Sort Your Study Skills Early! Continuing our Year 12 2024 profile series
Although I am often asked for it, and some students waste a lot of time searching for it, there is no silver bullet for managing the workload associated with the academic journey towards a secondary school credential. Each student will need to trial, develop and hone their own approach to self-directed study. This week’s profiled students from the class of ’24 are the Duces, Benjamin Chau (HSC) and Elton Huang (IB Diploma). Both students arranged a program of study of strong interest for them, both involved themselves enthusiastically in the wider school community and both achieved an ATAR beyond 99. Although their journeys are quite different, each young man worked to find the learning rhythms that worked for them… have a read and see what resonates with you!
Benjamin Chau here
Elton Huang here
Of course, Benjamin and Elton did not suddenly wake up on the first day of Year 12 with fabulous academic engagement behaviours and amazing study habits! Self-directed learning begins in Year 7, working out how to complete homework and manage competing demands effectively to complete assessment tasks. Skills such as planning, prioritising, note-taking, drafting, using feedback, writing, reflecting are gradually built. But self-direction is not just a matter of skill development; here are three dispositions Middle School students should aim to master:
- discipline to start homework even if they don’t feel like it
- confidence to negotiate with teachers and ask for help when needed
- drive to go for best rather than settle for done
In the Senior School, academic demands naturally escalate. Building upon these three dispositions, students expand their repertoire, leaning the value of collaborative study teams, meticulous attention to feedback, mastery goals, accountability to study timetables … they come to understand themselves as learners and believe in their own capacity. The stories of Elton and Ben reflect this kind of journey.
The School supports students in their pathway to becoming self-directed learners.
In classrooms, teachers curate resources for study, personalise feedback, model strategies for note-taking, provide opportunities for collaboration.
On Reports, engagement feedback is synthesised in relation to four evidence-based behaviours and communicated honestly. Parents and students are enabled to discuss current levels of engagement and next steps for deeper engagement.
The message from our Duces is clear: sort your study skills early and don’t settle for good enough.
For a detailed overview of the Class of 2024’s IB and HSC results, please visit the Results Overview page.
