tag:theconversation.com,2011:/global/topics/year-12-exams-77645/articlesYear 12 exams – The Conversation2023-12-13T19:03:30Ztag: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">
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<span class="caption">For school leavers, its time to think deeply about their goals.</span>
<span class="attribution"><a class="source" href="https://unsplash.com/photos/person-writing-on-brown-wooden-table-near-white-ceramic-mug-s9CC2SKySJM">Unseen Studio/ Unsplash</a>, <a class="license" href="http://creativecommons.org/licenses/by/4.0/">CC BY</a></span>
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Read more:
<a href="https://theconversation.com/so-many-things-to-consider-how-to-help-school-leavers-decide-what-to-do-next-211189">'So many things to consider': how to help school leavers decide what to do next</a>
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<h2>The importance of PB goals</h2>
<p>Personal best or PB goals are about competing with ourselves, rather than competing with others. </p>
<p>PB goals are linked to positive <a href="https://www.researchgate.net/publication/352804393_Growth_Goal_Setting_in_High_School_A_Large-Scale_Study_of_Perceived_Instructional_Support_Personal_Background_Attributes_and_Engagement_Outcomes">academic</a> and <a href="https://www.researchgate.net/publication/257408492_Personal_best_goals_and_academic_and_social_functioning_A_longitudinal_perspective">social-emotional outcomes</a>. </p>
<p>This is because the focus on self-competition and self-improvement is energising, even when we don’t succeed at first. </p>
<h2>Try learning a new ‘alphabet’</h2>
<p>As students set and strive for PB goals now and in the years ahead, the “ABCD” of goal-setting can also be helpful to remember. This means they: </p>
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<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/2139822023-09-24T20:02:03Z2023-09-24T20:02:03ZHow to manage exam season: don’t forget to take regular breaks and breathe<figure><img src="https://images.theconversation.com/files/549261/original/file-20230920-21-nb1q6o.jpg?ixlib=rb-1.1.0&rect=57%2C57%2C4192%2C2752&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">
</span> <span class="attribution"><a class="source" href="https://www.pexels.com/photo/woman-closing-her-eyes-against-sun-light-standing-near-purple-petaled-flower-plant-321576/">Oleksandr P/Pexels </a></span></figcaption></figure><p>Around Australia, Year 12 students are heading into the final stretch of study before exams start in early term 4. This is typically seen as a very intense period of preparation. But, <a href="https://www.tandfonline.com/doi/abs/10.1080/20590776.2023.2225700">as our research shows</a>, it is also important to rest during this time if you want to maximise your performance. </p>
<p>Intuitively, we understand breaks are important. We can take rest breaks across different times in our lives. They include <a href="https://hbr.org/2023/02/research-the-transformative-power-of-sabbaticals">sabbaticals</a>, <a href="https://theconversation.com/study-links-a-gap-year-to-better-university-grades-18275">gap years</a> and <a href="https://theconversation.com/why-a-holiday-is-good-for-you-even-before-you-take-time-off-209406">holidays</a>, weekends and nightly <a href="https://theconversation.com/screen-time-is-contributing-to-chronic-sleep-deprivation-in-tweens-and-teens-a-pediatric-sleep-expert-explains-how-critical-sleep-is-to-kids-mental-health-204436">sleep</a>. </p>
<p>But rest breaks can be beneficial on even shorter time frames, during study sessions and even during exams themselves. </p>
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Read more:
<a href="https://theconversation.com/self-compassion-is-the-superpower-year-12-students-need-for-exams-and-life-beyond-school-192086">Self-compassion is the superpower year 12 students need for exams ... and life beyond school</a>
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<h2>Firstly, try and get some sleep</h2>
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<img alt="An alarm clock on a shelf." src="https://images.theconversation.com/files/549258/original/file-20230920-19-y20eo4.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=237&fit=clip" srcset="https://images.theconversation.com/files/549258/original/file-20230920-19-y20eo4.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=801&fit=crop&dpr=1 600w, https://images.theconversation.com/files/549258/original/file-20230920-19-y20eo4.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=801&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/549258/original/file-20230920-19-y20eo4.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=801&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/549258/original/file-20230920-19-y20eo4.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=1006&fit=crop&dpr=1 754w, https://images.theconversation.com/files/549258/original/file-20230920-19-y20eo4.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=1006&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/549258/original/file-20230920-19-y20eo4.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=1006&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
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<span class="caption">Use an old-school alarm clock, so you are not tempted to mindlessly scroll through TikTok before sleep.</span>
<span class="attribution"><a class="source" href="https://www.pexels.com/photo/close-up-photo-of-teal-digital-clock-2397363/">Oladimeji Ajegbile/ Pexels</a></span>
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<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>
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<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">
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<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>
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<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>
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<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>
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<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>
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<strong>
Read more:
<a href="https://theconversation.com/how-to-beat-exam-stress-106065">How to beat exam stress</a>
</strong>
</em>
</p>
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<img src="https://counter.theconversation.com/content/213982/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Paul Ginns does not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and has disclosed no relevant affiliations beyond their academic appointment.</span></em></p>Final school exams are typically seen as a very intense period of preparation. But it is also important to rest during this time if you want to maximise your performance.Paul Ginns, Associate Professor in Educational Psychology, University of SydneyLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/1962842022-12-15T19:07:09Z2022-12-15T19:07:09Z‘They don’t expect a lot of me, they just want me to go to uni’: first-in-family students show how we need a broader definition of ‘success’ in year 12<figure><img src="https://images.theconversation.com/files/500582/original/file-20221213-3574-576dx.jpg?ixlib=rb-1.1.0&rect=0%2C45%2C6016%2C3962&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">
</span> <span class="attribution"><span class="source">Marina Stoichkova/Pexels</span></span></figcaption></figure><p>This week, year 12 results <a href="https://theconversation.com/disappointed-by-your-year-12-result-a-university-expert-and-a-clinical-psychologist-share-advice-on-what-to-do-next-196289">have been released</a> in Victoria, New South Wales, Queensland and Tasmania. Other states will follow next week. </p>
<p>The Higher School Certificate and its equivalents are seen as the pinnacle of schooling in Australia – the culmination of years of hard work and anticipation. Yet each year, the same <a href="https://www.theage.com.au/national/victoria/vce-2022-student-honour-roll-20221212-p5c5pr.html">narrow narrative</a> about “success” appears in the media. </p>
<p>We hear about the “top-performing” high schools, which are disproportionately <a href="https://www.smh.com.au/national/nsw/see-where-your-school-ranked-in-the-2021-hsc-20220117-p59oto.html">private and government selective schools</a>. And we hear about the individual “high achievers” who top a subject or achieve a high university entrance rank. These results are of course impressive, but <a href="https://www.smh.com.au/national/nsw/education-gap-widens-as-hsc-high-achievers-disappear-from-low-socio-economic-schools-20221004-p5bn0v.html">recent analysis</a> of NSW data showed the proportion of high achievers from disadvantaged schools is shrinking. </p>
<p>There are other ways of thinking about success in year 12. Federal Education Minister Jason Clare <a href="https://www.jasonclare.com.au/media/speeches/5137-universities-australia-2022-gala-dinner">often</a> notes he was the first in his family to finish high school and go to university (he pointed this out <a href="https://ministers.education.gov.au/clare/official-opening-western-sydney-university-bankstown-cbd-campus">as recently as Monday</a> in a speech at Western Sydney University). </p>
<p><a href="https://www.aspirations.edu.au/the-research">Our research</a> shows how significant this achievement is for many young Australians and their families, and how we need to broaden our ideas about what success means for year 12 students. </p>
<h2>Being first-in-family</h2>
<p>In 2022 <a href="https://www.gooduniversitiesguide.com.au/university-ratings-rankings/2023/undergraduate/first-generation">between 13% and 55%</a> of all new undergraduates in Australia were the first in their families to go to university, depending on where they enrolled. </p>
<figure class="align-center ">
<img alt="The shadows of two students against sandstone buildings at Sydney University." src="https://images.theconversation.com/files/500584/original/file-20221213-25-xot190.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/500584/original/file-20221213-25-xot190.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=400&fit=crop&dpr=1 600w, https://images.theconversation.com/files/500584/original/file-20221213-25-xot190.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=400&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/500584/original/file-20221213-25-xot190.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=400&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/500584/original/file-20221213-25-xot190.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=503&fit=crop&dpr=1 754w, https://images.theconversation.com/files/500584/original/file-20221213-25-xot190.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=503&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/500584/original/file-20221213-25-xot190.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=503&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
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<span class="caption">Topping a subject is not the only way to measure success in year 12 exams.</span>
<span class="attribution"><span class="source">Paul Miller/AAP</span></span>
</figcaption>
</figure>
<p>As the name suggests, “first-in-family” students are those whose parents do not already hold a university-level qualification themselves. Frequently, they also don’t have any <a href="https://www.tandfonline.com/doi/abs/10.1080/00131911.2020.1740172?journalCode=cedr20">siblings or relatives</a> who have gone to university. </p>
<p>Research has <a href="https://link.springer.com/article/10.1007/s13384-020-00428-2">also shown</a> first-in-family students are more likely to be Indigenous, and more likely to live in socio-economically disadvantaged communities and/or rural and remote areas. This means their journey through formal schooling and into tertiary education is likely to have been much more complex than for their more advantaged peers. </p>
<p>So, at university, they must navigate a new and unfamiliar pathway. They also enter a system where entry is still very much tied to family background. According to 2012 data (the most recent available), a young person with a university-educated parent is <a href="https://www.oecd-ilibrary.org/education/education-at-a-glance-2012_eag-2012-en">twice as likley</a> to enrol in university than someone who does not. </p>
<h2>Our research</h2>
<p>Since 2010, my colleagues and I have been conducting one of the <a href="https://www.aspirations.edu.au/the-research">largest studies to date</a> on the aspirations of Australian school students. </p>
<p>In 2021, we did a <a href="https://www.ncsehe.edu.au/wp-content/uploads/2022/04/Jaremus_UON_Final.pdf">follow-up study</a> with more than 50 NSW students we had previously interviewed. About 80% were first-in-family students. </p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/i-would-like-to-go-to-university-flexi-school-students-share-their-goals-in-australia-first-survey-193396">'I would like to go to university': flexi school students share their goals in Australia-first survey</a>
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</em>
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<h2>What first-in-family students told us</h2>
<p>For the first-in-family students in our study, four things stood out. </p>
<p>First, students and their families placed immense value on schooling to foster greater opportunities and get to university. There was a hope they could change their life trajectory through education. As Bella*, a year 9 student, told us about her parents:</p>
<blockquote>
<p>Because they didn’t go to university, they want me to go […] They don’t expect a lot of me, but they just want me to go so I can get a better job than what they have.</p>
</blockquote>
<p>The second thing we noticed was first-in-family students saw themselves as breaking down barriers. This is not just in terms of getting to university, but giving voice to others in their situation. Frank is currently studying politics and international relations at university. He told us: </p>
<blockquote>
<p>My family have always been the workers. They have always been those who have been impacted by government policy […] I think it’s about time that someone from my family was in a position to be able to be on the other side of that and help in a positive way rather than just being impacted by it. </p>
</blockquote>
<p>Third, teachers were described as a big influence. As year 12 student Brice told us:</p>
<blockquote>
<p>Our careers adviser, Ms Bradshaw […] I don’t know what we’d do without her, really. She’s the biggest help that we have […] she knows what all of us want to be individually so if there’s one thing she goes, ‘Oh, I know that Lachlan really wants to do that’, she goes and talks to him about it. </p>
</blockquote>
<p>And finally, students didn’t refer to the HSC or a high tertiary admissions rank (ATAR) as a form of “success”. Instead, they often focused on realising their passions and aspirations. When we spoke to Martha last year, she had just graduated from university and is working as a speech pathologist:</p>
<blockquote>
<p>I knew this was the job I wanted straight out of school. I was like, get it done, four years and then no schooling. I feel like so many things have led me to where I am now that I’m happy. I’m really enjoying life […] I said in my original interview many years ago that I’m going to be a speechie. And now, in this interview, I am a speechie!!</p>
</blockquote>
<h2>A different version of success</h2>
<p>So, when you read typical portrayals of year 12 “success”, consider the first-in-family students who have the odds of getting to university stacked against them. </p>
<p>For some of these students, <a href="https://www.tandfonline.com/doi/full/10.1080/00131911.2020.1740172">getting to the end of high school</a> is an important “first” in itself that must be recognised. This is encapsulated by year 11 student Ayla, as she reflects on her family’s past and her own future:</p>
<blockquote>
<p>My mum dropped out of school when she was in year 8 and my dad went through to year 11 and my sister dropped out in year 11 […] So I don’t really have a lot of experience, a lot of people telling me stories about it [university], and I haven’t gone to any campuses and stuff so I don’t really know a lot about it, but I’ve heard that it’s good. </p>
</blockquote>
<p>While first-in-family students are a diverse cohort, what they often share is a belief in the role of education to change the future – for themselves, their families, communities, and society-at-large. There is still much more to do to ensure the education system rises to this challenge.</p>
<p><em>*student and teacher names have been changed</em></p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/disappointed-by-your-year-12-result-a-university-expert-and-a-clinical-psychologist-share-advice-on-what-to-do-next-196289">Disappointed by your year 12 result? A university expert and a clinical psychologist share advice on what to do next</a>
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</em>
