804/original/file-20210719-17-1e28oos.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">There are several pathways into university.</span>
<span class="attribution"><a class="source" href="https://www.shutterstock.com/image-photo/concept-choice-crossroads-spliting-two-ways-717943141">Shutterstock</a></span>
</figcaption>
</figure>
<p>A year 12 student, expecting not to gain an ATAR, who is not studying English or doesn’t expect to gain a 50 scaled rank for English, has at least <a href="https://study.curtin.edu.au/applying/pathways/">three pathways</a> into Curtin — sitting the Special Tertiary Admissions Test, doing a course at Curtin College, and using a portfolio for assessment. </p>
<p>Curtin also has a <a href="https://study.curtin.edu.au/applying/pathways/uniready-enabling-program/">UniReady Enabling Program</a>. This is a short course of 17 weeks. Completing the course means you will fulfil Curtin’s minimum admission criteria of a 70 ATAR. Many universities have similar types of preparatory pathways.</p>
<h2>Myth 2: your senior subjects majorly influence your career</h2>
<p>With all the disruption we’re experiencing, technical and social, we actually don’t have any idea what types of careers will be available in the future. Industry advice bodies, like the National Skills Commission, <a href="https://www.nationalskillscommission.gov.au/australian-jobs-report">recommend students choose subjects</a> that suit their interest and skill set, rather than to prepare for a specific future career.</p>
<p>Reports show today’s 15-year-olds will <a href="https://www.fya.org.au/wp-content/uploads/2017/07/FYA_TheNewWorkSmarts_July2017.pdf">likely change employers 17 times</a> and have five different careers through their working life. Many of their career may have very little, if any, connection to the senior subjects they took at school.</p>
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<strong>
Read more:
<a href="https://theconversation.com/can-government-actually-predict-the-jobs-of-the-future-141275">Can government actually predict the jobs of the future?</a>
</strong>
</em>
</p>
<hr>
<p>A 2018 report by <a href="https://www2.deloitte.com/au/en/pages/economics/articles/value-humanities.html">industry body Deloitte Access Economics showed</a> 72% of employers “demanded” communication skills when hiring and that transferable skills, such as as teamwork, communication, problem-solving, innovation and emotional judgement, “have become widely acknowledged as important in driving business success”.</p>
<figure class="align-center zoomable">
<a href="https://images.theconversation.com/files/411805/original/file-20210719-13-1och1o2.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=1000&fit=clip"><img alt="People working together at a desk. New team member reaching over to shake the head of collaborator." src="https://images.theconversation.com/files/411805/original/file-20210719-13-1och1o2.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/411805/original/file-20210719-13-1och1o2.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=400&fit=crop&dpr=1 600w, https://images.theconversation.com/files/411805/original/file-20210719-13-1och1o2.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=400&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/411805/original/file-20210719-13-1och1o2.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=400&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/411805/original/file-20210719-13-1och1o2.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=503&fit=crop&dpr=1 754w, https://images.theconversation.com/files/411805/original/file-20210719-13-1och1o2.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=503&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/411805/original/file-20210719-13-1och1o2.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">The ability to work in a team will be an important skills for future employers.</span>
<span class="attribution"><a class="source" href="https://www.shutterstock.com/image-photo/welcome-our-team-top-view-young-1067103281">Shutterstock</a></span>
</figcaption>
</figure>
<p>This can include subjects like music, dance, debating and theatre will teach the exact skills employers value the most.</p>
<h2>Myth 3: you should do ‘hard’ subjects to get a high ATAR</h2>
<p>All subjects are hard if you lack interest or ability. Students are unlikely to do well if they are unhappy and unmotivated. </p>
<p>Research shows being motivated will improve how well you do in something. But academic performance is <a href="https://www.tandfonline.com/doi/full/10.1080/01443410.2020.1778640">better associated</a> with internal motivation (such as liking something) than external (like the drive for an ATAR). </p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/five-tips-to-help-year-12-students-set-better-goals-in-the-final-year-of-school-109954">Five tips to help year 12 students set better goals in the final year of school</a>
</strong>
</em>
</p>
<hr>
<p>So, if a student only values a subject for what it might get them, like a high ATAR, they’ll do better than if there was no purpose at all. But they won’t do as well as if they are internally motivated by it. </p>
<h2>Myth 4: your ATAR will stand as the measure of your ability into the future</h2>
<p>The ATAR is simply a profile of achievement on a limited number of tasks over a defined period. A person at the end of school, aged 17 or 18, hasn’t reached the end of their development. </p>
<p>Studies show there is an <a href="https://jhu.pure.elsevier.com/en/publications/the-adult-development-of-cognition-and-learning-3">interaction between</a> gains in knowledge and expertise, and losses in the speed of cognitive processing as we age (meaning we learn less as we get older, to some extent). </p>
<figure class="align-center zoomable">
<a href="https://images.theconversation.com/files/411806/original/file-20210719-19-1hc90rv.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=1000&fit=clip"><img alt="" src="https://images.theconversation.com/files/411806/original/file-20210719-19-1hc90rv.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/411806/original/file-20210719-19-1hc90rv.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=418&fit=crop&dpr=1 600w, https://images.theconversation.com/files/411806/original/file-20210719-19-1hc90rv.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=418&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/411806/original/file-20210719-19-1hc90rv.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=418&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/411806/original/file-20210719-19-1hc90rv.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=526&fit=crop&dpr=1 754w, https://images.theconversation.com/files/411806/original/file-20210719-19-1hc90rv.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=526&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/411806/original/file-20210719-19-1hc90rv.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=526&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px"></a>
<figcaption>
<span class="caption">You will keep learning from experience.</span>
<span class="attribution"><a class="source" href="https://www.shutterstock.com/image-illustration/training-investing-education-invest-skills-investment-1452918791">Shutterstock</a></span>
</figcaption>
</figure>
<p>But these losses are offset by an older person’s access to a rich base of experience which can inform their understanding of things and their actions. Also the older a person is, the better developed their <a href="https://www.karger.com/Article/Abstract/276480">self-regulation</a> and <a href="https://www.sciencedirect.com/science/article/pii/S019188690700175">motivation</a>. </p>
<p>Our abilities are shaped and reshaped by experience <a href="https://www.sciencedirect.com/science/article/pii/S0893608019300231">across our lifespan</a>. </p>
<h2>Myth 5: year 12 will be demanding and stressful</h2>
