Sydney’s COVID-19 lockdown has been generally detrimental to everyone, but one group that stands out as drawing the short straw in terms of timing is Year 12 students across the state.
High anxiety and stress, paired with the uncertainty of whether HSC exams will go ahead, has psychologists concerned for their mental wellbeing.
‘There’s a lot of, “what’s the point? What’s the point in studying if we are going to get estimates?” They’re stressed but they’re paralysed, they can’t find the energy to get the work done,’ Rachael Murrihy, Director of The Kidman Centre, told the Sydney Morning Herald.
Trialling new approaches
One thing that can be said for COVID is that it’s forcing us to trial new approaches to a host of established practices. In some cases, being compelled to embrace something different can yield positive ways of doing things that we may wish to adopt long-term.
For example, an alternative option for a pathway into university is demonstrated by the UTS U@Uni Academy.
The U@Uni Academy is a two-year program for senior high school students at UTS partner schools in South West Sydney. Beginning at the end of Year 10, the Academy introduces students to the uni experience, with tutoring and additional support to develop skills to succeed at uni and beyond. Upon successful completion of the program, students are offered a place at UTS, regardless of ATAR.
The Academy was conceived of and began prior to COVID’s impacts, but in the context of the ‘new normal’, it demonstrates a well thought out, evidence-based alternative to traditional entry models, which we have long argued are outdated and unfair.
Demonstrating a new pathway
As 2021 draws to a close, we are about to have our first U@Uni Academy cohort graduate high school.
‘This is hugely exciting for both the students and the program,’ says Bethany Ross, Student Equity Program Manager, Centre for Social Justice & Inclusion.
‘It’s been a journey to say the least. When our first cohort commenced at the end of 2019, I don’t think any of us envisioned what the next two years would have in store with COVID-19 and online learning. But we pivoted and made it work.’
Online Year 12 UniPrep and Year 11 mentoring sessions wrapped up for U@Uni Academy students earlier this month.
UniPrep sessions see Year 12 students receive academic tutoring and help with goal setting and future focussed planning, while Year 11 mentoring sessions give students the chance to reflect on their academic journey so far, and further develop their 21 century skills.
‘We ran 46 online mentoring sessions for Year 11 students in 23 partner schools, and 136 online sessions for Year 12 students,’ said Bethany.
‘This was done by 76 U@Uni Ambassadors, a majority of whom were locked down in LGA’s of concern. They helped to guide these high school students and build their confidence.
Fiona Nguyen, a Year 11 student from Liverpool Girls High School said the mentoring sessions helped her to think more deeply about her life choices and what path she’d like to take post-high school.
Jenin Abdul-Latif from Ashcroft High School said, ‘ever since starting mentoring I have felt more confident in myself, and with my skills and knowledge. I feel ready for the real world. I’m not scared of it.’
Sophie Phan, a Year 12 student from Liverpool Girls High School said participating in the U@Uni Academy made her realise there are so many options and pathways for getting into university.
‘Before the Academy I was stressing over the ATAR, over how scaling throughout high school worked. I didn’t think I was capable of getting into uni.
‘But this experience made me realise there are so many ways to achieve your goals. It built my confidence and motivated me to work hard, without fear or stress.’
Takeaways for the future
The situation has reignited debate around how we assess our students, specifically when it comes to university admission.
‘Universities need to pivot away from relying solely on the ATAR,’ says Bethany.
‘We need to look at learner profiles, 21st century skills and increasing academic self-concept. Many universities are starting to offer programs that address this criteria, and it’s what we’re doing at UTS with the U@Uni Academy.
‘Innovation, creativity and agility are some of capabilities we look for in our Academy students. As a team, we’ve had to embrace this mindset to ensure our students are not further disadvantaged by remote learning, given the realities of the digital divide.’