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<img src="https://counter.theconversation.com/content/196284/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>The Aspirations Longitudinal Study and related studies (2010-2021) were funded by the Australian Research Council, the NSW Department of Education, and the National Centre for Student Equity in Higher Education. Sally Patfield received funding via an Australian Government Research Training Program (RTP) Scholarship to support her research.</span></em></p>Each year, the same narrow narrative about ‘top students’ appears in the media after year 12 results. New research talks to students who are the first in their families to go to universitySally Patfield, Senior Research Fellow, Teachers and Teaching Research Centre, University of NewcastleLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/1962892022-12-12T19:03:24Z2022-12-12T19:03:24ZDisappointed by your year 12 result? A university expert and a clinical psychologist share advice on what to do next<figure><img src="https://images.theconversation.com/files/500268/original/file-20221212-96906-p3m533.jpg?ixlib=rb-1.1.0&rect=39%2C6%2C4337%2C2856&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">
</span> <span class="attribution"><span class="source">Cottonbro Studio/Pexels</span></span></figcaption></figure><p><em>Over this week and next, year 12 students around Australia will receive their exam results. This is a time of great expectations and intense pressure for many young people.</em></p>
<p><em>For some, their individual subject marks and university admission rank (ATAR) will be a cause for celebration. But others will be dealing with disappointment and perhaps concern, if they didn’t receive what they were hoping for.</em></p>
<p><em>Here, a higher education expert and a clinical psychologist share their advice on how to handle your results.</em></p>
<hr>
<h2>‘Don’t lose sight of what you want to do’</h2>
<p><strong>Associate Professor Tim Pitman, higher education policy expert and senior research fellow, Curtin University</strong></p>
<p>First, take a breath. It’s not the end of the world and you’re definitely not the first student to have received a grade that was less than they were hoping for. Countless students have been in this position before you and have gone on to study, and succeed, in higher education.</p>
<p>The second thing to remember is, don’t lose sight of what you want to do. If you’re passionate about a certain degree or profession, it’s better to take some extra time and effort to get there, than do something else that your heart might not really be in. </p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/dont-stress-your-atar-isnt-the-final-call-there-are-many-ways-to-get-into-university-125429">Don't stress, your ATAR isn't the final call. There are many ways to get into university</a>
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</em>
</p>
<hr>
<p>If they haven’t told you already, ask your university what options are available to having your offer reconsidered. These might include:</p>
<ul>
<li><p>applying for some form of special consideration. Most universities have processes to take into account significant factors that affected your academic performance, for example illness, study load and work commitments</p></li>
<li><p>sitting some form of alternative admissions test, such as the <a href="https://stat.acer.org/au">Special Tertiary Admissions Test</a></p></li>
<li><p>submitting a portfolio of academic achievements and qualifications, other than your ATAR, to demonstrate your readiness for university. Some universities also consider informal and non-formal learning (such as work-based experience)</p></li>
<li><p>enrolling in a summer program run by the university before the start of semester. There may even be a longer bridging program, preparing you to start in second semester or the following year.</p></li>
</ul>
<figure class="align-center ">
<img alt="Young man on the phone with a notepad." src="https://images.theconversation.com/files/500259/original/file-20221212-94261-ffnxf6.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/500259/original/file-20221212-94261-ffnxf6.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=400&fit=crop&dpr=1 600w, https://images.theconversation.com/files/500259/original/file-20221212-94261-ffnxf6.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=400&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/500259/original/file-20221212-94261-ffnxf6.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=400&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/500259/original/file-20221212-94261-ffnxf6.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=503&fit=crop&dpr=1 754w, https://images.theconversation.com/files/500259/original/file-20221212-94261-ffnxf6.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=503&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/500259/original/file-20221212-94261-ffnxf6.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=503&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
<figcaption>
<span class="caption">Talk to your preferred university about what your options are.</span>
<span class="attribution"><span class="source">Shutterstock</span></span>
</figcaption>
</figure>
<p>If none of these options are available to you, they might be available at another university, which offers the same course. You might be able to start at that university then switch to your preferred university after passing a certain number of subjects – and get credit for those subjects. And who knows, you might end up preferring your new university!</p>
<p>You could also consider enrolling in a vocational educational course, such as TAFE, that could count towards your preferred course. Again, check with your university what courses are eligible, and if you will receive any credit for your studies.</p>
<p>And again, remember you are not the first person in this position and there are still plenty of options available to you. </p>
<hr>
<h2>‘A single number does not and will not define who you are’</h2>
<p><strong>Dr Madeleine Ferrari, clinical psychologist and lecturer, Australian Catholic University</strong></p>
<p>After the build-up and expectations from family, friends, school, and especially ourselves, receiving a grade you don’t want is tough. There’s no downplaying this, it is hard. This situation is likely to trigger a range of self-critical thoughts, uncomfortable feelings and avoidant behaviours. An avoidant behaviour, which is triggered by shame or embarrassment, may include wanting to withdraw and not see or speak to others. </p>
<p>This is completely normal and to be expected. It is helpful to normalise and validate these reactions. Make <a href="https://pubmed.ncbi.nlm.nih.gov/32571438/">space for them</a> and experiment with healthy ways to express them.</p>
<p>It might be watching a sad movie and letting yourself have a good cry, or putting pen to paper and writing anything that comes to mind. You could call a friend you trust, go for a run, or use art, music or boxing to move these feelings from inside our bodies to the external world. The more we express them, the less we carry them and the less they control us.</p>
<figure class="align-center ">
<img alt="Young woman lying on the floor, with headphones on." src="https://images.theconversation.com/files/500251/original/file-20221212-94130-k8glwk.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/500251/original/file-20221212-94130-k8glwk.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=400&fit=crop&dpr=1 600w, https://images.theconversation.com/files/500251/original/file-20221212-94130-k8glwk.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=400&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/500251/original/file-20221212-94130-k8glwk.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=400&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/500251/original/file-20221212-94130-k8glwk.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=503&fit=crop&dpr=1 754w, https://images.theconversation.com/files/500251/original/file-20221212-94130-k8glwk.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=503&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/500251/original/file-20221212-94130-k8glwk.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=503&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
<figcaption>
<span class="caption">Listening to or playing music can help you express your feelings in healthy ways.</span>
<span class="attribution"><span class="source">Shutterstock</span></span>
</figcaption>
</figure>
<p>However, there is one reaction to keep an eye out for – self-criticism. If left unchecked, it can <a href="https://guilfordjournals.com/doi/10.1521/jscp.2019.38.1.70">make you susceptible</a> to mental ill-health and psychological distress. Psychologists view self-criticism as toxic. There’s a difference between thinking, “I’m disappointed with this grade, next time I’d approach study differently” compared to, “I’m disappointed with this grade, it’s all my fault, I’m useless, I’ll never amount to anything”. </p>
<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>
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</em>
</p>
<hr>
<p>Give your self-critical voice a name (mine’s called Voldemort), and label it when it pops up. This will help you notice and get some space from it. When you do catch Voldermort flaring up, rather than believing them, gently ask yourself, would you say these things to a good friend who you cared about? What would you say instead? You deserve the same kindness and support. </p>
<p>This is called self-compassion. And when times are tough – such as receiving a disappointing grade – self-compassion can help keep things in perspective. </p>
<p>Self-compassion is treating ourselves with <a href="https://doi.org/10.1192/apt.bp.107.005264">non-judgemental understanding</a>, acceptance, encouragement, warmth, and wanting the best for ourselves. It <a href="https://self-compassion.org/wp-content/uploads/2019/08/Lander2019.pdf">creates a protective buffer</a> in times of stress, and becoming more self-compassionate is <a href="https://doi.org/10.1007/s12671-019-01134-6">linked</a> with fewer anxiety, stress and depression symptoms.</p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/youve-got-a-friend-young-people-help-each-other-with-their-mental-health-for-3-5-hours-every-week-194530">You've got a friend: young people help each other with their mental health for 3.5 hours every week</a>
</strong>
</em>
</p>
<hr>
<p>A single number does not and will not define who you are. It may not feel like it right now, but you will survive this, and as time passes, the sting of the number will fade. It will simply be another experience in the library of memories about yourself and you will start to have more confidence you can survive tough situations. </p>
<p>Difficult moments can be a powerful opportunity from a clinical psychologist’s perspective. Surviving such moments forms the building blocks for resilience you will carry across your life. </p>
<p><em>If this article has raised issues for you or someone you know, you can call <a href="https://www.lifeline.org.au">Lifeline</a> on 13 11 14 or <a href="https://kidshelpline.com.au">Kids Helpline</a> on 1800 55 1800.</em></p><img src="https://counter.theconversation.com/content/196289/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Tim Pitman receives funding from the National Centre for Student Equity in Higher Education</span></em></p><p class="fine-print"><em><span>Madeleine Fraser does not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and has disclosed no relevant affiliations beyond their academic appointment.</span></em></p>Year 12 students around Australia are beginning to receive their exam results. It’s a time of intense pressure for many young people.Tim Pitman, Senior Research Fellow, Curtin UniversityMadeleine Fraser, Senior Lecturer, Australian Catholic UniversityLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/1920862022-10-10T19:02:19Z2022-10-10T19:02:19ZSelf-compassion is the superpower year 12 students need for exams … and life beyond school<figure><img src="https://images.theconversation.com/files/488696/original/file-20221007-12-19hrr3.jpg?ixlib=rb-1.1.0&rect=33%2C5%2C3628%2C2044&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">
</span> <span class="attribution"><span class="source">Giulia Bertelli/Unsplash</span>, <a class="license" href="http://creativecommons.org/licenses/by/4.0/">CC BY</a></span></figcaption></figure><p>This week, year 12 students in New South Wales will begin their <a href="https://education.nsw.gov.au/news/latest-news/hsc-exam-timetable-released">final exams</a>, with students in other states soon to follow. </p>
<p>This can be one of the most stressful times in a students’ life. It can also be very stressful for parents trying to support their children. </p>
<p>But there is a superpower in the arsenal of every year 12 student that can be harnessed to manage this stress. This superpower fuels resilience, not only for exams, but for any difficult situation they may be faced with across their lifespan. It’s called self-compassion. </p>
<p>I am a clinical psychologist who specialises in self-compassion. This is how you can use it, both for yourself and for your kids. </p>
<h2>What is is self-compassion?</h2>
<p>The most enduring relationship we have is the the one we have with ourselves. </p>
<figure class="align-right ">
<img alt="A figure holding up a heart." src="https://images.theconversation.com/files/488695/original/file-20221007-16-l771i4.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=237&fit=clip" srcset="https://images.theconversation.com/files/488695/original/file-20221007-16-l771i4.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=900&fit=crop&dpr=1 600w, https://images.theconversation.com/files/488695/original/file-20221007-16-l771i4.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=900&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/488695/original/file-20221007-16-l771i4.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=900&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/488695/original/file-20221007-16-l771i4.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=1131&fit=crop&dpr=1 754w, https://images.theconversation.com/files/488695/original/file-20221007-16-l771i4.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=1131&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/488695/original/file-20221007-16-l771i4.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=1131&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
<figcaption>
<span class="caption">Self-compassion means talking to yourself like you would talk to a friend.</span>
<span class="attribution"><span class="source">Nick Fewings/Unsplash</span>, <a class="license" href="http://creativecommons.org/licenses/by/4.0/">CC BY</a></span>
</figcaption>
</figure>
<p>This relationship shapes how we think, feel and behave to such an extent that often we are not even aware of it. We may think being hard or critical on ourselves pushes us to achieve results. But research shows this can <a href="https://www.cambridge.org/core/books/abs/adolescent-emotional-development-and-the-emergence-of-depressive-disorders/shame-selfcriticism-and-selfcompassion-in-adolescence/E31809AE068CAA6D7F2C14DE7138A018">lead to</a> self-doubt, avoidance of hard tasks, higher risk of psychological illness and poor resilience.</p>
<p>In contrast, self-compassion encourages us to feel comfortable in our own skin. It allows us to generate our own feelings of warmth, reassurance, soothing and liking who we are. </p>
<h2>What does it look like?</h2>
<p>Difficult moments, like an unexpected exam question, are a ripe breeding ground for self-criticism. You may be familiar with thoughts like, “I’m not good enough, I can’t do this, I should have worked harder, I’m going to fail, I am a failure.” These self-critical thoughts are almost addictive – when they pop up it is easy to fixate on them and spiral into panic or avoidance.</p>
<p>In contrast, picture a friend sitting the same exam and getting the same unexpected question. This is a good friend who you really care about. If you could say something to them in that moment, it’s probably easy to think of supportive words. Such as, </p>
<blockquote>
<p>I know this is hard, but you can do this. Your best is good enough. This one exam will not define your life, even if you get this wrong. I still think you’re a wonderful person.</p>
</blockquote>
<p>Self-compassionate responses are more likely to make us feel confident, safer and therefore resilient. If we’re feeling this way, it will likely be easier to at least attempt the question rather than give up. It it is easy to draw on compassionate wisdom for our friends. But why don’t we say these things to ourselves?</p>
<h2>Our tricky brains</h2>
<p>We don’t because we have a “<a href="https://www.cambridge.org/core/services/aop-cambridge-core/content/view/ECBC8B7B87E90ABB58C4530CDEE04088/S1355514600005654a.pdf/introducing-compassion-focused-therapy.pdf">tricky brain</a>”. </p>
<p>We like to think of ourselves as sensible and rational, but the brain is actually a faulty piece of machinery. The brain is <a href="https://pubmed.ncbi.nlm.nih.gov/3397866/">hardwired</a>, through evolution, to focus on threat.</p>
<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>