<p>Year 12 can be demanding and stressful, but it doesn’t have to be. The most common source of distress in the senior years comes from <a href="https://www.tandfonline.com/doi/full/10.1080/08039488.2017.1389986">anxiety</a>, specifically test anxiety, and the pressures that come from selecting subjects for reasons not driven by interest and ability.</p>
<p>These years should not be devoted to self-flagellation for a high ATAR.</p>
<p>Students with a range of subjects types will have variety in their day and week. They are likely to have the best experience in their senior years. </p>
<figure class="align-center zoomable">
<a href="https://images.theconversation.com/files/411807/original/file-20210719-17-19glzqh.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=1000&fit=clip"><img alt="Artist's palette with lots of colourful paint." src="https://images.theconversation.com/files/411807/original/file-20210719-17-19glzqh.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/411807/original/file-20210719-17-19glzqh.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=400&fit=crop&dpr=1 600w, https://images.theconversation.com/files/411807/original/file-20210719-17-19glzqh.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=400&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/411807/original/file-20210719-17-19glzqh.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=400&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/411807/original/file-20210719-17-19glzqh.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=503&fit=crop&dpr=1 754w, https://images.theconversation.com/files/411807/original/file-20210719-17-19glzqh.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=503&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/411807/original/file-20210719-17-19glzqh.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">Variety in your day can help you enjoy your senior years.</span>
<span class="attribution"><a class="source" href="https://www.shutterstock.com/image-photo/artist-paints-picture-oil-paint-brush-132622640">Shutterstock</a></span>
</figcaption>
</figure>
<p>Research suggests a balanced life underscores success and general achievement, and <a href="https://pdfs.semanticscholar.org/255e/18221ad3601c8d3ac91a74d6c613c58cc6e9.pdf">setting the tone is vital</a> during these formative years.</p>
<h2>Myth 6: taking a VET subject in year 11 or 12 will affect your ATAR</h2>
<p>Taking a VET subject reduces the opportunity to take another ATAR subject. It could be argued this puts greater pressure on achievement in the remaining ATAR subjects. But taking a VET subject also reduces the ATAR subjects on your dance card, so they may well be easier to manage. </p>
<p>Including a VET subject is also likely to provide a balanced education in senior years, which may actually improve a student’s chances for a high ATAR.</p>
<p>So here’s what you should think about when making your subject choices:</p>
<ul>
<li><p>what do you like?</p></li>
<li><p>what comes easily to you?</p></li>
<li><p>will the selection give you variety in your day?</p></li>
<li><p>in which subjects will you have the most fun?</p></li>
</ul>
<p><em>Read the other articles in our series on choosing senior subjects, <a href="https://theconversation.com/au/topics/senior-subjects-series-107516">here</a>.</em></p>
<p><div data-react-class="Tweet" data-react-props="{"tweetId":"1417399025930698752"}"></div></p><img src="https://counter.theconversation.com/content/160257/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Professor Nan Bahr 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 some myths about senior schooling kids and parents need to know. They include the idea everyone needs an ATAR to get into university, and that year 12 must be stressful. Neither are necessarily true.Professor Nan Bahr, Deputy Vice Chancellor (Students), Southern Cross UniversityLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/1563872021-03-08T19:05:24Z2021-03-08T19:05:24ZSenior maths and science are super popular with Islamic-school students, but that could limit their career options<figure><img src="https://images.theconversation.com/files/387674/original/file-20210304-20-e7uaav.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/muslim-education-activities-classroom-school-happy-1216998334">Shutterstock</a></span></figcaption></figure><p>More Islamic-school students in years 11 to 12 are enrolled in science and maths than other students in Australia.</p>
<p>In our <a href="https://www.mdpi.com/2077-1444/11/12/663">study of Islamic-school students’ career aspirations</a>, about 28% of our sample were enrolled in science compared to the national enrolment rate of about 18%. Maths enrolment rates were at around 26% for the Islamic senior students in our sample, a little higher than the national average of about 25%.</p>
<p>But the difference was higher for Islamic-school girls, 27% of whom were enrolled in maths (compared to about 25% of male students).</p>
<p>We also found while courses in Arabic and Islamic studies are fundamental to the ethos of Islamic schools, the majority of students we surveyed didn’t take these subjects. Enrolment rates in Arabic and Islamic studies were about 2% and 6% respectively. </p>
<p>Our study drew attention to the general lack of vocational courses offered in Islamic schools, while confirming anecdotal evidence the courses on offer are heavily weighted to science and maths.</p>
<p>Islamic-school students need more course options and alternative career pathways (such as vocational education and training). The currently traditional pathways on offer may restrict their future prospects.</p>
<h2>Maths and science the most popular courses</h2>
<p>There are <a href="https://isa.edu.au/wp-content/uploads/2020/04/20208-ISCA-2020-Snapshot-A4_v4_FINAL.pdf">around 46 Islamic schools</a> in Australia, with 38,300 students. </p>
<p>We collected data from nine schools in South Australia, Victoria and NSW as these are the states with the highest concentration of Islamic schools. A total of 146 year 11 and 12 students responded to our questionnaire about the courses they took and career aspirations — 68 girls and 78 boys.</p>
<p>While this number of students may seem low, if we exclude primary schools, this equates to a participation rate of around 20% senior school students in Islamic Schools across Australia.</p>
<p>We also collected data from <a href="https://www.acara.edu.au/contact-us/acara-data-access">The Australian Curriculum, Assessment and Reporting Authority</a> to calculate the subject participation rates among senior school students nationally.</p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/students-are-more-than-a-number-why-a-learner-profile-makes-more-sense-than-the-atar-143539">Students are more than a number: why a learner profile makes more sense than the ATAR</a>
</strong>
</em>
</p>
<hr>
<p>Like other Australian schools, Islamic-school students can choose a combination of courses from <a href="https://www.acara.edu.au/curriculum/foundation-year-10/learning-areas-subjects">eight core learning areas</a> prescribed in the Australian curriculum: English; mathematics; science; humanities and social sciences; arts; health and physical education; technologies; and languages.</p>
<p>In our survey, more Islamic-school students were enrolled in maths and science than any other course. </p>
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<p>But only about 4% students in our sample were enrolled in information and communications technology compared to 12% nationally. </p>
<p>And fewer than 1% were enrolled in art — versus almost 10% of students nationally. More Islamic-school females were enrolled in art and Arabic (languages), which align with national trends. None of the males in our sample took an art subject.</p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/fewer-australians-are-taking-advanced-maths-in-year-12-we-can-learn-from-countries-doing-it-better-149148">Fewer Australians are taking advanced maths in Year 12. We can learn from countries doing it better</a>
</strong>
</em>
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<hr>
