fbpx Years 11 and 12 | Hills Grammar

Years 11 and 12

Year 11

As they become accustomed to greater demands students find themselves developing intellectually and able to meet increasing expectations more easily.

It is not unusual for students to be amazed at the size of the ‘step up’ between the end of Year 10 and Year 11. They feel, quite rightly, that they are now in the intellectual 'Big League' in all of their subjects; that teachers have very high expectations, both in terms of the levels at which students must be thinking and the amount of work they should be doing. At the same time, they are facing more adult responsibilities and experiences than ever before in their relationships within and beyond the School. As they become accustomed to greater demands, as they practise more and extend themselves to work harder, they find themselves developing intellectually and able to meet those demands more easily. Our students are working with experienced and highly qualified teachers who want to see them embrace and enjoy the higher levels of learning to which they are exposed.

Year 12

In this final school year, the students are asked to approach their studies with focus, perseverance and humour. They know they are doing this with the whole-hearted support and guidance of the academic and wellbeing staff.

In Year 12 students face significant personal and academic challenges. These are a test of character, and we encourage our students to strive with courage and determination to meet them. We want them to look back on this year as a time of fulfilment during which they contributed generously to all aspects of this community. We want them all to succeed academically to the very best of their ability, and to develop and maintain strong, positive relationships with their teachers and their peers. The primary focus of Year 12 is the academic program and the series of demanding assessment tasks which culminate in the Higher School Certificate examinations at the end of the year. Students should be aware of their strengths and weaknesses, and they should feel confident that they are moving forward with their studies. Strong results should be consolidated and viewed as a springboard for even greater achievement. Any problem areas should be tackled, and it is vital that students persevere with a disciplined and organised approach to their studies. Personal 'success' means far more than examination marks however, and our graduates leave school ready to take their place in the wider community and exhibit the qualities of character described in our Graduate Aim.