<p>Noticing threat, and triggering the <a href="https://psychcentral.com/lib/fight-or-flight#1">flight or fight response</a>, is what kept our ancestors alive when they were faced with an aggressive cave man or attack from a sabre tooth tiger. </p>
<p>Today, threats tend to be less extreme: like not getting the score we want in a test or not having the career pathway we might like. But our mind and body still react in the same way as if we are facing a sabre tooth tiger, flooding our body with adrenaline and the stress hormone cortisol. </p>
<h2>The (many) advantages of self-compassion</h2>
<p>Treating ourselves with the same kindness and support as we would a good friend comes with a plethora of mental health benefits. </p>
<figure class="align-left ">
<img alt="Notebook with message, 'am I good enough?'" src="https://images.theconversation.com/files/488698/original/file-20221007-12-fq369a.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=237&fit=clip" srcset="https://images.theconversation.com/files/488698/original/file-20221007-12-fq369a.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=896&fit=crop&dpr=1 600w, https://images.theconversation.com/files/488698/original/file-20221007-12-fq369a.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=896&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/488698/original/file-20221007-12-fq369a.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=896&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/488698/original/file-20221007-12-fq369a.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=1126&fit=crop&dpr=1 754w, https://images.theconversation.com/files/488698/original/file-20221007-12-fq369a.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=1126&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/488698/original/file-20221007-12-fq369a.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=1126&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
<figcaption>
<span class="caption">Our brains are hardwired to detect threats … and be tough on ourselves.</span>
<span class="attribution"><span class="source">HelloI'mNik/Unsplash</span>, <a class="license" href="http://creativecommons.org/licenses/by/4.0/">CC BY</a></span>
</figcaption>
</figure>
<p>It is associated with <a href="https://iaap-journals.onlinelibrary.wiley.com/doi/10.1111/aphw.12051">greater psychological well-being</a> and <a href="http://eprints.gla.ac.uk/64162/1/64162.pdf">a lower risk</a> of developing symptoms of poor mental health. </p>
<p>It leads to <a href="https://self-compassion.org/wp-content/uploads/2016/06/Arch-Landy-Brown_2016.pdf">better stress-management</a> and <a href="https://journals.sagepub.com/doi/epub/10.1177/0146167212445599">boosts motivation</a> to study for exams, often contributing to better grades. Self-compassion gives us the bravery to try things we may fail at, because we can take bigger chances if we know we won’t beat ourselves up if we fall short. And sometimes, as with more study, these chances and extra effort pay off. </p>
<p>Self-compassion can also weaken the <a href="https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0192022">link</a> between perfectionism and depression. Perfectionism involves high standards and high levels of self-criticism and which can lead to depressive symptoms, especially when we fall short of our goals. But self-compassion may enable perfectionists to have high standards and be motivated to do well, without experiencing the mental health cost. </p>
<p>For example, in the lead up to an exam, having high standards and wanting to achieve can motivate us to study. But during and after the exam, this perfectionism can turn into self-criticsm which places us at risk of feeling low and unmotivated. </p>
<p>If we are compassionate with ourselves, we can normalise how tough exams are, and show unconditional positive regard for ourselves no matter the outcome. These compassionate ways of thinking can help protect us from depression symptoms. </p>
<h2>How can we learn and teach self-compassion?</h2>
<p>Some of us tend to be more self-compassionate than others. But if you’re not naturally a very self-compassionate person, there is good news. Research <a href="https://link.springer.com/article/10.1007/s12671-019-01134-6">suggests</a> you can learn to do it. </p>
<p>Here are some ways to approach it, both for yourselves and your kids: </p>
<ul>
<li><p><strong>Check yourself</strong>: before talking with your child about self-compassion, consider how you treat yourself when under stress. Do you notice when your self-critic is triggered? It is hard to be genuine when encouraging someone else to be self-compassionate if you are not.</p></li>
<li><p><strong>Model self-compassion</strong>: when you make an error, try replacing “I’m so stupid I let this happen” with “I’m upset about this and that’s okay – anyone would feel this way in this situation”. Talk to yourself in a soft, calm tone. Whether you say it aloud or even just think it, your behaviour in that moment will change, and your kids will see this</p></li>
<li><p><strong>Talk about it</strong>: start a conversation with your child about their relationship with themselves. You could start with: “what do you tend to say to yourself or feel about yourself during exams?” or “what effect does this have on you?”</p></li>
<li><p><strong>Help them spot self-criticism</strong>: encourage your child to notice when self-criticism pops up. Give the self-criticsm a name such as “Voldemort” or the “angry voice”. Say, “When you notice Voldemort is hanging around, gently ask yourself, what would you say to a good friend or a ten-year-old version of yourself in this situation?” This simple question is a powerful way to tap into the compassionate wisdom we all carry</p></li>
<li><p><strong>Give yourself a hug</strong>: to help calm yourself, give yourself a hug. Either wrap your arms around yourself or hold your hand on your heart or chest and notice the warmth. Research <a href="https://www.sciencedirect.com/science/article/pii/S2666497621000655">tells us</a> we get a flood of oxytocin - the body’s “love drug” – and relax when we are hugged by someone we trust. Our brain and body has an almost identical reaction when we hug ourselves. Use as a this short-cut to trigger some feelings of self-compassion. </p></li>
</ul>
<h2>And don’t forget this</h2>
<p>Self-compassion is not something you master once, and then move on from. It is a lifelong journey of practising and learning. Sometimes, especially when we are busy or stressed, it will drop off and we may need reminding of it’s superpower. </p>
<p>As a self-compassion researcher, I talk, write, think, debate and practice self-compassion daily. Yet I still find myself listening to Voldemort at times. This is part of living with a “tricky brain”. But there is a more self-compassionate option. And if we take it, the science says we will be more resilient and more likely to accomplish our goals.</p><img src="https://counter.theconversation.com/content/192086/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Madeleine Ferrari receives internal support and funding from Australian Catholic University to conduct research in the self-compassion field. She also previously received NHMRC funding to complete her PhD in this topic. </span></em></p>Self-compassion is about talking to yourself like you would talk to a good friend.Madeleine Fraser, Clinical Psychology Lecturer , Australian Catholic UniversityLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/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>
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<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/1702642021-10-21T19:10:29Z2021-10-21T19:10:29ZWrite what you know: the COVID experience is a rich resource for year 12 English exams<figure><img src="https://images.theconversation.com/files/427685/original/file-20211021-19-10vtqgt.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/ecofriendly-sustainable-face-mask-woman-wearing-1802583382">Shutterstock</a></span></figcaption></figure><p>Generations of students sitting exams would know what Australian poet Joanne Burns means when she <a href="https://www.poetrylibrary.edu.au/poets/burns-joanne/poems/clearing-the-throat-0178016">writes of the fear of failure</a> when expressing ideas.</p>
<blockquote>
<p>they don’t come out of your mouth in smooth formation very often […]</p>
<p>you become intimidated far too easily by the prospect of that great black trapdoor under your words, that might open and tumble you down to the cavern of indefinite shame if you start to make the slightest mistake […]</p>
</blockquote>
<p>In 2021, English students are not only striving to overcome the “trapdoor” under their words, they are doing so in a year that has challenged them to see their world very differently.</p>
<p>COVID-19 has shaped a year of uncertainty. For secondary students eyeing the finish line of their school days, the disruptions to life, and disappointments from cancelled rites of passage, have been a crash course in the vicissitudes of human experiences.</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>
<p>There is no denying the serious challenges faced by so many. But senior students writing English exams can also use their experiences from this period of turbulence as a source of inspiration.</p>
<h2>Write what you know, but stand outside your experience</h2>
<p><a href="https://search.informit.org/doi/abs/10.3316/informit.069886607625826">Classroom-based research</a> has long supported the importance of “harnessing students’ own knowledge, experience, imagination and memories” in writing. Helping students to <a href="https://education.nsw.gov.au/teaching-and-learning/professional-learning/scan/past-issues/vol-37-2018/poets-in-the-making-confirming-identity-in-english">tell their own stories</a> is a powerful way to value their experiences and support their identity.</p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/im-in-another-world-writing-without-rules-lets-kids-find-their-voice-just-like-professional-authors-124976">'I'm in another world': writing without rules lets kids find their voice, just like professional authors</a>
</strong>
</em>
</p>
<hr>
<p>Authors often use their everyday perceptions of the world as a source of inspiration. Novelist P.D. James <a href="https://www.bbc.com/news/entertainment-arts-24867584">famously observed</a>:</p>
<blockquote>
<p>You absolutely should write about what you know… [but] You have to learn to stand outside of yourself. All experience, whether it is painful or whether it is happy, is somehow stored up and sooner or later it’s used.</p>
</blockquote>
<p>Drawing on lived experience doesn’t have to be explicit. Standing outside of yourself means not literally recounting a life story in boring detail. It means being original and doing what good writers do by asking questions to re-imagine personal experiences.</p>
<p>Questions you could ask yourself include:</p>
<ul>
<li><p>what if the personal experience was told from a different perspective?</p></li>
<li><p>how could a character trait or emotion be exaggerated for comic or tragic effect?</p></li>
<li><p>how could the setting be changed to become more dramatic, unfamiliar, surreal, or perhaps possible in the future?</p></li>
<li><p>what if you use a flashback or flashforward to delay the action and build suspense?</p></li>
<li><p>could the dominant mood be altered to take the narrative in a different direction?</p></li>
</ul>
<figure class="align-center zoomable">
<a href="https://images.theconversation.com/files/427688/original/file-20211021-25-27qc16.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=1000&fit=clip"><img alt="An elephant sitting in a tree." src="https://images.theconversation.com/files/427688/original/file-20211021-25-27qc16.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/427688/original/file-20211021-25-27qc16.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=375&fit=crop&dpr=1 600w, https://images.theconversation.com/files/427688/original/file-20211021-25-27qc16.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=375&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/427688/original/file-20211021-25-27qc16.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=375&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/427688/original/file-20211021-25-27qc16.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=471&fit=crop&dpr=1 754w, https://images.theconversation.com/files/427688/original/file-20211021-25-27qc16.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=471&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/427688/original/file-20211021-25-27qc16.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=471&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px"></a>
<figcaption>
<span class="caption">Could you use personal experience and change it to make it surreal?</span>
<span class="attribution"><a class="source" href="https://www.shutterstock.com/image-illustration/elephant-dry-tree-surreal-landscape-this-688008427">Shutterstock</a></span>
</figcaption>
</figure>
<p>Using these techniques you could write about Zoom gatherings and viral TikTok dances in a satirical way. </p>
<p>Or consider using the enduring tensions around individual choice and collective responsibility as an example or metaphor in a writing task or persuasive text (writing an argument).</p>
<h2>Use the writing prompt, but be interesting</h2>
<p>Writing tasks in English exams include prompts. These vary widely but commonly focus on human experience and are broad enough to open a wide range of possibilities you could use in your writing.</p>
<p>In a past <a href="https://www.qcaa.qld.edu.au/downloads/senior/see_english_18_p2pa.pdf">senior English Queensland exam</a>, students were asked to use a set of images and develop a narrative using the theme of “a fork in the road”. </p>
<p>In one of the images a man wearing a backpack is standing in a forest.</p>
<p>For this task, you could use the image and “fork in the road” theme to explore potential decisions that could come about from having experienced social isolation during COVID. For instance, after the pandemic is over, do you want to return to your old social life or continue spending more time by yourself?</p>
<figure class="align-center zoomable">
<a href="https://images.theconversation.com/files/427690/original/file-20211021-18-eiufcu.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=1000&fit=clip"><img alt="Illustration of people standing part from each other." src="https://images.theconversation.com/files/427690/original/file-20211021-18-eiufcu.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/427690/original/file-20211021-18-eiufcu.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=320&fit=crop&dpr=1 600w, https://images.theconversation.com/files/427690/original/file-20211021-18-eiufcu.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=320&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/427690/original/file-20211021-18-eiufcu.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=320&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/427690/original/file-20211021-18-eiufcu.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=402&fit=crop&dpr=1 754w, https://images.theconversation.com/files/427690/original/file-20211021-18-eiufcu.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=402&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/427690/original/file-20211021-18-eiufcu.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=402&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 could explore the idea of social isolation.</span>
<span class="attribution"><a class="source" href="https://www.shutterstock.com/image-illustration/corona-virus-social-distancing-concept-hope-1720414759">Shutterstock</a></span>
</figcaption>
</figure>
<p>English exams often contain excerpts from texts as a writing stimulus, like this one from the short story Underdog, by Tobias Madden, which appeared in a <a href="https://educationstandards.nsw.edu.au/wps/wcm/connect/a9eb71f1-f194-46db-915c-673eaefb4545/2020-hsc-english-standard-paper-2.pdf?MOD=AJPERES&CACHEID=ROOTWORKSPACE-a9eb71f1-f194-46db-915c-673eaefb4545-nEJpe0p">NSW exam</a>.</p>
<blockquote>
<p>This is my world now, and it can be yours too, if you like. A place can soak through your skin like sweat, and ooze into your heart and soul. Breathe it in, and let me tell you a story.</p>
</blockquote>
<p>With a prompt like this, you could use personal experiences such as:</p>
<ul>
<li><p>a familiar location such as a disused warehouse in a local street, or the carefully styled loft apartment from an influencer’s social media post</p></li>
<li><p>comparisons between two worlds – your known world (a bustling commercial landscape) and another world (a desolate, urban landscape waiting for people to re-inhabit it)</p></li>
<li><p>a memoir-style description of a grandparents’ house, as told to a younger family member with use of dialogue in English and the student’s first language to construct authenticity.</p></li>
</ul>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/inside-the-story-writing-trauma-in-cynthia-banhams-a-certain-light-115301">Inside the story: writing trauma in Cynthia Banham's A Certain Light</a>
</strong>
</em>
</p>
<hr>
<p>It is always important for students to closely follow the task instructions because the marking criteria will assess the extent to which students are able to reflect the task parameters in their response. </p>