<p>In relation to humanities and social sciences — which includes business, accounting and legal studies — female participation (more than 26%) was almost equal to male participation (27%) in our sample. </p>
<p>More males in our sample were studying accounting (about 4% in comparison to about 1% of famales) and business management (about 6% versus 4%).</p>
<p>Enrolment rates in physical education among the Islamic-school girls (more than 6%) were more than double those of boys (3%). This finding was somewhat surprising. </p>
<h2>What they want to study at uni</h2>
<p>Most students who filled out our questionnaire wanted to study medicine, followed by business, engineering, law, teaching and other — in that order. </p>
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<p>Interest in medicine was about 35% among females compared to about 28% among males. Desire for engineering among males (more than 16%) was almost three times that of females (about 6%). </p>
<p>Most Islamic schools in Australia are located in middle- to lower-socioeconomic areas with varying levels of educational advantages and disadvantage.</p>
<p>Because courses like medicine and law are costly and competitive, only a minority of these students will get into their desired courses and many will need to plan for alternative options. This may include doing a vocational education and training (VET) course.</p>
<hr>
<p>
<em>
<strong>
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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<hr>
<p>Islamic schools need to offer courses that take into account the preferences of their students as well as the realities of university entry. Students need alternative pathways to courses that straddle their fields of interest — such as nursing, childhood education, electrotechnology and building design.</p><img src="https://counter.theconversation.com/content/156387/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 higher proportion of Islamic-school students in years 11 to 12 are enrolled in science and maths than other students in Australia. But they may not all get the careers they want.Mahmood Nathie, Lecturer and researcher, University of South AustraliaMohamad Abdalla, Founding Director of the Centre for Islamic Thought and Education, University of South AustraliaLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/1461972020-10-01T20:05:35Z2020-10-01T20:05:35ZYear 12 exams in the time of COVID: 5 ways to support your child to stress less and do better<figure><img src="https://images.theconversation.com/files/360482/original/file-20200929-18-109rml4.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/tired-student-trying-study-night-home-1099606676">Shutterstock</a></span></figcaption></figure><p>Year 12 exams can be stressful at the best of times; this is particularly true for the Class of 2020. </p>
<p>Here are five ways parents and carers of Year 12 students preparing for their final exams can support them.</p>
<h2>1. Check in and listen</h2>
<p>It is important to remember teenagers are often more resilient than we think. In most cases, they can cope well with challenges. But some students find <a href="https://theconversation.com/how-to-overcome-exam-anxiety-67445">exams more stressful</a> than others, and some may also be worried about the influence of COVID on their future.</p>
<p>Research consistently shows <a href="https://core.ac.uk/download/pdf/187066573.pdf">parental monitoring</a> that supports the autonomy of the young people is linked with their better <a href="https://www.tandfonline.com/doi/abs/10.1080/10615800802082296">psychological adjustment</a> and performance during difficult times. This means checking-in with your teen, seeing how they are going and empowering them to use whatever coping skills they need. </p>
<p>Unfortunately, in times of stress, many parents use a <a href="https://pubmed.ncbi.nlm.nih.gov/31664598/">high-monitoring low-autonomy style</a>. Parents may still monitor their teen’s coping but also take over, hurry to suggest solutions, and criticise the strategies their child is trying. </p>
<p>This is a low-autonomy style, which may signal to the young person their parent doesn’t believe in their ability to cope.</p>
<p>So, to not come across as controlling or undermining their autonomy:</p>
<ul>
<li><p>ask your teen, “How are you coping?”</p></li>
<li><p>listen to their answers</p></li>
<li><p>check you have understood and ask if they need your support. </p></li>
<li><p>Let your actions be guided by their response. If they say “I’m very stressed”, ask if there is something you can do. You could say: “Tell me what you need to do and we’ll work it out together”. </p></li>
</ul>
<p><div data-react-class="Tweet" data-react-props="{"tweetId":"1292792401812054016"}"></div></p>
<p>If they do the famous “I dunno”, say something like “OK, think about it, I’ll come back in a bit, and we can chat”. Follow through and let them know you will check in more regularly over the coming weeks.</p>
<h2>2. Encourage them to take care of their physical and mental health</h2>
<p>Support your teen to get exercise, downtime and sleep. Exercise helps <a href="https://www.rcpsych.ac.uk/mental-health/parents-and-young-people/young-people/exercise-and-mental-health-for-young-people">produce endorphins</a> — a feel-good chemical that can improve concentration and mental health. </p>
<p>Downtime that is relaxing and enjoyable such as reading, sport, hanging out with friends or video games, can also help young people recharge physically and mentally. If you see your Year 12 child studying for numerous hours without a break, encourage them to do something more fun for a while. </p>
<p>A change of scene can help <a href="https://www.abc.net.au/news/2017-10-11/year-12-exams-are-they-worth-the-stress/9029260">avoid burnout</a> and helps students <a href="https://doi.org/10.1016/j.cognition.2010.12.007">maintain focus over longer periods of time</a>. </p>
<hr>
<p>
<em>
<strong>
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>
</strong>
</em>
</p>
<hr>
<p>Good sleep is important for alertness, and teenagers should aim for <a href="https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4877308/">eight to ten hours per day</a>. Sleep also helps memory consolidation: a neural process in which the brain beds down what has been learnt that day. </p>
<p>Even short-term sleep deprivation, such as five hours across a week of study, can have a <a href="https://academic.oup.com/sleep/article/39/3/687/2454041?TB_iframe=true&width=370.8&height=658.8">negative impact on teens’ mood, attention and memory</a>.</p>
<p>To ensure your child priorises self-care, help them put together a routine. This may involve scheduling specific times for exercise, meals and downtime each day, and breaking up blocks of study time with short breaks. </p>
<p>Also negotiate a nominated time for them to turn their phone off at night. Stopping phone use one hour before bedtime can <a href="https://www.tandfonline.com/doi/pdf/10.1080/10410236.2017.1422099?casa_token=faGQntECq2IAAAAA:_Fen-HJYyvF8yiSGG8BcaPe2DQ1SExpat82lSfzSjnKxTUzU3H7AHOEw7Oot3m2bzr0r-KZPqEs">increase sleep</a>.</p>
<h2>3. Help them maintain connections</h2>
<p>Connections with friends are critical for young people, especially during times of stress. Teens <a href="https://doi.org/10.5817/CP2020-3-5">regularly talk about academic concerns online</a>, and may use online support <a href="https://doi.org/10.1016/j.chb.2014.11.070">more when stressed</a>. Research shows seeking support in person <a href="https://doi.org/10.1016/j.chb.2016.11.058">is more effective than doing so online</a>, so try to encourage your teen to connect with friends in person if possible.</p>
<p>But also be aware of the risks. Talking with friends over and over about problems can actually <a href="https://onlinelibrary.wiley.com/doi/pdf/10.1002/ijop.12227?casa_token=EWtrAgEUJKUAAAAA:pyLHK_dgvisvX0SL3fwxRWj41ikF75aD2b5hjQGwTvxXhLEHo3b_6uoi1ewm1xeeTS0-ZBb6xCKsglQ">make young people feel worse</a>. Your son or daughter may find their friends are increasingly leaning on them for support too, which can <a href="https://journals.sagepub.com/doi/10.1177/1461444814543989">exhaust their own emotional reserves</a>.</p>
