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.
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Articles on Year 12
Displaying 1 - 20 of 39 articles
Many young people feel unsure and overwhelmed about life after school. A new questionnaire can help parents, teachers and carers talk to students about their career choices.
Our work with ‘special assistance schools’ shows how we can retain and engage students if they are treated with more respect and given more choice in the senior years.
At this point of the school year, many Year 10 students begin to seriously think about what subjects they might pick for years 11 and 12.
A common criticism of the ATAR is it does not tell universities enough about potential students. But so-called ‘narrative evaluation’ models of assessment have their issues, too.
A gap year is dedicated time to explore who you are. It is not an indication you won’t return to further study.
Research which shows you can reliably predict a student’s year 12 results by year 11. This suggests we don’t need a battery of stressful exams to work out what they do next.
A new survey found one quarter of female high school students felt down or worried about choosing a career.
Parents can support their children through the coming weeks of year 12 exams by using four strategies.
Year 12 students, particularly in NSW and Victoria, have been disconnected from friends and faced anxiety over the uncertainty of exams. This added to the already high stress levels of this age group.
Our educational model, and particularly end-of-school assessments, are based on old modes of practice that no longer serve the 21st century student and their future. We have other options.
Year 12 students in NSW affected by lockdowns will be able to apply for special consideration for exams and special projects. Here’s what Victorian teachers said about a similar policy last year.
Science teaches you many skills. Even if you don’t plan for a science related career, including a science subject in your senior years can provide a good balance. But only if you’re interested.
There are some myths about senior schooling kids and parents need to know. They include the idea everyone needs an ATAR to get into university, and that year 12 must be stressful. Neither are necessarily true.
A higher proportion of Islamic-school students in years 11 to 12 are enrolled in science and maths than other students in Australia. But they may not all get the careers they want.
Support them but make sure to respect their autonomy; encourage them to exercise, sleep and connect with friends. These are some ways to help your Year 12 child during the pre-exam period.
Eight Year 12 students in Queensland share how they feel about their disrupted, final year of school.
The pandemic has paved the way for much-needed inclusive assessments in Victorian schools – taking into account more than only students’ academic capabilities.
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.
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.
Top contributors
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Senior Lecturer, Faculty of Education, Monash University
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Professor, Pro Vice-Chancellor of the College of Human and Social Futures, University of Newcastle
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Associate professor (Curriculum Inquiry / Rural Education), University of Canberra
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Senior Lecturer, Griffith University
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Professor and Director of the Centre for Youth Policy and Education Practice, Monash University
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Lecturer, School of Education, Edith Cowan University
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Fulbright Scholar and Adjunct Senior Lecturer, Monash University
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Professor, Griffith Institute for Educational Research and School of Education and Professional Studies, Griffith University, Griffith University
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Professor of Psychology & Mental Health, Edith Cowan University
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Founding Director of the Centre for Islamic Thought and Education, University of South Australia
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Scientia Professor and Professor of Educational Psychology, UNSW Sydney
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Professor of Economics and Public Policy, ANU College of Arts and Social Sciences, Australian National University
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Vice Chancellor's Postdoctoral research fellow, RMIT University
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Head of School of Education and Professor of Educational Psychology, University of Wollongong
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National Head of School, University of Notre Dame Australia