<p>Rote-learned, off-task pieces of writing will not be graded highly by markers.</p>
<p>English offers a unique space for students to write about their world. If students write what they know but make it interesting, their experiences during their turbulent senior year can be reshaped into meaningful and creative exam writing tasks.</p><img src="https://counter.theconversation.com/content/170264/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Janet was Chief Examiner, English (Advanced & Standard), NSW HSC (2012-2016).</span></em></p>Senior school students have had a stressful year. But their personal experiences during this turbulent period can also be a source of inspiration for writing tasks in the English exam.Janet Dutton, Senior Lecturer, Secondary English, Macquarie 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">
<a href="https://images.theconversation.com/files/421029/original/file-20210914-27-1ijewif.png?ixlib=rb-1.1.0&q=45&auto=format&w=1000&fit=clip"><img alt="Screenshot of Facebook comment on HSC Discussion Group 2021" src="https://images.theconversation.com/files/421029/original/file-20210914-27-1ijewif.png?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/421029/original/file-20210914-27-1ijewif.png?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=214&fit=crop&dpr=1 600w, https://images.theconversation.com/files/421029/original/file-20210914-27-1ijewif.png?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=214&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/421029/original/file-20210914-27-1ijewif.png?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=214&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/421029/original/file-20210914-27-1ijewif.png?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=269&fit=crop&dpr=1 754w, https://images.theconversation.com/files/421029/original/file-20210914-27-1ijewif.png?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=269&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/421029/original/file-20210914-27-1ijewif.png?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=269&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px"></a>
<figcaption>
<span class="caption"></span>
<span class="attribution"><a class="source" href="https://www.facebook.com/groups/hscdg2021/posts">Facebook screenshot</a></span>
</figcaption>
</figure>
<figure class="align-center zoomable">
<a href="https://images.theconversation.com/files/421030/original/file-20210914-21-cev2bi.png?ixlib=rb-1.1.0&q=45&auto=format&w=1000&fit=clip"><img alt="Screenshot of Facebook comment on HSC Discussion Group 2021" src="https://images.theconversation.com/files/421030/original/file-20210914-21-cev2bi.png?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/421030/original/file-20210914-21-cev2bi.png?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=278&fit=crop&dpr=1 600w, https://images.theconversation.com/files/421030/original/file-20210914-21-cev2bi.png?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=278&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/421030/original/file-20210914-21-cev2bi.png?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=278&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/421030/original/file-20210914-21-cev2bi.png?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=350&fit=crop&dpr=1 754w, https://images.theconversation.com/files/421030/original/file-20210914-21-cev2bi.png?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=350&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/421030/original/file-20210914-21-cev2bi.png?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=350&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px"></a>
<figcaption>
<span class="caption"></span>
<span class="attribution"><a class="source" href="https://www.facebook.com/groups/hscdg2021/posts">Facebook screenshot</a></span>
</figcaption>
</figure>
<h2>What states need to do</h2>
<p>NSW and Victoria have announced initiatives to provide additional youth mental health services. NSW is <a href="https://www.health.nsw.gov.au/news/Pages/20210622_05.aspx">spending A$109.5 million over four years</a> to develop 25 “Safeguards” — child and adolescent mental health response teams to provide services to children and teenagers with moderate to severe mental health issues. Victoria has <a href="https://www.sbs.com.au/news/new-pop-up-mental-health-clinics-to-open-across-melbourne-and-regional-victoria/c574a121-874d-4d91-9d72-bd1ee956571c">announced more than $13 million</a> for establishing 20 pop-up mental health centres across Melbourne and regional Victoria, with 90 dedicated clinicians.</p>
<p>These services, if properly staffed and structured, can be positive models of care to address the enormous demand in the community. However, this will all come many months too late to support the class of 2021. </p>
<p><div data-react-class="Tweet" data-react-props="{"tweetId":"1437721540703961089"}"></div></p>
<p>So, what could we do to have an immediate impact? Fast-tracked services delivering care almost immediately can be implemented through existing low-cost services, such as <a href="https://headspace.org.au/about-us/who-we-are/">Headspace</a>. Effective care must include mental health experts such as clinical psychologists providing leadership to teams of mental health staff including trainees, registrars and registered psychologists. </p>
<p>Clinical psychology postgraduate students undertaking placements can boost numbers quickly to expand access to an expert workforce for youth across the country. Each year in NSW alone, over 300 clinical psychology students undertake six-month-long placements mostly in public mental health services, and there is capacity for many to be working in Headspace centres to provide psychological interventions to youth in need. All we need here is government funding for supervisors.</p>
<p>Under such a model the structures to ensure community safety, such as supervision in accredited placements, are already in place. </p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/it-really-sucks-how-some-year-12-students-in-queensland-feel-about-2020-144004">'It really sucks': how some Year 12 students in Queensland feel about 2020</a>
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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>
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<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>
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<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>
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<h2>What is the rest of the world doing?</h2>
<p>End-of-school exams were <a href="https://www.universityworldnews.com/post.php?story=2021011511142211">cancelled this year</a> due to pandemic restrictions in the United States, France, Belgium, Ireland, the Netherlands and Germany. Exams were modified in Denmark, Israel and Austria, while Italy held oral only exams. </p>
<p>The United Kingdom <a href="https://www.theguardian.com/commentisfree/2020/may/21/if-we-can-do-without-gcses-and-university-exams-now-why-go-back">cancelled its A-level exams</a> for the last two years and, in Finland, students were allowed to sit their university entrance exams multiple times. </p>
<p>Most Asian <a href="https://en.unesco.org/sites/default/files/unesco_review_of_high-stakes_exams_and_assessments_during_covid-19_en.pdf">countries have postponed their exams</a>. Many pundits in Western countries are <a href="https://www.theguardian.com/commentisfree/2020/may/21/if-we-can-do-without-gcses-and-university-exams-now-why-go-back">advocating for a major change</a> to the high-stakes assessment process, noting universities adjusted their entry criteria in the first year of the pandemic and coped just fine.</p>
<h2>What are Australia’s options?</h2>
<p>Australian educational leaders and policy makers have three distinct options:</p>
<p><strong>1. Keep the system we have and continue to improve it</strong></p>
<p>The <a href="https://www.smh.com.au/national/nsw/preposterous-minister-shoots-down-proposal-to-scrap-hsc-exams-20210727-p58dg4.html">first option</a> – supported by most education ministers and regulators in states and territories – is that our exams and curriculum are built on a high degree of excellence and rigour. They have been honed by years of experience and completed by millions of students. </p>
<p>Continuing to improve the assessments and the curriculum that feeds them will ensure high standards and credibility for excellence rather than promoting a “lowering of the bar”. Over time, we can evolve new courses and assessments, incorporating more technology-based assessments as they are tested and validated for the high-volume administrations of state exams.</p>
<p><strong>2. Add a learner profile to the current system</strong></p>
<p>A <a href="https://cica.org.au/final-report-of-the-education-council-review-of-senior-secondary-pathways-into-work-further-education-and-training/">second option</a> – that of “learning profiles” – is based on the idea we need to expand the skills we value in young people, beyond those in traditional academic subjects. <a href="https://education.nsw.gov.au/teaching-and-learning/school-learning-environments-and-change/future-focused-learning-and-teaching">Skills of the future include</a> critical thinking, problem-solving and collaboration. </p>
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<p>Digital platforms are <a href="https://www.theeducatoronline.com/k12/news/gonski-institute-proposes-hybrid-assessment-system-to-replace-naplan/276869">being developed</a> to house evidence of student engagement in the community and to store non-traditional forms of learning (including video and other media) in online tools, creating a learner profile to represent these authentic learning experiences. NSW <a href="https://education.nsw.gov.au/news/latest-news/learner-profile-opening-doors-for-students">says it will be trialling</a> this next year, creating an “education passport” for students.</p>
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<p><strong>3. Transform the system with new designs for schooling and assessment</strong></p>
<p>The Catholic Education Diocese of Parramatta is <a href="https://parra.catholic.edu.au/News-and-Events/Latest-News/2019/07/04/01/34/Transforming-the-schooling-experience-at-Catholic-Education-Diocese-of-Parramatta">transforming the use of student progress data</a> over the school years. Think of the dashboard of a car that has multiple dials and indicators and imagine using that same approach to aggregate data about students and their learning journeys. </p>
<p>These tools can reliably forecast student performance, allowing us to adjust our interventions to promote student success. With the use of predictive analytics, rather than waiting for end-of-school exam results, we can <a href="https://theconversation.com/we-know-by-year-11-what-mark-students-will-get-in-year-12-do-we-still-need-a-stressful-exam-140746">help students boost their future trajectories</a> through immediate support and interventions.</p>
<p>The Paramatta Education Diocese is in the early days of re-designing its schools to promote personal pathways and allow students to align their passions to their emerging skillsets. </p>
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<em>
<strong>
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>
<hr>
<p>
<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>
<blockquote>
<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>
<blockquote>
<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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<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>
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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/1465722020-11-05T19:06:58Z2020-11-05T19:06:58ZCurious Kids: how can we concentrate on study without getting distracted?<figure><img src="https://images.theconversation.com/files/362834/original/file-20201012-20-wfc3qi.jpg?ixlib=rb-1.1.0&rect=97%2C135%2C4804%2C3493&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">
</span> <span class="attribution"><span class="source">Shutterstock</span></span></figcaption></figure><blockquote>
<p><strong>How can we concentrate on a particular thing (like studies) without getting distracted? Melvina, aged 14</strong></p>
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<p><a href="https://theconversation.com/au/topics/curious-kids-36782"><img src="https://images.theconversation.com/files/291898/original/file-20190911-190031-enlxbk.png?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=90&fit=crop&dpr=1" width="100%"></a></p>
<p>Thanks for this great question, Melvina!</p>
<p>Many students are probably wondering the same thing as end-of-year assessments approach. </p>
<p>To concentrate best we need to resist distractions. To do this, it helps if you know what concentration looks like. </p>
<h2>What is concentration?</h2>
<p>When you concentrate, you direct or focus your thinking. Imagine your focus is like a torch beam. </p>
<p>This torch beam needs energy, which comes from your concentration. So we can think of concentration as the “mental energy” or “thinking petrol” your brain needs to focus. </p>
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Read more:
<a href="https://theconversation.com/is-homework-worthwhile-120465">Is homework worthwhile?</a>
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<p>We know it’s important to concentrate to get the best results from a project or task. But, with distractions everywhere, we also know how hard it can be. </p>
<p>So what distractions should we look out for? </p>
<h2>Deal with physical distractions</h2>
<p>These are distractions in your environment. It’s a good idea to take steps to reduce them. </p>
<p>First, try to adjust the amount of light and noise to a level that works best for you.</p>
<p>This might mean getting rid of excessive background noise, or quietening it to a level that helps you concentrate. The level that works best for you depends on <a href="https://www.onlineschoolscenter.com/can-background-noise-actually-help-you-study-better/">your personality, the type of noise</a> and <a href="https://www.sciencedaily.com/releases/2019/10/191021093957.htm">how demanding the task you’re concentrating on is</a>.</p>
<p>When it comes to lighting, for most people, brighter <a href="https://journals.sagepub.com/doi/abs/10.1177/1477153512446099">white lighting helps concentration</a>. But, as with background sound, there’s <a href="http://education.olemiss.edu/download/Philips-Research.pdf">no single rule that works for everyone</a>. </p>
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Read more:
<a href="https://theconversation.com/curious-kids-is-it-ok-to-listen-to-music-while-studying-125222">Curious Kids: is it OK to listen to music while studying?</a>
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<p>It can also help to keep your study space tidy and <a href="https://www.matrix.edu.au/creating-the-best-study-space-for-yourself/">remove any items that could distract you</a>, like your mobile phone. </p>
<figure class="align-center zoomable">
<a href="https://images.theconversation.com/files/362837/original/file-20201012-19-eljyer.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=1000&fit=clip"><img alt="Teenager covering ears while studying" src="https://images.theconversation.com/files/362837/original/file-20201012-19-eljyer.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/362837/original/file-20201012-19-eljyer.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=335&fit=crop&dpr=1 600w, https://images.theconversation.com/files/362837/original/file-20201012-19-eljyer.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=335&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/362837/original/file-20201012-19-eljyer.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=335&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/362837/original/file-20201012-19-eljyer.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=421&fit=crop&dpr=1 754w, https://images.theconversation.com/files/362837/original/file-20201012-19-eljyer.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=421&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/362837/original/file-20201012-19-eljyer.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=421&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px"></a>
<figcaption>
<span class="caption">Being in a noisy environment can make it tricky to concentrate, so try to study somewhere quiet.</span>
<span class="attribution"><span class="source">Shutterstock</span></span>
</figcaption>
</figure>
<h2>Thoughts and feelings can be pretty distracting too</h2>
<p>If you find yourself thinking of things you’d rather be doing than the task at hand, take a moment to consider what you’ll do after you’ve completed the task, and how much more you’ll enjoy them because of what you’ve achieved.</p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/curious-kids-why-does-english-have-so-many-different-spelling-rules-98831">Curious Kids: Why does English have so many different spelling rules?</a>
</strong>
</em>
</p>
<hr>
<p>Feelings can be pretty distracting too. </p>