<figure class="align-center zoomable">
<a href="https://images.theconversation.com/files/360975/original/file-20201001-24-mgnm84.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=1000&fit=clip"><img alt="Two girls sitting on swings and chatting." src="https://images.theconversation.com/files/360975/original/file-20201001-24-mgnm84.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/360975/original/file-20201001-24-mgnm84.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=400&fit=crop&dpr=1 600w, https://images.theconversation.com/files/360975/original/file-20201001-24-mgnm84.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=400&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/360975/original/file-20201001-24-mgnm84.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=400&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/360975/original/file-20201001-24-mgnm84.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=503&fit=crop&dpr=1 754w, https://images.theconversation.com/files/360975/original/file-20201001-24-mgnm84.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=503&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/360975/original/file-20201001-24-mgnm84.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">Connections with friends are important for stress.</span>
<span class="attribution"><a class="source" href="https://unsplash.com/photos/mG-HdjYiPtE">Unsplash</a>, <a class="license" href="http://creativecommons.org/licenses/by/4.0/">CC BY</a></span>
</figcaption>
</figure>
<p>Encourage your child to use time with friends as time away from studying. It’s OK to seek support from friends, but help your child think about when might be too much — and to have a balance of happy and serious conversations when they are together.</p>
<p>Encourage your child to continue talking to you and to ask their teachers for help with academic concerns.</p>
<h2>4. Help your child understand their own brain</h2>
<p>When asked, <a href="https://journals.sagepub.com/doi/full/10.1177/2332858418809346">most young people</a> report frequently using rehearsal — which involves simply going over textbooks, notes or other material — as a study technique. This is one of the least efficient memory strategies. </p>
<p>The more active the brain is when studying — by moving information around, connecting different types of information and making decisions — the more likely that information will be remembered. Active study sometimes feels harder, but this <a href="https://bjorklab.psych.ucla.edu/wp-content/uploads/sites/13/2016/04/EBjork_RBjork_2011.pdf">is great for memory</a>.</p>
<hr>
<p>
<em>
<strong>
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>
</strong>
</em>
</p>
<hr>
<p>Encourage your child to study actively by <a href="https://link.springer.com/article/10.1007/s10648-015-9348-9">making their own test questions</a>, reorganising information into concept maps, or explaining the topics to you. It can also help to “intersperse” <a href="https://www.learningscientists.org/blog/2016/8/11-1">different study topics</a>: the brain grows more connections that way. It also gets more practice reactivating the original material from memory. </p>
<h2>5. Look out for warning signs</h2>
<p>While most teens are resilient, some may more frequently report negative mood, uncertainties about the future or a loss of control. This is particularly true in 2020. You might hear evidence of “catastrophic thinking” (“what’s the point?” or “this is the worst thing ever”).</p>
<p>You can help by modelling hopeful attitudes and coping strategies. Reactive coping strategies are things like taking a break, selectively using distractions and going for a run to clear your head. </p>
<hr>
<p>
<em>
<strong>
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>
</strong>
</em>
</p>
<hr>
<p>Pair these with proactive coping strategies, which prevent or help manage stressful situations. These include helping the young person get organised and reminding them that if they don’t have life figured out right now, that’s OK. Help them see opportunities that come with challenges. These include self-development (learning what they like and don’t like), self-knowledge (knowing their limits and character strengths) and skill development (organisational and coping strategies). </p>
<p>Some teens may be struggling more than they let on. Look out for <a href="https://pediatrics.aappublications.org/content/128/5/970.short">warning signs</a>. These can include: </p>
<ul>
<li><p>not participating in previously enjoyed activities</p></li>
<li><p>avoiding friends or partners </p></li>
<li><p>drastic changes in weight, eating or sleeping</p></li>
<li><p>irritability over minor things</p></li>
<li><p>preoccupation with death or expressing how difficult it is to be alive. </p></li>
</ul>
<p>If these behaviours occur most of the time you are with them or seem out of character, consult a mental health professional as soon as possible. This is particularly so if your teen has a history of mental health concerns. </p>
<p><em>Some resources that may help if you are worried include <a href="https://healthyfamilies.beyondblue.org.au/">Beyond Blue</a> 1300 22 4636, <a href="https://kidshelpline.com.au/">Kids Helpline</a> 1800 55 1800 and <a href="https://headspace.org.au/">Headspace</a></em></p>
<p><em>Your GP can also help to connect your teen with a suitably qualified professional.</em></p><img src="https://counter.theconversation.com/content/146197/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Penny Van Bergen has previously received funding from the Australian Research Council. </span></em></p><p class="fine-print"><em><span>Roberto Parada has previously received funding from the Australian Research Council</span></em></p><p class="fine-print"><em><span>Erin Mackenzie 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>Support them but make sure to respect their autonomy; encourage them to exercise, sleep and connect with friends. These are some ways to help your Year 12 child during the pre-exam period.Erin Mackenzie, Lecturer in Education, Western Sydney UniversityPenny Van Bergen, Associate Professor in Educational Psychology, Macquarie UniversityRoberto H Parada, Senior Lecturer In Adolescent Development, Behaviour, Well-Being & Paedagogical Studies, Western Sydney UniversityLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/1440042020-08-17T02:30:31Z2020-08-17T02:30:31Z‘It really sucks’: how some Year 12 students in Queensland feel about 2020<figure><img src="https://images.theconversation.com/files/352857/original/file-20200814-14-14536d7.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/graduating-senior-stuck-home-quarantine-wears-1716898450">Shutterstock</a></span></figcaption></figure><p>With a little over three months to go, Year 12 students have their sights set on the last major hurdle that will see them complete their final year of school — exams. </p>
<p>What a year it has been for them. All students have experienced disruption, some for many weeks with learning at home rolled out around the nation in its various forms.</p>
<p>Senior induction days celebrated early this year promised a very different experience for these now young adults as their rite-of-passage year slowly changed into one of postponed and finally cancelled events.</p>
<p>We conducted a series of interviews at the end of the first semester with eight Year 12 students from one Queensland school, who hope to study at university. Six were female and two male. </p>
<p>Many students said they were anxious about how COVID-19 has affected their senior year.</p>
<p>One girl said she was</p>
<blockquote>
<p>super overwhelmed and uncertain as to how my results will be affected […] I am nervous for the future […] to be honest I am a little bit down[…] I was extremely excited for senior year[…] there is also a lot of chaos in the world, which is pretty overwhelming.</p>
</blockquote>
<p>But some were more positive. One commented on “having fantastic teachers”, while another said he was “excited to use technology more”. </p>
