A gap year is dedicated time to explore who you are. It is not an indication you won’t return to further study.
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Articles on Year 12
Displaying 1 - 20 of 34 articles
Research which shows you can reliably predict a student’s year 12 results by year 11. This suggests we don’t need a battery of stressful exams to work out what they do next.
A new survey found one quarter of female high school students felt down or worried about choosing a career.
Parents can support their children through the coming weeks of year 12 exams by using four strategies.
Year 12 students, particularly in NSW and Victoria, have been disconnected from friends and faced anxiety over the uncertainty of exams. This added to the already high stress levels of this age group.
Our educational model, and particularly end-of-school assessments, are based on old modes of practice that no longer serve the 21st century student and their future. We have other options.
Year 12 students in NSW affected by lockdowns will be able to apply for special consideration for exams and special projects. Here’s what Victorian teachers said about a similar policy last year.
Science teaches you many skills. Even if you don’t plan for a science related career, including a science subject in your senior years can provide a good balance. But only if you’re interested.
There are some myths about senior schooling kids and parents need to know. They include the idea everyone needs an ATAR to get into university, and that year 12 must be stressful. Neither are necessarily true.
A higher proportion of Islamic-school students in years 11 to 12 are enrolled in science and maths than other students in Australia. But they may not all get the careers they want.
Support them but make sure to respect their autonomy; encourage them to exercise, sleep and connect with friends. These are some ways to help your Year 12 child during the pre-exam period.
Eight Year 12 students in Queensland share how they feel about their disrupted, final year of school.
The pandemic has paved the way for much-needed inclusive assessments in Victorian schools – taking into account more than only students’ academic capabilities.
With Year 12s studying for their final year exam, the score of which will be converted into a ranking as related to their peers across the country, many Victorians are worried they may be set back.
A recent report recommended all students leave school with a learner profile. This will capture their academic results, as well as other achievements like extracurricular activities.
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.
No single measure in isolation prevents disease transmission. It is a matter of reducing the likelihood and enhancing the capacity of the system to deal with events that occur.
Even before COVID-19, use of the ATAR for university entry was contentious. Now it’s even more so, and universities need to rely on other ways to admit students.
Students in year 12, as well as those who need foundational skills right before starting school, are among those the NSW government should prioritise during the staggered return to school.
Teachers have the data from past exams and assessments and can reliably predict how their student would do.
Top contributors
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Professor, Pro Vice-Chancellor of the College of Human and Social Futures, University of Newcastle
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Senior Lecturer, Faculty of Education, Monash University
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Associate professor (Curriculum Inquiry / Rural Education), University of Canberra
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Lecturer, School of Education, Edith Cowan University
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Professor, Griffith Institute for Educational Research and School of Education and Professional Studies, Griffith University, Griffith University
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Fulbright Scholar and Adjunct Senior Lecturer, School of Educational Psychology & Counselling, Monash University
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Professor of Psychology & Mental Health, Edith Cowan University
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Senior Lecturer, Griffith University
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Adjunct associate professor, Southern Cross University
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Professor and Director of the Centre for Youth Policy and Education Practice, Monash University
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Senior Research Fellow, Curtin University
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Professor of Economics and Public Policy, ANU College of Arts and Social Sciences, Australian National University
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Founding Director of the Centre for Islamic Thought and Education, University of South Australia
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Emeritus Professor, School of Public Health, Queensland University of Technology
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Senior Lecturer, Faculty of Education, Monash University