<p>If you feel worried about how people will respond to what you produce, like an essay or presentation, you might be hesitant to get started. To manage this, try noting how a task or topic fits with what you already know, or remind yourself of a time you got through a similar task.</p>
<p>There are a few things you can do before, during and after a task to help too.</p>
<h2>How to manage distractions</h2>
<p>When you start a study session, it’s useful to:</p>
<ul>
<li><p>decide what you want to get from the activity. What will the outcome look like?</p></li>
<li><p>prepare by <a href="https://www.scholastic.com/parents/school-success/homework-help/study-skills-test-taking-tips/9-tips-creating-perfect-study-space.html">collecting all the materials you need for a task</a></p></li>
<li><p>set yourself up so you can see your computer screen or books without straining your body </p></li>
<li><p>remember what you already know about the topic or the task </p></li>
<li><p>plan the steps you could take to complete the task.</p></li>
</ul>
<figure class="align-center zoomable">
<a href="https://images.theconversation.com/files/362838/original/file-20201012-21-xfgu3u.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=1000&fit=clip"><img alt="Teenage boy studying" src="https://images.theconversation.com/files/362838/original/file-20201012-21-xfgu3u.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/362838/original/file-20201012-21-xfgu3u.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=400&fit=crop&dpr=1 600w, https://images.theconversation.com/files/362838/original/file-20201012-21-xfgu3u.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=400&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/362838/original/file-20201012-21-xfgu3u.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=400&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/362838/original/file-20201012-21-xfgu3u.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=503&fit=crop&dpr=1 754w, https://images.theconversation.com/files/362838/original/file-20201012-21-xfgu3u.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=503&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/362838/original/file-20201012-21-xfgu3u.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">You’ll probably become distracted at some point during your study. That’s OK! Try your best to get back on track and recap what you’ve learnt toward the end of a task.</span>
<span class="attribution"><span class="source">Shutterstock</span></span>
</figcaption>
</figure>
<p>As you work through the topic or the task, it’s helpful check your progress. Note what you’ve achieved so far. Are you moving towards your goal or do you need to change direction?</p>
<p>This helps you deal with distractions while you’re learning.</p>
<h2>How to beat distractions</h2>
<p>Towards the end of a task, review what you’ve learnt and store it in memory. This allows you to get around distractions that occurred during the learning. </p>
<p>Give this a go: </p>
<ul>
<li><p>say what you know now that you didn’t know earlier</p></li>
<li><p>say how your new understanding has changed or added to what you knew</p></li>
<li><p>feel positive about what you know now. Congratulate yourself on what your brain has done. The positive feeling helps you remember it better in the future</p></li>
<li><p>imagine yourself remembering and using the main ideas in the future.</p></li>
</ul>
<p>When you store your new understanding like this, you can use it more easily in the future to concentrate and to get around distractions. </p>
<hr>
<p><em>Hello, curious kids! Have you got a question you’d like an expert to answer? Ask an adult to send your question to <a href="mailto:curiouskids@theconversation.edu.au">curiouskids@theconversation.edu.au</a></em></p>
<hr><img src="https://counter.theconversation.com/content/146572/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>John Munro has in the past participated in ARC-funded research</span></em></p>To concentrate best, we need to resist distractions. It can help to set some goals and check your progress as you study.John Munro, Professor, Faculty of Education and Arts, Australian Catholic UniversityLicensed 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>
<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>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>
<figcaption>
<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>
</figcaption>
</figure>
<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>
<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>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>
<hr>
<p>
<em>
<strong>
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>
</strong>
</em>
</p>
<hr>
<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>
</ul>
<hr>
<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/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>
</strong>
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</p>
<hr>
<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>
<figcaption>
<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>
</figcaption>
</figure>
<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>
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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>
<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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<p>All of these are currently the exception rather than the rule. Through these experiences, Year 12 students can build unique evidence about their skills, knowledge and passions that take them into their futures. </p>
<p>Instead of using Year 12 to prepare for the exams, students can use it for broadening their experiences and honing in on life and career aspirations. This approach refocuses the final year to an <a href="https://www.amazon.com/Leaving-Learn-Out-School-Engagement/dp/0325046042">individualised journey</a> that better prepares young people for Year 13 — whatever that may be for them.</p><img src="https://counter.theconversation.com/content/140746/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>The authors do not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and have disclosed no relevant affiliations beyond their academic appointment.</span></em></p>A new study and its methods provides a way to replace the current Year 12 structure with one that will help prepare senior school students for their journey into the future – whatever that may be.John Fischetti, Professor, Pro Vice Chancellor of the Faculty of Education and Arts; Dean/Head of School of Education, University of NewcastleMaxwell Smith, Professor, University of NewcastleRaju Varanasi, Doctoral candidate, University of NewcastleLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/1360392020-04-09T03:20:57Z2020-04-09T03:20:57ZTeachers could be called on to estimate year 12 student grades – this is fairer than it sounds<p>Following a meeting with states and territories, federal education minister, <a href="https://ministers.dese.gov.au/tehan/doorstop-interview">Dan Tehan said</a> year 12 students were a priority, and were being sent a clear signal: “There will be no year 13. There will be no mass repeating”. </p>
<p>He also said students seeking an ATAR for 2020 would be able to use it to apply for entry to university in the normal way. </p>
<p>The intention to retain current practices in these difficult times is encouraging. It should be a source of comfort for year 12 students facing a disruptive preparation for their end of year assessments.</p>
<h2>Business as usual</h2>
<p>It must be remembered the Australian Tertiary Admissions Rank (ATAR) is <a href="https://theconversation.com/what-actually-is-an-atar-first-of-all-its-a-rank-not-a-score-126594">just a percentile-rank </a> of student performance based on their aggregate of assessments across designated subjects they sit for in the final year (or two) of schooling. </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>
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<p>It is calculated in each jurisdiction that issues a year 12 credential and there is no requirement these aggregate assessments be the same. In fact, not all jurisdictions use external subject exams. Most combine these exams with moderated school-based assessments, and others such as the ACT, don’t have external subject exams at all.</p>
<p>So, when <a href="https://ministers.dese.gov.au/tehan/doorstop-interview">the minister said</a> each jurisdiction will decide the end-of-year assessment process in their jurisdiction and that “we all are going to endeavour […] to make sure that this year’s ATAR scores are the same as last year’s ATAR scores”, he is saying it’s business as usual.</p>
<p>The difference will occur at each jurisdiction level where the appropriate authorities will be working to consider a number of scenarios to ensure the evidence (assessments) used to construct the ATAR for their jurisdiction is as valid (fair) and reliable (consistent) as possible for their students.</p>
<p>The best scenario would be that the COVID-19 crisis dissipates in time for jurisdictions to apply their normal assessment procedures. But this may not be possible in some instances, such as where students have to complete a body of work and can no longer use school facilities.</p>
<p>So a number of other scenarios would be considered as the conditions change.</p>
<h2>Teacher estimates</h2>
<p>If it’s not possible to have traditional assessments such as exams at all, one option used in the past for a number of purposes is to have teachers provide an “estimate or prediction”. This is what they believe the student would get on the exam or assessment based on their knowledge of the assessment and all the evidence they have from the students’ work up to, and including, the last day of school in 2020. </p>
<p>This is not as extreme as it may appear. There is significant <a href="https://link.springer.com/article/10.1007/s11092-010-9094-y">evidence to suggest</a> teacher estimates are as reliable and stable as traditional examination results.</p>
<p>A <a href="https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/32412/11-1043-investigating-accuracy-predicted-a-level-grades.pdf">report investigating the accuracy</a> of predicted grades for the Universities and Colleges Admissions Centre (UCAS) in the UK found just under 90% of grades were accurately predicted to within one grade. </p>
<p>Teachers have the data from past exams and assessments and can reliably predict how their student would do. </p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/covid-19-has-thrown-year-12-students-lives-into-chaos-so-what-can-we-do-134891">COVID-19 has thrown year 12 students' lives into chaos. So what can we do?</a>
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<p>Some people could worry teachers may have biases towards some students that would lend them to give some students a higher or lower mark than they would otherwise get. But teachers don’t make these marks up. They do so based on evidence of what the student has already achieved and this informs their estimate.</p>
<p>Another <a href="https://onlinelibrary.wiley.com/doi/abs/10.1111/jcpp.13070">recent study</a> based on a sample of 10,000 students in the UK, showed teacher assessments during compulsory education are as reliable and stable as standardised exam scores. </p>
<p>In a later Conversation article</p>
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<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/dont-worry-about-cancelled-exams-research-shows-we-should-switch-to-teacher-assessment-permanently-134709">Don't worry about cancelled exams – research shows we should switch to teacher assessment permanently</a>
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<p>, the authors of the study said</p>
<blockquote>
<p>We can – and should – trust teacher assessments as indicators of pupils’ achievement. </p>
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<p>One of the most compelling arguments regarding the reliability of teacher estimates is that external examinations are validated against the teacher estimates. If the results from examinations gave totally different results from what the teachers expect, there would be a significant public outcry against the validity of examinations.</p>
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<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/dont-worry-about-cancelled-exams-research-shows-we-should-switch-to-teacher-assessment-permanently-134709">Don't worry about cancelled exams – research shows we should switch to teacher assessment permanently</a>
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<p>Another concern about relying on teachers is that they may <a href="https://theconversation.com/us-private-schools-often-inflate-student-grades-this-could-happen-in-australia-if-we-cancel-year-12-exams-135051">inflate grades due to pressure</a> from parents or students. </p>
<p>In Australia, most examination authorities either currently collect teacher estimates or have done in the past to provide evidence to support decisions for anomalous cases and situations – just like we are experiencing now. So jurisdictions would monitor the teacher estimates to make sure they are consistent with historical data.</p>
<p>Any anomalies due to grade inflation would then be picked up.</p>
<h2>Just do your best</h2>
<p>Ideally, traditional exams can be carried out in the way students know and expect. </p>
<p>But students and the education community in general should take comfort in knowing if this is not possible, there are other ways to produce reliable scores that can be used for ATARs in 2020.</p>
<p>The best way for students to maximise ATAR scores is to focus their energies on maximising their performance in each of the subjects they are currently taking. They can rely on the jurisdictions to make sure student performance is based on the best evidence available.</p><img src="https://counter.theconversation.com/content/136039/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>NESA provides the University of Sydney $500,000 per year over 4 years to support the establishment of the Centre.</span></em></p>Teachers have the data from past exams and assessments and can reliably predict how their student would do.Jim Tognolini, Director, Centre for Educational Measurement and Assessment, University of SydneyLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/1350512020-04-07T01:52:35Z2020-04-07T01:52:35ZUS private schools often inflate student grades. This could happen in Australia if we cancel year 12 exams<figure><img src="https://images.theconversation.com/files/325602/original/file-20200406-79380-2wvkdz.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/close-photograph-perfect-grade-on-scantron-79404877">Shutterstock</a></span></figcaption></figure><p>The unfolding COVID-19 situation has brought many changes to school education. <a href="https://www.sbs.com.au/news/naplan-tests-cancelled-for-2020-amid-concerns-over-coronavirus-spread">NAPLAN tests</a> have been cancelled for 2020 and most children are learning online.</p>
<p>Education minister Dan Tehan is meeting <a href="https://ministers.dese.gov.au/tehan/3aw-neil-mitchell">with the states</a> on what to do with year 12 exams and criteria for university entry. One option flagged is for universities to look at a mixture of students’ year 11 and year 12 assessments to date.</p>
<p>With regards to the end of school qualification in New South Wales, the Higher School Certificate (HSC), the state’s <a href="https://educationstandards.nsw.edu.au/wps/portal/nesa/about/news/media-releases/media-release-detail/2020-HSC-is-going-ahead">education board has already given</a> </p>
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<p>principals or system authorities the power to make decisions about the number and weighting of HSC formal assessment tasks for their school in 2020. </p>
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<p>The board went on to say it “affirms its complete trust in principals and teachers”.</p>
<p>This is similar to what was done in the UK. Their <a href="https://www.gov.uk/government/publications/coronavirus-covid-19-cancellation-of-gcses-as-and-a-levels-in-2020/coronavirus-covid-19-cancellation-of-gcses-as-and-a-levels-in-2020">GCSE and A-level exams</a> have been cancelled and replaced with teacher assessment, based on low-stakes testing, coursework and class performance.</p>
<p>While Australia should be looking at creative solutions for assessing students’ end of school results and criteria for university entry, a focus on teacher assessments may be problematic.</p>
<p><div data-react-class="Tweet" data-react-props="{"tweetId":"1247293793805590528"}"></div></p>
<p>Teachers can be prone to a <a href="https://www.nagc.org/blog/rampant-grade-inflation-harming-vulnerable-high-schoolers">phenomenon known as grade inflation</a>. This is essentially where students are awarded higher marks without demonstrating higher levels of mastery. </p>
<p>Our research showed teachers in private schools are more likely to inflate grades due to pressure from students and parents.</p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/covid-19-has-thrown-year-12-students-lives-into-chaos-so-what-can-we-do-134891">COVID-19 has thrown year 12 students' lives into chaos. So what can we do?</a>