<p>Here is what else the students we spoke with had to say about their experience in 2020 and their aspirations for university in 2021.</p>
<h2>How they felt</h2>
<p>As the parent of a Year 12 student, I have had the chance to sit alongside some Year 12s and witness their journey. Like many other parents and teachers, we have been privy to their disappointments and seemingly endless capacity to pivot, adapt and recalibrate — their resilience and resolve is inspiring. </p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/exhausted-beyond-measure-what-teachers-are-saying-about-covid-19-and-the-disruption-to-education-143601">'Exhausted beyond measure': what teachers are saying about COVID-19 and the disruption to education</a>
</strong>
</em>
</p>
<hr>
<p>Because this is <em>their</em> year, they must make it the best it can be. But for some the resolve is wearing thin. Almost all the students in our survey expressed a sense of loss about their school year. </p>
<p>One girl said</p>
<blockquote>
<p>we are missing out on a lot of these opportunities as well as being able to spend time with my friends at school</p>
</blockquote>
<p>And another girl expressed that</p>
<blockquote>
<p>it really sucks that we have already missed out on events throughout the school and we are uncertain for how long this will last. </p>
</blockquote>
<p>One girl said the class of 2020 was</p>
<blockquote>
<p>disadvantaged because many memories that we are meant to be making together in our senior year has been taken away from us.</p>
</blockquote>
<figure class="align-center zoomable">
<a href="https://images.theconversation.com/files/352861/original/file-20200814-18-al4i1q.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=1000&fit=clip"><img alt="Three girls lying on towels on the beach and taking a selfie." src="https://images.theconversation.com/files/352861/original/file-20200814-18-al4i1q.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/352861/original/file-20200814-18-al4i1q.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=382&fit=crop&dpr=1 600w, https://images.theconversation.com/files/352861/original/file-20200814-18-al4i1q.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=382&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/352861/original/file-20200814-18-al4i1q.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=382&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/352861/original/file-20200814-18-al4i1q.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=481&fit=crop&dpr=1 754w, https://images.theconversation.com/files/352861/original/file-20200814-18-al4i1q.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=481&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/352861/original/file-20200814-18-al4i1q.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=481&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px"></a>
<figcaption>
<span class="caption">Many Year 12 students feel they have missed out on important memories.</span>
<span class="attribution"><a class="source" href="https://www.shutterstock.com/image-photo/happy-girlfriends-taking-selfie-beach-concept-256774570">Shutterstock</a></span>
</figcaption>
</figure>
<p>This highlights the important final year of schooling as a milestone — a rite of passage. </p>
<p>Only one student, who was male, had a contrary view of missing out on a normal year, saying</p>
<blockquote>
<p>it’s a great opportunity to relieve myself of many commitments and free up time to work on other endeavours — in other words, I feel pretty good about it.</p>
</blockquote>
<h2>What about university?</h2>
<p>This year Queensland joined the rest of the country in calculating an ATAR for university entry, whereas before they used a different system.</p>
<p>We asked students if they had concerns about university in 2021. One girl summarised many of the responses by saying</p>
<blockquote>
<p>I think everyone is a little bit worried about how we will be affected as a cohort — not just because of Covid-19 but also because we are the first year level through on the new ATAR system. That was already pretty overwhelming in terms of new assessment, new university entry calculations, etc. I think that the biggest worry/uncertainty is if universities are going to be a bit more flexible with our cohort. </p>
</blockquote>
<p>Students also suggested they are looking to universities to make up some of their lost experiences. One girl said</p>
<blockquote>
<p>the class of 2020 will need supportive universities with a close sense of community when we attend in 2021 to make up for some of our lost lasts. </p>
</blockquote>
<p>There is a sense of shared experience, a kind of bonding these students expressed, with several comments such as we are “staying positive and looking to the future” and “we just need to look after each other”. </p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/every-victorian-year-12-student-will-have-covid-19-factored-into-their-grade-we-should-do-it-for-all-australian-students-144192">Every Victorian Year 12 student will have COVID-19 factored into their grade — we should do it for all Australian students</a>
</strong>
</em>
</p>
<hr>
<p>Perhaps endurance and resilience have become a necessary part of the DNA of the class of 2020. These are positive behaviours that will see them through their next phase of education.</p><img src="https://counter.theconversation.com/content/144004/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>Eight Year 12 students in Queensland share how they feel about their disrupted, final year of school.Donna Pendergast, Dean, School of Educational and Professional Studies, Griffith UniversitySarah Prestridge, Senior Lecturer, Griffith UniversityLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/1441922020-08-11T06:49:11Z2020-08-11T06:49:11ZEvery Victorian Year 12 student will have COVID-19 factored into their grade — we should do it for all Australian students<figure><img src="https://images.theconversation.com/files/351859/original/file-20200809-22-cvudax.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/blonde-student-worried-about-exams-291680690">Shutterstock</a></span></figcaption></figure><p>Over the weekend, Victorian Education Minister, James Merlino, <a href="https://www.premier.vic.gov.au/supporting-students-through-pandemic">announced</a> the individual impact of COVID-19 will be taken into account for every Year 12 student in the state when calculating their VCE score and ATAR. </p>
<p>Under usual circumstances, <a href="https://www.thecourier.com.au/story/6869000/a-year-like-no-other-changes-to-vce-scores-and-atar-rankings-due-to-covid-19/?cs=12">individual students are assessed</a> for special consideration on a case by case basis. But this year, the Victorian Curriculum and Assessment Authority (VCAA) will introduce a “Consideration of Educational Disadvantage” process to recalculate VCE scores for every student, individually. </p>
<p>The authority may consider, alongside a range of formal data such as exam results, a student’s General Achievement Test (<a href="https://www.vcaa.vic.edu.au/assessment/vce-assessment/general-achievement-test/Pages/Index.aspx">GAT</a>), their expected achievement levels before the impact of coronavirus, and school assessments completed prior to remote and flexible learning.</p>
<p>At the heart of these announcements is an acknowledgement of individual differences. The <a href="https://www.premier.vic.gov.au/supporting-students-through-pandemic">premier’s website says</a> it may also include</p>
<blockquote>
<p>assessing the individual impact of coronavirus on each student, including school closures, direct impacts on the health of a student, students dealing with substantial extra family responsibilities, ongoing issues with remote learning and mental health challenges.</p>
</blockquote>
<p>This kind of individual assessment is what educational advocates have been calling on for decades. </p>
<h2>How COVID-19 has affected students</h2>
