Inaburra School

A new term is a good time to pause and set yourself up for the weeks ahead. Whether you're starting the first term of the year or heading into the last one, a few small choices early on could make your whole term feel more manageable. If you live in Australia or New Zealand, this term is also the final stretch of the school year. That might mean final exams, graduation, or getting ready to move up a year.

The first eight tips below work for anyone, at any time of year. The last two are for students facing the big end-of-year push.

1. Look back before you look ahead

Spend ten minutes thinking about last term. What went well? What felt harder than it needed to be?

Maybe you noticed you always left assignments until the night before. Or maybe you found that maths made more sense when you did a few questions every day instead of a big batch on Sunday. Write down one thing you want to keep doing and one thing you want to change. This isn't about being hard on yourself or putting more pressure on you, it's about using what you already know works for you (or doesn't) to make this term easier.

2. Get all your dates in one place

Put everything in one calendar: assessment due dates, exams, sport, part-time work shifts and family events. This could be a paper planner, a whiteboard on your wall, or an app on your phone. Pick whatever you'll actually look at and if possible set reminders for everything too - that way you won't forget important things and they won't sneak up on you last minute. When you can see a busy week coming, you can plan for it. For example, if two assignments are due on the same Friday, you'll know to start one of them a week early. Just a few minutes of preparation in week 1 could save you time and lots of stress throughout the rest of the term.

3. Choose one or two clear goals

It might be tempting to write a long list of everything you want to improve. The problem is that long lists can be hard to stick to and create more headaches in the long run. Pick one or two goals that really matter to you and make them specific. For example saying "Do better in English" is hard to measure and not very motivating. If you set yourself a goal like "Hand in every English draft on time" it's something that prompts you to take action and that you can check off.

4. Set up a space that works for you

You don't need a fancy desk. You need somewhere you can focus, with the things you use most close by, such as pens, your charger, your notes and a water bottle. If home is busy or noisy, your school library or local library can be a great option. You could also have a clear out of last term's loose sheets and old worksheets so your workspace is less cluttered and you can find what you need quickly.

5. Build a simple weekly routine

Routines take the guesswork and procrastination out of your week and could help you achieve more. Instead of deciding every night whether you'll study, you'll already know that Tuesday and Thursday after dinner are set aside for it.

Start small. Even 30 minutes on a few set days is a solid start, and you can build from there. Leave some room for flexibility too, because plans don't always go the way you expect. And remember to work around other commitments like sports, part-time work, or family time.

6. Ask for help early

If something didn't make sense last term, try to sort it out now. New topics often build on old ones, so small gaps can grow over time. Most teachers would much rather answer a question in week two than receive a worried email the night before an exam. You can also ask a classmate, a tutor, or use any homework help your school offers. Knowing when to ask for help is a skill you'll use for the rest of your life.

7. Look after your body and mind

Sleep, food, and movement all affect how well you concentrate and how you cope with stress. A few simple habits could help:

• Try to go to bed at roughly the same time each night, and keep your phone away from your bed if you can.
• Eat regular nutritious meals, especially breakfast on exam and assessment days.
• Move your body in a way you enjoy, whether that's a walk, a game of basketball, or dancing in your room.

If you're feeling stressed, overwhelmed ,or low, talk to someone you trust. That might be a family member, a teacher or your school counsellor, and let them know as soon as you can.

8. Keep time for the things you enjoy

Yes school is important, but so are your friends, family, hobbies, and interests. So make sure your weekly plan includes time for them and remember to factor in some downtime, it gives your brain a chance to rest, and it reminds you that you're more than your marks. Mastering work life balance is also a skill that will serve you well throughout your life.

9. Final term? Make a plan for exams and big assessments

If you've got final exams or major assessments coming up, work backwards from the dates. List each subject and the topics you need to cover, then spread them across the weeks you have left.

Short, regular study sessions tend to work better than cramming everything in at the last minute. Mix up how you study, too. Past papers, practice questions and explaining a topic out loud to someone else all show you what you actually know. Re-reading your notes can feel productive, but it's easy to mistake "this looks familiar" for "I understand this." Ask your teachers which practice materials are available for your subjects, and let them know if you're struggling with anything as quickly as possible.

10. Get ready for what comes next

The end of the year brings change, whatever year you're in. If you're moving up a year, find out what's ahead. Ask about subject choices, new expectations or anything you're unsure of. Knowing what's coming will make the first weeks back much less daunting and mean you can enjoy your school break without worrying.