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<h2>External exams and internal assessments</h2>
<p>Grade inflation is a <a href="https://dash.harvard.edu/handle/1/32228641">worldwide problem</a>, both in schools and <a href="https://www.timeshighereducation.com/features/grade-inflation-worldwide-trend">universities</a>. As the <a href="https://www.forbes.com/sites/tomlindsay/2019/03/30/the-other-college-scandal-grade-inflation-has-turned-transcripts-into-monopoly-money/#371b8b5b4182">Atlantic reports</a>, a US study of the history of college grading found, in the early 1960s, an A grade was awarded in colleges nationwide 15% of the time. But today, an A is the most common grade given in college – the percentage of A grades has tripled, to 45% nationwide.</p>
<p>The United States has borne the brunt of the <a href="https://www.forbes.com/sites/tomlindsay/2019/03/30/the-other-college-scandal-grade-inflation-has-turned-transcripts-into-monopoly-money/#37d26f614182">criticism towards grade inflation</a> in schools, due to its grading system. </p>
<p>In Australia, year 12 exams – which are weighted heavily in the total score for a student’s school certificate – are marked externally. But in the US, <a href="https://isss.umn.edu/publications/USEducation/2.pdf">all grades</a> are given to students by their teachers. For extra credit, students may take external Advanced Placement (<a href="https://apstudents.collegeboard.org/about-ap-exams">AP</a>) exams. </p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/educators-must-commit-now-to-tackle-grade-inflation-104303">Educators must commit now to tackle grade inflation</a>
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<p>At the end of their final school year, or year 12 equivalent, US students’ grades are averaged out to provide a Grade Point Average (<a href="https://www.educations.com/GPA_Calculation_for_USA__d6742.html">GPA</a>). </p>
<p>Students who wish to apply to a college or university will most likely have to take an external Scholastic Aptitude Test (<a href="https://studyabroad.shiksha.com/exams/sat">SAT</a>) or an American College Test (<a href="https://www.act.org/">ACT</a>) – general tests to evaluate their written, verbal and mathematical and/or scientific reasoning skills. While these tests are used as criteria for admission to most US colleges or universities, many <a href="https://www.unigo.com/get-to-college/college-search/test-optional-colleges-10-colleges-that-dont-require-sat-or-act-scores">institutions</a> are now test-optional, meaning they don’t require such tests at all. </p>
<p><div data-react-class="Tweet" data-react-props="{"tweetId":"1246358881170841607"}"></div></p>
<p>While every institution balances and counts the “absolute merit” of GPA and test scores in its own way, <a href="https://www.theatlantic.com/education/archive/2018/05/college-admissions-gpa-sat-act/561167/">admissions offices seem to question</a> the grading system and search for other metrics. They acknowledge the average US teacher experiences a great deal of pressure from students and parents <a href="https://www.theatlantic.com/education/archive/2017/08/suburban-grade-inflation/536595/">anxious about college admissions</a>.</p>
<p><a href="https://www.businessinsider.com.au/grade-inflation-us-high-schools-2017-7?r=US&IR=T">Such pressures</a> are more prevalent in wealthier, white and private schools.</p>
<h2>Teachers facing pressure</h2>
<p>Our <a href="https://dash.harvard.edu/handle/1/32228641">research showed</a> how <a href="https://eric.ed.gov/?id=ED568736">inflated expectations of students and parents</a> led to teachers’ ethical grading dilemmas in one private prestigious school in the US. We found teachers engaged in “grade massaging” due to either an “ethic of care” toward their students (due to concern about their students’ motivation, psychology or life prospects) or due to extensive school or parent pressures. </p>
<p>One science teacher told us parents feel “they are paying and they deserve for their kids to get As”. As a result, she noted, there is substantial </p>
<blockquote>
<p>pressure on teachers to inflate grades, to give do-overs and all that kind of thing.</p>
</blockquote>
<p>Another math teacher admitted to “overlooking” a struggling student’s missing work and shoddy study habits, giving her a B+ so she “could just finish the year”. </p>
<p>And another English teacher lamented </p>
<blockquote>
<p>there is a moral thing that I need to figure out with myself […] We just take part in this thing […] I am a partner in crime […]</p>
</blockquote>
<p>These cases are not unique. Another study showed <a href="https://pdfs.semanticscholar.org/f4d8/e50c2011291740caea49ac5e7b13ac173fb6.pdf?_ga=2.259813514.1618034071.1585563168-1153430422.1585289142">highly-ranked US public schools</a>,
which served mainly middle and upper-middle class students, advanced those they initially identified as having the most privileged background by marking others’ work harsher. </p>
<p>The latter students had a disadvantage when trying to enter elite universities, compared to equivalent students in less prestigious schools.</p>
<h2>What could happen in Australia?</h2>
<p>Educational inequality is <a href="https://theconversation.com/australian-schools-engines-of-inequality-23979">alive and kicking</a> in Australia. <a href="http://www.aeufederal.org.au/news-media/news/2019/new-report-shows-entrenched-inequality-public-school-funding">Inequitable funding settlements</a> continue to entrench privilege in private elite schools that advance their students to accrue <a href="https://redflag.org.au/node/5472">further advantage</a>. </p>
<p>Research shows Australian low socioeconomic schools offer students <a href="https://www.tandfonline.com/doi/abs/10.1080/02680939.2013.846414">less access</a> to the core academic curriculum subjects that are important for university entry. Students from disadvantaged backgrounds are less likely to complete year 12, and are increasingly <a href="https://theconversation.com/educating-australia-why-our-schools-arent-improving-72092">locked out</a> of competitive education and job markets. </p>
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<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/aussie-parents-are-under-pressure-to-buy-their-kids-academic-advantage-too-113758">Aussie parents are under pressure to buy their kids academic advantage too</a>
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<p>Unethical practices can also be found in our schools. A <a href="https://www.tandfonline.com/doi/abs/10.1080/01425692.2012.632864">study</a> that explored Australian private schools’ strategies of self promotion revealed how they have taken certain statistics or results out of a larger context (“partial reporting”) to give themselves a successful image. Another study discussed how schools <a href="https://www.tandfonline.com/doi/abs/10.1080/01596306.2012.739472">manipulating NAPLAN data</a> to secure a good image. </p>
<p>A <a href="https://www.abc.net.au/radio/ballarat/programs/breakfast/atar-petition/12108978">petition to cancel</a> year 12 exams this year has received thousands of signatures. While weighing up the prospects of this, governments must consider the implications to society, and particularly how this might affect more disadvantaged students.</p>
<p>Although pressing times are calling, teachers should not be left to their own devices to deal with parents, community and other school pressures. Social inequality is already here. Do we really want to take the risk of increasing it?</p><img src="https://counter.theconversation.com/content/135051/count.gif" alt="The Conversation" width="1" height="1" />
<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>Research shows teachers in US private and privileged public schools inflate grades due to pressure from students and parents. This could happen in Australia if we cancel year 12 exams.Ilana Finefter-Rosenbluh, Lecturer, Faculty of Education, Monash UniversityLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/1348912020-04-02T04:37:24Z2020-04-02T04:37:24ZCOVID-19 has thrown year 12 students’ lives into chaos. So what can we do?<figure><img src="https://images.theconversation.com/files/324506/original/file-20200401-66163-zjg8rz.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">
</span> <span class="attribution"><a class="source" href="https://www.shutterstock.com/image-photo/group-high-school-students-doing-exam-704245198">Shutterstock</a></span></figcaption></figure><p>Schools have been progressively moving classes online due to the COVID-19 pandemic and there is uncertainty over what the next months may bring. This has thrown many year 12 students’ lives into chaos. </p>
<p>States and territories are yet to determine what will happen with final year exams. More <a href="https://twitter.com/theprojecttv/status/1245259199090655232">than 180,000 students</a> are expected to complete their final year certificates across Australia in 2020. This includes around <a href="https://educationstandards.nsw.edu.au/wps/portal/nesa/11-12/hsc/about-HSC/HSC-facts-figures">68,000</a> in NSW completing the higher school certificate (HSC); and <a href="https://www.educationmattersmag.com.au/vce-results-are-in-for-class-of-2019/">49,000</a> completing the Victorian Certificate of Education (VCE). </p>
<p>Victoria’s education minister has said <a href="https://www.abc.net.au/radio/melbourne/programs/drive/vce-exams-could-be-pushed-back-due-to-coronavirus/12086784">year 12 exams</a> may be moved to later in the year or even early next year. But students will still be able to get their VCE qualifications.</p>
<p>The NSW education department has <a href="https://educationstandards.nsw.edu.au/wps/portal/nesa/about/news/media-releases/media-release-detail/2020-HSC-is-going-ahead">determined the HSC</a> will also go ahead; and similar statements have been made about the South Australian Certificate of Education (<a href="https://www.sace.sa.edu.au/covid-19-coronavirus">SACE</a>) and other senior certificates across Australia.</p>
<p>A statement from the <a href="https://twitter.com/theprojecttv/status/1245259199090655232">Education Council of Australia</a> says a decision on exams will be made later this month.</p>
<p>But how will the move to online study, and the disruption of routine, affect students’ abilities to perform and, consequently, their grades? And what does this mean for university entry?</p>
<h2>Exams and coursework across the states</h2>
<p>In Australia most students finish classes in September, so they are about half way through their courses. </p>
<p>In NSW, students start their final year subjects in term four the previous year and finish classes late in term three, before <a href="https://ace.nesa.nsw.edu.au">doing trial HSC exams</a>. Others, like the <a href="http://www.bsss.act.edu.au/information_for_students/act_qualifications">ACT, use credit systems</a> where students accumulate course credits with no final external exam – again most students would have completed about half their credits in these systems. </p>
<p>In some states, exams can comprise more than <a href="https://studentsonline.nesa.nsw.edu.au/go/seniorstudy/how_your_hsc_works/">half a student’s final score</a>. Schools also tend to have less weighted tasks earlier in a course and higher weighted tasks later. For instance, in NSW half a student’s grade in the HSC comes from the exam <a href="https://educationstandards.nsw.edu.au/wps/portal/nesa/11-12/hsc/key-dates-exam-timetables/hsc-written-exam-timetable">held from late September</a>. And up to half a student’s school grade can comes from their trial exams. </p>
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Read more:
<a href="https://theconversation.com/year-12-can-be-stressful-but-setting-strong-and-healthy-goals-can-help-you-thrive-131028">Year 12 can be stressful, but setting strong and healthy goals can help you thrive</a>
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<p>Some other states have less heavily weighted external exams. <a href="http://www.bsss.act.edu.au/information_for_students/act_senior_secondary_system">The ACT final score is based on school assessment</a>, some of which might be exams. In South Australia external exams are worth <a href="https://www.sace.sa.edu.au/teaching/assessment/external-assessment">30% of the final SACE score</a>. </p>
<p>The NSW Education Standards Authority (NESA) has <a href="https://educationstandards.nsw.edu.au/wps/portal/nesa/about/news/novel-coronavirus">given principals</a> or system authorities the power to make decisions for the 2020 HSC in relation to formal assessments.</p>
<p>This essentially means school principals can give students fewer tasks, change when they are due and how much they count towards the final grade. </p>
<p>Similar advice exists in other jurisdictions such as <a href="https://www.vcaa.vic.edu.au/news-and-events/latest-news/Novel%20coronavirus%20update/Pages/default.aspx">Victoria</a> and the <a href="http://www.bsss.act.edu.au/information_for_students/covid-19_novel_coronavirus">ACT</a>. </p>
<h2>How this affects university entry</h2>
<p>Once a student has their final year credentials such as the HSC or VCE, they are then ranked for university entry through a scaling system. The scaled grades are then converted into the Australian Tertiary Admission Rank (ATAR) which is used as the main entry criterion for university.</p>
<p>There are equity issues for students who plan to go to university as students are ranked across the ATAR. Students with access to higher speed internet and devices are at an advantage. This also the case for students whose parents can support them in their subjects, those who have space at home for their study and who can access tutoring. </p>
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Read more:
<a href="https://theconversation.com/what-actually-is-an-atar-first-of-all-its-a-rank-not-a-score-126594">What actually is an ATAR? First of all it's a rank, not a score</a>
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<p>When we learn online, especially when we are new to it, we <a href="https://journals.sagepub.com/doi/abs/10.1177/0047239516661713?journalCode=etsa">often revert to content transmission</a> – it’s easier to study content than develop structured and interactive learning activities. This changes the nature of what teachers do and what students are prepared for in assessments. </p>
<p>Exam creators will need to ensure questions match this new reality and ask for factual recall. This means students with better online systems and those better at factual recall – a strength for exams – have an advantage in states where exams are weighted higher for their final certificate and the ATAR.</p>
<p>If schools focus more on the material many year 12 students have already covered before the move to online, this may help with the equity problem.</p>
<p>However, many students may feel short changed as they were preparing to give it their all towards the end of the year when the final tasks are weighted more.</p>
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<p>Students studying subjects where they produce a major work, such as a piece of furniture or who have performances such as music and drama, will also likely have only had their knowledge components assessed to date. They would be relying on the final score of their major project.</p>
<h2>What can we do?</h2>
<p>Reducing the breadth of material covered, as a system wide response, is a sensible option – either the detail in each subject or number of options within subjects. The final exams can be reduced in length to accommodate this. </p>
<p>The school year can also be extended and the exams pushed back – although this will mean university entry will need to be delayed. </p>
<p>Major works, performances and vocational education placements are another issue altogether. Many students will need access to specialist resources and rooms in schools to prepare these, as well as transport to and from these spaces. </p>
<p>Seemingly this would be possible by having a trained adult overseeing the space and observing appropriate health protocols. But group tasks such as in drama may need creative solutions such as dialogues at distance and dance pieces without interaction. </p>
<p>Another option may be to cover the content now and the practical components later. This may disadvantage students in subjects with practical components such as art and technology, because they have greater affinity with production and performance than classic academic study. </p>
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Read more:
<a href="https://theconversation.com/dont-stress-your-atar-isnt-the-final-call-there-are-many-ways-to-get-into-university-125429">Don't stress, your ATAR isn't the final call. There are many ways to get into university</a>
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<p>We will need to ensure we recognise this change when calculating the overall year 12 grade. </p>
<p>Leaving grade calculations to individual schools could be problematic if schools try to game the system and get their student marks up (by, for instance, expelling low grading students).</p>
<p>There are several ways to mediate this.</p>
<p>All students in the ACT take a general aptitude test, (the <a href="http://www.bsss.act.edu.au/information_for_students/act_scaling_test">AST</a>), which is used to scale student grades. </p>