<p>Victoria’s decision is intended to support <a href="https://www.betterhealth.vic.gov.au/health/HealthyLiving/Year-12-exams-managing-stress">worried students</a> and soften the blow of the <a href="https://7news.com.au/lifestyle/health-wellbeing/victorian-year-12-students-petition-to-have-vce-exams-cancelled-amid-coronavirus-stage-4-c-1219901">graduation implications</a> complicated by the pandemic. Its social, emotional and psychological effects are being recognised alongside academic pressures.</p>
<p>Teachers and school leaders have put forth their best efforts to ensure all students have transitioned to online learning effectively. But the unexpected change may have led already vulnerable students, such as from lower socio-economic backgrounds who may not have reliable access to internet, towards further disadvantage.</p>
<p><div data-react-class="Tweet" data-react-props="{"tweetId":"1291658663329820673"}"></div></p>
<p>Students already disengaged from school may have become more disengaged during remote learning. Teachers who completed a <a href="https://theconversation.com/students-in-melbourne-will-go-back-to-remote-schooling-heres-what-we-learnt-last-time-and-how-to-make-it-better-142550">survey</a> in Australia during the last remote learning period said many of their students were not logging in to remote classes or completing their school work. Teacher participants in <a href="https://theconversation.com/exhausted-beyond-measure-what-teachers-are-saying-about-covid-19-and-the-disruption-to-education-143601">another survey</a> said student disengagement and equity were a key concern.</p>
<p>Teachers have <a href="https://theconversation.com/students-in-melbourne-will-go-back-to-remote-schooling-heres-what-we-learnt-last-time-and-how-to-make-it-better-142550">also expressed concern</a> about the emotional toll of remote learning on students. </p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/students-in-melbourne-will-go-back-to-remote-schooling-heres-what-we-learnt-last-time-and-how-to-make-it-better-142550">Students in Melbourne will go back to remote schooling. Here's what we learnt last time and how to make it better</a>
</strong>
</em>
</p>
<hr>
<p>Not all students have experienced adversity as a result of COVID-19. There are many who have thrived in home learning environments. Students who would typically experience social or separation anxiety resulting in school refusal, for instance, have found the online way of learning works better.</p>
<p>The initiatives taken by governments, such as the latest Victorian announcement, acknowledge the necessity to <a href="https://www.vtac.edu.au/results-offers/atar-explained.html">go beyond dry numbers</a> and to account for individual differences — a step towards a more inclusive education.</p>
<h2>It’s a human right</h2>
<p>The United Nation’s <a href="https://www.un.org/development/desa/disabilities/about-us/sustainable-development-goals-sdgs-and-disability.html">Sustainable Development Goals</a> establish the core underpinnings of quality education. Specifically, goal number four is to “ensure inclusive and equitable quality education and promote lifelong learning opportunities for all”.</p>
<hr>
<p>
<em>
<strong>
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>
</strong>
</em>
</p>
<hr>
<p>Inclusive education is where all students of all capabilities have the opportunity to learn and express their abilities. Inclusion takes into account student circumstances, such as individual learning needs and health. These include well-being and behavioural challenges. </p>
<p>The UN Committee on Economic, Social and Cultural Rights (CESCR) committee has noted:</p>
<blockquote>
<p>education has to be flexible so it can adapt to the needs of changing societies and communities and respond to the needs of students within their diverse social and cultural settings. </p>
</blockquote>
<h2>How can we do this?</h2>
<p>Studies show <a href="https://www.tandfonline.com/doi/abs/10.1080/0305764X.2020.1770692">teachers see</a> school assessment as isolated, offering a limited understanding of the teaching and learning environment. Including as many aspects as possible in assessment processes seems to be more important now than ever. This might involve harnessing student perspectives or inviting parents into the conversation regarding their child’s progress. </p>
<p>Policymakers will assure student equity by providing clear grading guidelines. These can include acknowledgement of the need for <a href="https://www.vcaa.vic.edu.au/administration/special-provision/Pages/SpecialExaminationArrangements.aspx">special examination arrangements</a> not only during a pandemic. They could enable the support of a health-care worker during a test, for instance.</p>
<p>Universities could also work with secondary schools and agree to consider entrance exams or portfolios that are relevant to the courses students are applying for.</p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/students-are-more-than-a-number-why-a-learner-profile-makes-more-sense-than-the-atar-143539">Students are more than a number: why a learner profile makes more sense than the ATAR</a>
</strong>
</em>
</p>
<hr>
<p>Some people may be concerned the government proposal will not result in fair outcomes across the board. But for assessment to be truly fair, each student must receive the individual level of support they need.</p>
<p>The unfolding developments of the pandemic have opened a door for a more inclusive assessment in schools. Perhaps it is time to reconsider this practice beyond the special circumstances of an outbreak and beyond VCE students, to include all year 12 students this year, and every year.</p><img src="https://counter.theconversation.com/content/144192/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Christine Grové is a fellow of the College of Educational and Developmental Psychologists, a member of the Australian Psychological Society, and the American Psychological Association, and a member of The United Nations Association of Australia Academic Network.</span></em></p><p class="fine-print"><em><span>Kelly-Ann Allen is a fellow of the College of Educational and Developmental Psychologists, a member of the Australian Psychological Society, and a member of the American Psychological Association. She is a Board Director of Early Childhood Intervention Australia VIC/TAS. </span></em></p><p class="fine-print"><em><span>Ilana Finefter-Rosenbluh 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 pandemic has paved the way for much-needed inclusive assessments in Victorian schools – taking into account more than only students’ academic capabilities.Ilana Finefter-Rosenbluh, Lecturer, Faculty of Education, Monash UniversityChristine Grové, Senior Lecturer and Educational and Developmental Psychologist, Monash UniversityKelly-Ann Allen, Educational and Developmental Psychologist and Senior Lecturer, Monash UniversityLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/1438442020-08-04T19:55:35Z2020-08-04T19:55:35ZVictoria’s Year 12 students are learning remotely. But they won’t necessarily fall behind<figure><img src="https://images.theconversation.com/files/351027/original/file-20200804-18-1p918iq.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">
</span> <span class="attribution"><span class="source">Shutterstock</span></span></figcaption></figure><p>In early July, <a href="https://www.dhhs.vic.gov.au/updates/coronavirus-covid-19/statement-premier">Victorian Premier Daniel Andrews</a> announced government school students in prep to Year 10 — in Metropolitan Melbourne and the Mitchell Shire —would learn from home for term three. Students in Years 11 and 12, as well as those in Year 10 attending VCE or VCAL classes, and students with special needs, would learn face to face.</p>
<p>The exemption for students doing VCE subjects to go class was made to ensure the least amount of disruption to the final years of schooling. </p>
<p><div data-react-class="Tweet" data-react-props="{"tweetId":"1282168564238086144"}"></div></p>
