Get plenty of sleep, seek support from trusted friends and adults and read the exam question thoroughly. And remember you have lots of options beyond your ATAR.
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Take a moment to process your feelings – whatever they are. And remember, you don’t have to tell anyone what you got if you don’t want to.
The exams include English, mathematics, biology, economics and legal studies. They also include ancient history, dance, drama, food studies, geography, media and physical education.
Each year when Year 12 results come out, there is a huge focus on students who achieve top marks and high ATARs. Is this healthy?
The ATAR does not determine where students end up as much as it shapes where they start and the way they get there.
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 university
Year 12 students around Australia are beginning to receive their exam results. It’s a time of intense pressure for many young people.
Self-compassion is about talking to yourself like you would talk to a good friend.
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.
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.
The pandemic has paved the way for much-needed inclusive assessments in Victorian schools – taking into account more than only students’ academic capabilities.
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?
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.
Universities are increasingly accepting more students into degree programs without an ATAR. Here are some of the most common ways in.
New analysis shows public schools have similar, or even better, results than private schools with similar rankings of socioeconomic status.
The parents of high achieving students often think of selective entry schools as the ideal option for their child. But do these schools churn out well-rounded young adults, or students trained for exams and little else?
This week thousands of students across Australia begin their final year of schooling. The certificate they receive will vary from state to state, and their post-secondary plans may be university, an apprenticeship…
The release of this year’s Australian Tertiary Admission Rank (ATAR) will result in mixed feelings among school-leavers. There are those who will be elated at having achieved a score that places them in…
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Associate Professor of Education Policy, Australian Catholic University
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Senior Lecturer, Faculty of Education, Monash University
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Professor, Leadership and School Transformation, School of Education, University of Newcastle, University of Newcastle
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Associate professor, RMIT University
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Senior Lecturer in Clinical Psychology, Australian Catholic University
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Associate Professor, Faculty of Education, Monash University
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Senior Research Fellow, Curtin University
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PhD candidate. Sydney University Physics Education Research (SUPER) group, University of Sydney
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Senior lecturer, Monash University
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Scientia Professor and Professor of Educational Psychology, UNSW
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Adjunct associate professor, Southern Cross University
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Senior Lecturer in Education, Deakin University
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Senior lecturer, School of Education, Australian Catholic University
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Lecturer, Faculty of Education, Monash University
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PhD candidate at the Victoria Institute for Education, Diversity and Lifelong Learning, Victoria University