<p>In South Australia the final SACE grade is moderated by comparing students across subjects without the use of a major external exam such as in NSW. </p>
<p>A move to the ACT or SA approach in other jurisdictions this year can’t be ruled out. A further option is the <a href="https://stat.acer.org/">Special Tertiary Admissions Test (STAT</a>) which is used for university entry for non-school leavers. </p>
<p>This situation could also be the impetus we need to further the <a href="https://theconversation.com/what-actually-is-an-atar-first-of-all-its-a-rank-not-a-score-126594">debates about the ATAR</a> and if it should be recast for university entry. The current crisis may just show us some avenues to make the current system fairer for everyone.</p><img src="https://counter.theconversation.com/content/134891/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Philip Roberts receives funding from the NSW and Australian Government's. He is a member of the ACT Board of Senior Secondary Studies. </span></em></p>How will the move to online study, and the disruption of routine, affect year 12 students’ abilities to perform and, consequently, their grades? And what does this mean for university entry?Philip Roberts, Associate professor (Curriculum Inquiry / Rural Education), University of CanberraLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/1241782019-10-22T22:50:37Z2019-10-22T22:50:37Z3 things to help improve your exam results (besides studying)<figure><img src="https://images.theconversation.com/files/298041/original/file-20191022-28125-8l3sex.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">The amount of sleep you get before an exam can make a difference to your results.</span> <span class="attribution"><a class="source" href="https://unsplash.com/photos/rUc9hVE-L-E">Gregory Pappas/Unsplash</a></span></figcaption></figure><p>If you want to get good marks in your exams, there’s no substitute for study. So do past exams, go over your notes, read what you need to read, do the problems, ask for help – study!</p>
<p>But other things have a proven effect on exam marks too. Here are three of them.</p>
<h2>1. Sleep</h2>
<p>Guidelines for 13-to-17-year-olds advise <a href="https://www1.health.gov.au/internet/main/publishing.nsf/content/health-pubhlth-strateg-phys-act-guidelines#npa517">eight to ten hours</a> of uninterrupted sleep per night. But studies show teenagers’ <a href="https://www.tandfonline.com/doi/abs/10.1080/15402002.2012.670675">sleep is more fragmented</a> during stressful periods, such as exam times. </p>
<p>Studies also suggest <a href="https://journals.sagepub.com/doi/abs/10.1177/0098628318816142?journalCode=topa&">fewer than 10% of college students</a> get the recommended eight to nine hours of sleep during exam week. This is a problem because sleep is especially important during the study period. </p>
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<a href="https://images.theconversation.com/files/298050/original/file-20191022-28092-vfx3v5.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=1000&fit=clip"><img alt="" src="https://images.theconversation.com/files/298050/original/file-20191022-28092-vfx3v5.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/298050/original/file-20191022-28092-vfx3v5.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=400&fit=crop&dpr=1 600w, https://images.theconversation.com/files/298050/original/file-20191022-28092-vfx3v5.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=400&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/298050/original/file-20191022-28092-vfx3v5.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=400&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/298050/original/file-20191022-28092-vfx3v5.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=503&fit=crop&dpr=1 754w, https://images.theconversation.com/files/298050/original/file-20191022-28092-vfx3v5.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=503&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/298050/original/file-20191022-28092-vfx3v5.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=503&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px"></a>
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<span class="caption">Most teenagers don’t get enough sleep during exam time.</span>
<span class="attribution"><a class="source" href="https://unsplash.com/photos/5NzOfwXoH88">Kinga Cichewicz/Unsplash</a></span>
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<p>Laboratory <a href="https://www.sciencedirect.com/science/article/abs/pii/S1087079205001231">studies show</a> new knowledge becomes integrated with what we already know while we sleep. Not getting enough sleep before an exam will leave you less able to recall what you’ve learnt, not to mention just being groggy.</p>
<p>A 2014 <a href="https://papers.ssrn.com/sol3/papers.cfm?abstract_id=2450423">German study</a> found students who got seven hours or more of good sleep during the exam period performed much better (their scores were around 10% higher) than those who had slept less. </p>
<p>Good-quality sleep, as described in the paper, is essentially sleep where you feel rested afterwards. Researchers often use the validated Pittsburgh Sleep Quality Indicator (<a href="https://singularsleep.com/pages/pittsburgh-sleep-quality-index">PSQI</a>) to assess the quality of sleep – you can use it to check how you’re tracking. </p>
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Read more:
<a href="https://theconversation.com/studying-for-exams-heres-how-to-make-your-memory-work-for-you-124586">Studying for exams? Here's how to make your memory work for you</a>
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<p>In <a href="https://journals.sagepub.com/doi/abs/10.1177/0098628318816142?journalCode=topa&">another study</a>, a US professor challenged his students (by offering them extra grades) to sleep an average of 8.5 hours a night during the exam period. </p>
<p>While 24 students opted in to the challenge, only 17 succeeded. Students who slept more than eight hours on the night of the final exam performed better than students who opted out or slept less than eight hours. </p>
<p>The professor controlled for previous grades – meaning he took into account the students’ previous levels of achievement in exams when calculating the results – so it’s not just that the ones who scored better were smarter anyway.</p>
<h2>2. Exercise</h2>
<p>Research <a href="https://www.health.harvard.edu/blog/regular-exercise-changes-brain-improve-memory-thinking-skills-201404097110">suggests regular aerobic exercise</a>, the kind that gets your heart and sweat glands pumping, can boost the size of the hippocampus, which is the brain area involved in verbal memory and learning. </p>
<p>A 2012 <a href="https://www.dhhs.tas.gov.au/__data/assets/pdf_file/0003/115941/06Telford_pes_2012_0006_p45-57.pdf">Australian study</a> found primary school students who exercised regularly were more likely to have higher NAPLAN scores in numeracy and writing. And a <a href="https://www.researchgate.net/publication/6269226_Physical_fitness_and_academic_achievement_in_3rd_and_5th_grade_students">US study</a> showed a child’s fitness was associated with a higher academic score – so the better the fitness, the higher they scored on tests.</p>
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<a href="https://images.theconversation.com/files/298046/original/file-20191022-28129-w8bzbi.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=1000&fit=clip"><img alt="" src="https://images.theconversation.com/files/298046/original/file-20191022-28129-w8bzbi.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/298046/original/file-20191022-28129-w8bzbi.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=400&fit=crop&dpr=1 600w, https://images.theconversation.com/files/298046/original/file-20191022-28129-w8bzbi.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=400&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/298046/original/file-20191022-28129-w8bzbi.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=400&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/298046/original/file-20191022-28129-w8bzbi.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=503&fit=crop&dpr=1 754w, https://images.theconversation.com/files/298046/original/file-20191022-28129-w8bzbi.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=503&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/298046/original/file-20191022-28129-w8bzbi.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=503&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px"></a>
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<span class="caption">Exercise will improve your mood and concentration.</span>
<span class="attribution"><a class="source" href="https://unsplash.com/photos/FEKcDo0qgA4">Poodar Chu/Unsplash</a></span>
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<p>A 2009 <a href="https://www.pnas.org/content/106/49/20906">study showed</a> a positive correlation between aerobic fitness and cognitive performance in male teenagers. That is, as fitness increases so do logical, verbal, technical and overall intelligence scores.</p>
<p>Overall exercise is good because it <a href="https://www.ncbi.nlm.nih.gov/pubmed/28994355">improves mood</a> and helps to lower stress, both of which help with study and concentration.</p>
<h2>3. Take responsibility</h2>
<p>Our research shows when students <a href="https://search.informit.com.au/fullText;dn=272792404036634;res=IELHSS">take responsibility</a> for their learning they are more engaged and motivated to succeed. Taking responsibility means finding what interests you and incorporating that into your study routine.</p>
<p>Ask yourself: what will help me study like I mean it? And then get creative.</p>
<p>If exercise motivates you, then study while exercising. If your friends motivate you, review and summarise your notes in groups. If technology motivates you, use it. </p>
<p>Do you like drawing? If so, you can use <a href="https://iopscience.iop.org/article/10.1088/0143-0807/36/4/045019/meta">multiple representations</a> of problems – like words, equations, graphs, tables and diagrams – to help you understand a particular concept.</p>
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Read more:
<a href="https://theconversation.com/dont-calm-down-exam-stress-may-not-be-fun-but-it-can-help-you-get-better-marks-124517">Don't calm down! Exam stress may not be fun but it can help you get better marks</a>
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<p>And don’t just read and review, but also practise skills. You will likely be asked to talk about some skills in your exams, such as identifying risks, writing a hypothesis or doing some calculations. Having a good working knowledge of these skills, rather than simply remembering how they go, is an advantage. </p>
<p>So, if you want to learn how to conduct an experiment, do <a href="https://onlinelibrary.wiley.com/doi/full/10.1002/tea.21320">some experimentation</a>. If you want to get good at comprehension, do some comprehension.</p>
<p>Try to enjoy yourself, because the more you care about something, the better you’ll do at it. Exercising and sleeping well will also put you in a better mood and help you enjoy the process.</p><img src="https://counter.theconversation.com/content/124178/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Tom Gordon does not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and has disclosed no relevant affiliations beyond their academic appointment.</span></em></p>There’s no substitute for study, but if you want to help yourself do better in exams, you should get enough sleep, exercise and try to enjoy the process.Tom Gordon, PhD candidate. Sydney University Physics Education Research (SUPER) group, University of SydneyLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/1254292019-10-21T19:00:28Z2019-10-21T19:00:28ZDon’t stress, your ATAR isn’t the final call. There are many ways to get into university<figure><img src="https://images.theconversation.com/files/297832/original/file-20191021-56194-25saqw.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">More students get into university without having an ATAR than those with one.</span> <span class="attribution"><span class="source">from shutterstock.com</span></span></figcaption></figure><p>In a recent <a href="https://www.illawarramercury.com.au/story/6444222/hsc-well-wishes-atar-anxiety-affects-most/">nation-wide survey</a> by online tutoring company <a href="https://clueylearning.com.au/?utm_expid=.HwYk17uqRb-tUWLKjAcSJA.0&utm_referrer=https%3A%2F%2Fclueylearning.com.au%2Fblog%2F">Cluey Learning</a>, 75% of Australian senior students said their ATAR score would impact on the rest of their life. And more than 80% said a score under 60 would be detrimental to their life. </p>
<p>But here’s something Australians anxious about their senior exams might be surprised to know. More students are accepted into university without an Australian Tertiary Admission Rank (ATAR) – a number that indicates a student’s position relative to all students in their age group – than with one. </p>
<p>In 2018, around 279,000 people were made an <a href="https://docs.education.gov.au/node/51541">offer to study</a> at a higher education institution. Of those, more than half (around 163,000 or 58%) were accepted on criteria other than an ATAR.</p>
<p>This has been an ongoing trend for many years and it’s not limited to a few courses or universities. In 2018, more offers were made to no-ATAR students in all but three fields of study: medicine, engineering, and the natural and physical sciences. Even then, around two out of every five offers in those courses were made to no-ATAR applicants.</p>
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<iframe title="Proportion (%) of university offers, within course disciplines, made to students without an ATAR in 2018&nbsp;" aria-label="Column Chart" src="https://datawrapper.dwcdn.net/vTc7n/2/" scrolling="no" frameborder="0" style="border: none;" width="100%" height="500"></iframe>
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<p>So, if you don’t have an ATAR or you don’t score as highly as you’d hoped, here are some ways you can still get into a university course.</p>
<h2>1. Special consideration</h2>
<p>If factors such a physical or mental-health issues have significantly affected your Year 11-12 studies for an extended time, you may still be eligible for university. </p>
<p>Special consideration programs – such as the <a href="https://www.uac.edu.au/future-applicants/scholarships-and-schemes/educational-access-schemes/">Educational Access Schemes</a> in NSW or the <a href="http://www.vtac.edu.au/who/seas.html">Special Entry Access Scheme</a> in Victoria – allow students with a low ATAR or even no ATAR to apply for a course that may have an ATAR requirement they don’t meet. </p>
<p>These programs consider many things including financial hardship, excessive family responsibilities, refugee status or a school environment where you may not have thrived as well as you could have. </p>
<p>Assessments are made on a case-by-case basis. Depending on the course or university, individual student circumstances might be sufficient to grant them entry to one course but not another.</p>
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Read more:
<a href="https://theconversation.com/dont-calm-down-exam-stress-may-not-be-fun-but-it-can-help-you-get-better-marks-124517">Don't calm down! Exam stress may not be fun but it can help you get better marks</a>
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<h2>2. Alternative admissions tests</h2>
<p>If you never did Year 12, didn’t get the required ATAR (or any ATAR) or completed studies outside Australia, you can sit alternative exams that can generate an ATAR. </p>
<p>The most well-known is the Special Tertiary Admissions Test (<a href="https://stat.acer.org/">STAT</a>), developed by the Australian Council of Educational Research. As a general rule, you must be 18 years or over by a certain date in the year of admissions to use STAT results in your university application.</p>
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<p>Some alternative admission tests are designed specifically for degrees that require a very high ATAR, such as medicine. Many <a href="https://www.uow.edu.au/science-medicine-health/schools-entities/medicine/md/">universities</a> offer <a href="https://www.monash.edu/medicine/som/archive/non-pathway-applications">graduate</a> medicine and <a href="https://study.unimelb.edu.au/find/courses/graduate/doctor-of-dental-surgery/">dentistry courses</a> with varying requirements for entry. The basic criteria comprise an undergraduate degree and a certain mark in the Graduate Medical School Admissions Test (<a href="https://gamsat.acer.org">GAMSAT</a>).</p>
<h2>3. Enabling programs</h2>
<p>Also known as bridging or foundation programs, enabling programs are seen as alternatives to Year 12. They prepare you for an undergraduate course by providing academic and other skills necessary for university study. Programs range in length from four to 28 weeks and some are delivered online.</p>
<p>Enabling programs are generally free for Australian citizens and delivered by the university itself. Successfully completing an enabling program gains the student entry into a number of courses – though which ones differ between universities. </p>