<p>From today, however, after the announcement of harsher, Stage 4 restrictions for metropolitan Melbourne and Stage 3 restrictions for the rest of Victoria, students in Years 11 and 12 will learn remotely with every other student in the state. </p>
<hr>
<p>
<em>
<strong>
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>
</strong>
</em>
</p>
<hr>
<p>So, will remote learning at the end of schooling mean Victorian students will fall behind the rest of the country?</p>
<h2>Setting up Year 12s for further learning</h2>
<p>Year 12 marks the end of school and the shift to work and further education for most students. </p>
<p>The Year 12 journey is sprinkled with milestones and rites of passage: the school formal, leadership opportunities, gaining independence with a new driver’s license and for many, turning 18 and being regarded as an adult.</p>
<p>In classrooms, learning is highly regulated by the teacher. Whereas in vocational education and training, and university, learning is rapidly moving to a more online, independent, mode. Even before the pandemic, post-school education required students to be more self-directed learners than they were at school. </p>
<p>This year’s Year 12 students won’t experience many common milestones and rites of passage. But many will have gained significant experiences of learning online, and independently — beyond what they ordinarily would have — which will set them up for similar learning beyond school. </p>
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<p>
<em>
<strong>
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>The chance to develop online learning capabilities while being supported by their school teachers will give Year 12s learning remotely a real advantage.</p>
<h2>Year 12s like learning independently</h2>
<p>We conducted a survey of students who experienced remote schooling during March and April this year at an independent school in Queensland. Overall 1,032 students completed the survey, across prep to Year 12. </p>
<p>Just over 41% of students, overall, said they found learning at home stressful. But this was generally not the case for students in Year 12. Year 12 students were keen for the flexibility to learn at their own pace, and being free to determine the order of study each week, rather than follow a timetable set by the school.</p>
<figure class="align-center zoomable">
<a href="https://images.theconversation.com/files/351038/original/file-20200804-22-rflz39.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=1000&fit=clip"><img alt="" src="https://images.theconversation.com/files/351038/original/file-20200804-22-rflz39.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/351038/original/file-20200804-22-rflz39.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=400&fit=crop&dpr=1 600w, https://images.theconversation.com/files/351038/original/file-20200804-22-rflz39.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=400&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/351038/original/file-20200804-22-rflz39.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=400&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/351038/original/file-20200804-22-rflz39.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=503&fit=crop&dpr=1 754w, https://images.theconversation.com/files/351038/original/file-20200804-22-rflz39.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=503&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/351038/original/file-20200804-22-rflz39.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">Younger students find remote learning more stressful than do Year 12s.</span>
<span class="attribution"><a class="source" href="https://www.shutterstock.com/image-photo/stressed-teen-boy-studying-laptop-while-1096311866">Shutterstock</a></span>
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<p>Year 12 students said they preferred to concentrate on one subject a day and to work intensely.</p>
<p>Generally Year 12 students said they disliked live video sessions and found them disruptive to their study flow. While 75% of Grade 7 students valued form class or home room live sessions, only 16% of Grade 12 students did. They preferred to spend their time focusing on given subject materials.</p>
<h2>Is online learning inferior to face to face?</h2>
<p>Studies <a href="https://onlinelibrary.wiley.com/doi/full/10.1111/1753-6405.12625">have suggested online learning</a> is likely to be less effective than classroom education over the longer-term. But <a href="https://credo.stanford.edu/sites/g/files/sbiybj6481/f/online_charter_study_final.pdf">there is also evidence</a> to suggest <a href="https://cep.org.au/what-we-do/rural-learning-support/blended-learning/">the impact may be negligible</a> in the short term.</p>
<p>Other studies suggest <a href="https://www.learntechlib.org/p/98390/">there is no significant difference</a> in learning outcomes between students in distance education (when students live too far from the school to attend in person) and face-to-face learning.</p>
<p>But there are significant variations in outcomes within each approach. This means a student’s ability to learn online, the design of the online learning environment and even the amount of time needed for students to get familiar with learning online can affect their outcomes.</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>Students have been conditioned for over 12 years to learn in classrooms from a teacher. This can make it difficult for them to become familiar with new ways of learning. </p>
<p>A major issue associated with online learning is a student’s ability to regulate themselves. This means being able to stay on task especially when a problem arises. Being unfamiliar with new ways of accessing and interpreting online environments and subject content, as well as working with peers online in communication spaces, presents new challenges for students. </p>
<p>However, the problem may again have to do with age. In our survey, mentioned above, 75% Year 12 students believed they were able to work through a problem productively online. This was higher than the other high-school year levels. </p>
<h2>Tips for Year 12 students</h2>
<p>There are many advantages to learning online. Students can work at their own pace, revise and review teacher made videos for examples, and engage with extensive notes and study guides to help with assessment and exams. </p>
<p>Students can also access their teachers in more varied ways and at different times of day. In other words, moving online for Year 12 students can provide a world of resources and access to teachers they have not experienced before.</p>
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Read more:
<a href="https://theconversation.com/so-youre-going-to-school-online-here-are-6-ways-to-make-the-most-of-it-135215">So you're going to school online – here are 6 ways to make the most of it</a>
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<p>To make the most of their Year 12 experience, students should keep these simple tips in mind:</p>
<ul>
<li><p><strong>organise your learning week.</strong> Set up your own timetable of tasks to complete. Include breaks and time to relax</p></li>
<li><p><strong>be an active learner</strong>. Make notes while listening to teacher made videos and written materials</p></li>
<li><p><strong>contact a friend if you have a problem</strong>, and work through the issue together</p></li>
<li><p><strong>use the communication tools available</strong> to tell your teachers and friends what you are thinking about</p></li>
<li><p><strong>participate in live sessions</strong> and forums as much as you can. </p></li>
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<p><em>Correction: this article previously had an incorrect statement about ATAR calculation. This has now been removed.</em></p><img src="https://counter.theconversation.com/content/143844/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Sarah Prestridge received funding from an independent school for a project on remote learning, from which the survey discussed in this article emerged.</span></em></p><p class="fine-print"><em><span>Donna Pendergast 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>With Year 12s studying for their final year exam, the score of which will be converted into a ranking as related to their peers across the country, many Victorians are worried they may be set back.Sarah Prestridge, Senior Lecturer, Griffith UniversityDonna Pendergast, Dean, School of Educational and Professional Studies, Griffith UniversityLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/1435392020-07-30T19:57:10Z2020-07-30T19:57:10ZStudents are more than a number: why a learner profile makes more sense than the ATAR<figure><img src="https://images.theconversation.com/files/350335/original/file-20200730-31-1tfirxm.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/highschool-student-raising-her-hand-class-112722187">Shutterstock</a></span></figcaption></figure><p>A <a href="https://uploadstorage.blob.core.windows.net/public-assets/education-au/pathways/Final%20report%20-%2018%20June.pdf">recent review</a> of available pathways after secondary school into work, further education and training recommended all students leave school with a learner profile.</p>
<p>Recommendation four of the report, commissioned by the Education Council, said:</p>
<blockquote>
<p>Students should leave school with a Learner Profile that incorporates not only their ATAR score (where relevant) together with their individual subject results, but that also captures the broader range of evidenced capabilities necessary for employment and active citizenship that they have acquired in senior secondary schooling. </p>
</blockquote>
<p>This report echoed many of the themes raised in a September 2019 paper by the Australian Learning Lecturre: <a href="https://www.all-learning.org.au/sites/default/files/resources/beyond_atar_proposal_for_change_all.pdf">Beyond ATAR: A Proposal for Change</a>. The paper proposed differences in the way we represent students’ knowledge, capabilities and activities, to describe secondary school graduates as whole human beings, and to ease transitions and pathways into further education and work. </p>
<p>The paper recommended completely replacing the ATAR (Australian tertiary admissions rank) with a learner profile, as opposed to having the ATAR be part of the profile. </p>
<p>But what is a learner profile, and do students really need it when they leave school?</p>
<h2>More than a number</h2>
<p>Is there a single number that can represent the totality of who you are? Your salary, height, weight, IQ? I think most of us would say “no”.</p>
<p>Yet a single number — the ATAR — is the main way secondary school students are represented, ranked and given access to tertiary education. The ATAR is the result of a scaling process that gives students a <a href="https://theconversation.com/what-actually-is-an-atar-first-of-all-its-a-rank-not-a-score-126594">percentage rank</a> in relation to others in their age group. If a student gets an ATAR of 80, it means they are 20% from the top of their age group.</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>A number of universities and degree programs complement ATAR scores with entry tests, interviews or other measures. But the ATAR remains dominant.</p>
<p>Australia is the only country that uses an almost universal student ranking system for tertiary entry. <a href="https://www.all-learning.org.au/sites/default/files/resources/beyond_atar_proposal_for_change_all.pdf#page=13">Beyond ATAR: A Proposal for Change</a>, p. 11.</p>
<p>The dominance of ATAR has costs. It can shape senior secondary schooling, transforming it from a broad activity of learning to be an adult and citizen to the quest for a higher score. It can influence students’ and families’ subject choices, and their decisions about things like extracurricular activities. </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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<h2>What is a learner profile?</h2>
<p>The model of the learner profile in the 2019 Australian Learning Lecture paper proposed including information about the student’ extracurricular activities such as sport, part time work, music and theatre, hobbies and the other things they do to broaden their engagement with society and enhance interpersonal skills.</p>
<p>It is broader than the model prescribed in the recent Education Council report which recommended that the learner profile focus on students’ school-based activities.</p>
<p>Perspectives differ on whether a learning profile would complement and include an ATAR or similar score, or completely replace it.</p>
<p>A <a href="https://www.ibo.org/benefits/learner-profile/">learner profile</a> has been part of the International Baccalaureate for some time. Students complete the program with a document focused on their personal qualities such as communication, risk-taking and open-mindedness as well as on their knowledge and thinking skills. </p>
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<em>
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Read more:
<a href="https://theconversation.com/how-will-the-class-of-covid-19-get-into-university-using-year-11-results-is-only-part-of-the-answer-137158">How will the class of COVID-19 get into university? Using year 11 results is only part of the answer</a>
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<p>Similar profiles are used for senior <a href="http://www.hkeaa.edu.hk/DocLibrary/HKDSE/Progress_promote_HKDSE/SLP_Information_Sheet_Eng.pdf">secondary students in Hong Kong</a>, recording three years of academic results and learning experiences, including the attitudes and values students have developed. These profiles also list awards and achievements, inside and outside school, and an essay in which the students describe themselves. </p>
<p>While the Australian National University does consider the ATAR, applicants must also meet a <a href="https://www.anu.edu.au/study/apply/domestic-applications-anu-undergraduate/applying-to-anu-application-details/co">co-curricular or service requirement</a>. This is a measure of the breadth of a student’s engagement in the community.</p>
<h2>School is about building citizens</h2>
<p>Both the Education Council and Australian Learning Lecture reports argued that using a learning profile would better match graduates with the university courses that will best allow them to develop and fulfil their potential.</p>
<p>But school shouldn’t be just about getting into a university course, or getting the right job. It should also be about preparing students to be citizens actively engaged in society, who participate in the arts and community organisations, who have lives outside of work, who serve others and have a global vision. </p>
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<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/whats-the-point-of-education-its-no-longer-just-about-getting-a-job-117897">What's the point of education? It's no longer just about getting a job</a>
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<p>Broadening the ways we measure and represent the outcomes of the senior years of schooling has the potential to broaden our vision of school itself.</p><img src="https://counter.theconversation.com/content/143539/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>David Geelan is a member of the Queensland Greens.</span></em></p>A recent report recommended all students leave school with a learner profile. This will capture their academic results, as well as other achievements like extracurricular activities.David Geelan, Deputy Head of School, Griffith 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>
<blockquote>
<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>
</blockquote>
<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>
<hr>
<p>
<em>
<strong>
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>
<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>
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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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<p>
<em>
<strong>
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.