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<strong>
Read more:
<a href="https://theconversation.com/if-you-have-a-low-atar-you-could-earn-more-doing-a-vet-course-than-a-uni-degree-if-youre-a-man-121624">If you have a low ATAR, you could earn more doing a VET course than a uni degree – if you're a man</a>
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<p>Most universities offer enabling programs. In 2017, almost 29,000 students were <a href="https://docs.education.gov.au/node/51321">enrolled in enabling programs</a> across more than 30 higher education institutions. Some give priority to people who have experienced financial or other disadvantage. Others are designed for specific groups, such as Aboriginal and Torres Strait Islanders. </p>
<p>There are also fee-paying foundation studies programs for students who are not eligible for a free place, such as international students.</p>
<h2>4. VET/TAFE studies</h2>
<p>Most students enrol in a vocational education and training (VET) course for its own value. But a VET program can be used similarly to an enabling program. A VET qualification can help meet university entry requirements and, in some cases, can get you credit towards the university degree. </p>
<p>Unlike enabling programs, VET is not free. But many VET courses and providers have access to <a href="https://www.studyassist.gov.au/vet-students/vet-student-loans">VET Student Loans</a>, similar to the HELP loans for university courses.</p>
<p><div data-react-class="Tweet" data-react-props="{"tweetId":"1184760182456217600"}"></div></p>
<p>A <a href="https://www.ncsehe.edu.au/wp-content/uploads/2016/07/Final-Pathways-to-Higher-Education-The-Efficacy-of-Enabling-and-Sub-Bachelor-Pathways-for-Disadvantaged-Students.pdf">2015 study</a> I participated in found disadvantaged students used the VET pathway more than the enabling pathway. However, a greater proportion of students in enabling pathways were satisfied with their pathway than VET students. </p>
<p>This was mostly the case when participants were asked to consider how well the pathway had prepared them for university.</p>
<h2>5. Portfolio entry</h2>
<p>A portfolio is a collection of evidence, examples or demonstrations of how prepared a student is for university study. Traditionally, portfolios were a requirement for entry to courses that needed specific skills, such as art or design. </p>
<p>Now, many universities are increasingly using portfolios to give students without an ATAR the opportunity to show they have the skills, motivations and commitment required for academic success.</p>
<p>Each university has its own way of determining what can be used in a portfolio and how the elements relate to each other. </p>
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<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>
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<h2>Which pathway is best for you?</h2>
<p>Ultimately, what pathway is best depends on you and your circumstances. The various pathways can make it confusing, a fact the government has recognised by implementing an <a href="https://www.education.gov.au/admissions-transparency-implementation-working-group-0">Admissions Transparency Implementation Working Group</a>. Some of the changes planned include requiring universities to provide information in a similar format and combining the five admission centre websites we have now into one national website. </p>
<p>In the meantime, these steps can help you make the right choice:</p>
<ul>
<li>decide which course you want to do</li>
<li>find out which universities offer the course – the best way to do this is through the relevant state’s admission centre (<a href="http://tisc.edu.au/static/home.tisc">WA</a>, <a href="https://www.satac.edu.au">SA and the NT</a>, <a href="https://vtac.edu.au">VIC</a>, <a href="https://www.uac.edu.au">NSW and the ACT</a>, <a href="https://www.qtac.edu.au/">QLD</a>, or for Tasmania the <a href="https://www.utas.edu.au/admissions?ppc=1">University of Tasmania</a>)</li>
<li>identify your preferred universities – it may help to use the national <a href="https://www.qilt.edu.au/">Quality Indicators in Learning and Teaching</a> resource, which provides information on things such as student experience and graduate employment</li>
<li>visit each university’s website and call them to find more specific information about: pathways you’re eligible for; what you need to provide or exams you need to sit; what support is available to help you prepare; and whether there are costs involved.</li>
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<p><em>This article previously said more than half of applications offered a course in a higher education institution in 2018 had no ATAR. This has now been updated to say they were accepted using criteria other than an ATAR.</em></p><img src="https://counter.theconversation.com/content/125429/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Tim Pitman 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>Universities are increasingly accepting more students into degree programs without an ATAR. Here are some of the most common ways in.Tim Pitman, Senior Research Fellow, Curtin UniversityLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/1245862019-10-06T18:52:55Z2019-10-06T18:52:55ZStudying for exams? Here’s how to make your memory work for you<figure><img src="https://images.theconversation.com/files/295542/original/file-20191004-52832-lr6zg6.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">Knowing how your memory works can help you study better.</span> <span class="attribution"><span class="source">from shutterstock.com</span></span></figcaption></figure><p>Have you ever thought about how your brain works when you study? Knowing this may improve your ability to retain and recall information.</p>
<p>There are three main memory structures: sensory, working and long-term memory. Using these tips, you can activate all three to enhance how you study.</p>
<h2>1. Try to learn the same content in different ways</h2>
<p>Activating your sensory memory is the first step. Sensory memory relies on the senses, which I’m sure you know are sight, hearing, smell, taste and touch. </p>
<p>So think about it – to activate your sensory memory, you should activate as many senses as possible. We mainly use visual and and auditory (sound) aids when learning but many subject areas also make use of more than these two senses. For example, visual arts would require touch.</p>
<p>Instead of just reading your textbook, try learning using podcasts, visual aids such as posters, presentations and online blogs.</p>
<figure class="align-center zoomable">
<a href="https://images.theconversation.com/files/295548/original/file-20191004-52804-10myfvg.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=1000&fit=clip"><img alt="" src="https://images.theconversation.com/files/295548/original/file-20191004-52804-10myfvg.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/295548/original/file-20191004-52804-10myfvg.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=400&fit=crop&dpr=1 600w, https://images.theconversation.com/files/295548/original/file-20191004-52804-10myfvg.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=400&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/295548/original/file-20191004-52804-10myfvg.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=400&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/295548/original/file-20191004-52804-10myfvg.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=503&fit=crop&dpr=1 754w, https://images.theconversation.com/files/295548/original/file-20191004-52804-10myfvg.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=503&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/295548/original/file-20191004-52804-10myfvg.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">Try to activate different senses while you study, like by listening to a podcast.</span>
<span class="attribution"><span class="source">from shutterstock.com</span></span>
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<p>When we activate our <a href="https://psycnet.apa.org/record/2011-17733-001">sensory memory</a>, we engage in the processes of attention and perception. </p>
<p>Humans must <a href="https://psycnet.apa.org/fulltext/1988-19341-001.html">pay attention to learn</a> and the more cognitive resources we allocate to a task, at any given time, the faster we learn. This is why it makes sense to study in an environment conducive to learning, such as a quiet room in your home or library. </p>
<p>Sensory and working memory <a href="https://psycnet.apa.org/record/1981-11874-001">are so limited</a>, learners need to allocate their resources to important information as selectively as possible and with minimal distraction.</p>
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Read more:
<a href="https://theconversation.com/study-habits-for-success-tips-for-students-89147">Study habits for success: tips for students</a>
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<p>How we interpret information is based on what we already know and our prior experiences. One way we can make use of this is by sharing knowledge with someone else before starting a new or unfamiliar task. So, try to review what you’ve learnt with a friend or parent before going on to learn something new.</p>
<p>If you don’t understand something in the first instance, it may be because you haven’t paid enough attention or you haven’t perceived the question or problem correctly. Try to clear your mind (take a break) and consciously think about how much attention you are paying to the question. </p>
<p>If that still doesn’t work, ask for advice or seek help to ensure you are on the right track.</p>
<h2>2. Learn easier parts first, then build on them</h2>
<p>After a learner perceives and pays attention to learning material, the information is transferred to working memory. This is where your <a href="https://www.nature.com/articles/nrn1201">conscious processing takes place</a>. </p>
<p>When you are sitting an exam, your working memory is what decides what your answer is going to be and how you are going to structure your response.</p>
<p>What many learners don’t realise is that, after a long period of study, you can begin to feel like you are not learning as much as you initially did. This is due to what is known as <a href="https://www.springer.com/gp/book/9781441981257">cognitive overload</a>.</p>
<p>Your working memory can only hold a <a href="https://www.simplypsychology.org/short-term-memory.html">limited number</a> of bits of information at any given time. The exact size of these bits depends on your level of prior knowledge. For example, a child learning the alphabet won’t have much prior knowledge, so each letter is stored individually as, say, 26 bits. As they become more familiar, the letters come together to become one bit. </p>
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Read more:
<a href="https://theconversation.com/comic-explainer-how-memory-works-64485">Comic explainer: how memory works</a>
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<p>For your working memory to be more efficient, consider the type of information you are learning. Is it low or high in the “bits” department? Is what you are trying to learn something you need to master before you can move on to more challenging parts? If the answer is “yes”, then you are using up a lot of “bits” of memory. </p>
<p>Try master the smaller bits first, so you can recall that information more swiftly without using unnecessary cognitive resources. Then move on to the harder bits. </p>
<p>This type of mastery is known as automation. </p>
<p>Learning something to the point it becomes an automatic thought or process allows the learner to then allocate more cognitive resources to tasks that use up more memory “bits”. This is why at school, we’re encouraged to learn our multiplication tables off by heart, so we free-up cognitive resources to solve the more difficult maths problems. </p>
<figure class="align-center zoomable">
<a href="https://images.theconversation.com/files/295545/original/file-20191004-52843-nc27a9.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=1000&fit=clip"><img alt="" src="https://images.theconversation.com/files/295545/original/file-20191004-52843-nc27a9.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/295545/original/file-20191004-52843-nc27a9.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=399&fit=crop&dpr=1 600w, https://images.theconversation.com/files/295545/original/file-20191004-52843-nc27a9.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=399&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/295545/original/file-20191004-52843-nc27a9.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=399&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/295545/original/file-20191004-52843-nc27a9.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=502&fit=crop&dpr=1 754w, https://images.theconversation.com/files/295545/original/file-20191004-52843-nc27a9.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=502&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/295545/original/file-20191004-52843-nc27a9.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=502&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">Automation is when we know how to do something without having to think about it (like driving a car).</span>
<span class="attribution"><span class="source">from shutterstock.com</span></span>
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<p>Working memory is limited, which is why you want to get the information into your long-term memory, which has <a href="https://psycnet.apa.org/record/1969-10759-001">infinite storage capacity</a>. </p>
<p>For information to be stored there permanently, you must engage in the process of encoding. A lot of things teachers make you do, such as past papers and writing an essay plan, are actually encoding strategies.</p>
<p>Another encoding strategy is the <a href="https://www.themuse.com/advice/take-it-from-someone-who-hates-productivity-hacksthe-pomodoro-technique-actually-works">Pomodoro technique</a>. Here, you use a timer to break down study into intervals, usually 25 minutes, separated by short breaks. Used effectively, Pomodoro can reduce anxiety, enhance focus and boost motivation.</p>
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Read more:
<a href="https://theconversation.com/were-capable-of-infinite-memory-but-where-in-the-brain-is-it-stored-and-what-parts-help-retrieve-it-63386">We're capable of infinite memory, but where in the brain is it stored, and what parts help retrieve it?</a>
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<p>What you do at the time of encoding affects the <a href="https://psycnet.apa.org/record/1968-16615-001">transfer of information </a> from your long-term memory to your working memory, which then gives you answers to questions. You remember better when when conditions at the retrieval match those at encoding.</p>
<p>This is why when we study, we often like to replicate a quiet environment to study in, because it’s going to be similar to the exam setting.</p>
<h2>3. Link new information to things you already know</h2>
<p>Instead of reviewing exam notes, try to explain what you’ve learnt to someone with no knowledge of the content. If you are capable of teaching someone effectively that means you yourself have a sound understanding.</p>
<p>Your long-term memory generally has infinite capacity, but it’s only a storage structure. So, just because you have something stored there, doesn’t mean you can effectively and efficiently retrieve it. </p>
<p>Most of us have had the experience of studying but then not being able to retrieve the information we’ve learnt. Or we’ve retrieved the information incorrectly, meaning we got the wrong answer. </p>
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Read more:
<a href="https://theconversation.com/hsc-exam-guide-what-to-eat-to-help-your-brain-31959">HSC exam guide: what to eat to help your brain</a>
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<p>This may be because we learnt the material on a shallow level, as opposed to a deeper level of processing. Rote learning material the night before means we haven’t linked the information to the established knowledge structure.</p>
<p>You can help yourself by linking new information to old information you already have stored in your long-term memory, such as by drawing an analogy between the new thing and something you already know.</p>
<p>Knowing all this about memory helps you understand why some methods of study are more or less effective than others. Studying for exams or not, it is important we think about how our brain functions and how we, as individuals, learn best.</p><img src="https://counter.theconversation.com/content/124586/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Amina Youssef-Shalala 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 three types of memory: sensory, working and long-term. Activating sensory memory is the first step to better learning. This means learning through as many senses as possible.Amina Youssef-Shalala, Lecturer, Australian Catholic UniversityLicensed as Creative Commons – attribution, no derivatives.