If you're finishing school, now is a good time to look at your next steps. That might be university, vocational training, an apprenticeship, work, or a gap year. Check any application deadlines that apply to you and pop them into your calendar. It's completely fine if you don't have it all figured out yet, most people change direction more than once.

And don't forget to enjoy the end of the year. Thank the teachers (and careers) who've helped you, celebrate with your friends, and take a moment to reflect on how far you've come.

Make this term work for you

We don't recommend that you try all ten tips at once. You could pick two or three that feel most useful right now and start there. Small, steady changes are much easier to keep up than a complete overhaul, and they add up over the term. And if none none of these tips resonate with you, that's OK too; put aside some time to think about what changes you'd like to make and plan how you could achieve them this term.

Want more ideas to help you study smarter and stay on track? Check out our study tips for practical advice you can use today. And if you're finishing school and weighing up your options, our study pathways section is a great place to explore what's next.

School is nearly over, and a whole new chapter is just around the corner. If you've applied for university, there's probably one thing on your mind - what offers will you get. Hopefully your exams go well and your dream course says yes. But what happens if things don't go quite to plan? We're here to guide you through the university offer process and what to do if things don't go quite to plan.

When will I get an offer?

For most school leavers, the answer is after your final results come out. Universities usually need to see your marks before they can say yes. The big exception is some early entry programs, where some universities make offers before you've even sat your exams.

Offer dates depend on where you live and how you applied. In Australia, the first main round normally arrives in late December or January. In the UK, universities send offers through UCAS on a rolling basis, so they can turn up at different times. In Ireland, CAO offers come out in late August, once Leaving Certificate results are in. In the US and Canada, decisions often land somewhere between January and May.

Here's when most school leavers can expect to receive their first offers to university:

*Universities will often send out provisional offers as early as November, but they only become unconditional once NCEA results are released in mid-January to ensure you meet University Entrance requirements.

**Universities make offers on a rolling basis at their discretion - this is the final deadline for universities to send offers to students who submitted their application before the end of January 2026.

The exact dates can change every year. Your best bet is to find the key dates page for your admissions centre or university and bookmark it now and add any key dates to your calendar.

Can I change my mind about my course?

Yes, you can. Your application isn't set in stone. Most universities and admissions centres let you change your preferences. That means you can reorder the courses on your list, add new ones or take some off.

If you applied through an admissions centre, there's usually a deadline before each offer round. Miss it, and your changes might not count until the next round.

Here are relevant change of preference closing dates for school leavers:

Applied straight to a university instead? Get in touch with them directly. If you contact them early, they can usually help.

Lots of universities also run help sessions. Find them on our events page by clicking the "change of preference" filter.

What are unconditional and conditional offers?

An unconditional offer means your place is secured. Congratulations! You usually just need to accept it.

A conditional offer is still great news. The place is yours, as long as you meet certain conditions first. The most common condition is getting the final results your course needs. Others include:

• sending in extra documents to finish your application
• completing a bridging course before your first semester
• sorting out funding or financial support to cover your fees.

Read your offer letter carefully, so you know exactly what you need to do and by when.

What if I miss out in the first round?

We know it can seem like the end of the world, but you still have time and options on your hands, so don't stress.

Universities and admissions centres send out offers over several rounds, so even if you miss out the first time, you might receive an offer in a subsequent round. If you're still happy with your choices, sit tight and keep an eye on your inbox.

Want to boost your chances of receiving an offer? You could change your preferences by moving a course with lower entry requirements higher up your list. It works like a safety net, giving you somewhere to land while you keep aiming high.

If you've applied through UCAS and didn't receive an offer, you can still apply for courses with available places through Clearing. CAO also has a similar system called Available Places.

What if I don't get any offers?

If all the offer rounds have passed and you still don't have an offer, it doesn't mean you have to give up. There are lots of alternative pathways you can take to get into your dream course. Here are just a few:

• Complete a tertiary preparation course. These short courses help you build the skills you need for study and can lead to entry.
• Take an alternative entry test, such as the STAT
• Study a lower qualification, like a Diploma which could help you get into a degree, and you may even get credit for what you've studied.
• Come back later. Spend some time working, travelling or volunteering, then apply again with extra life experience behind you.

Each university has its own rules, so check with the ones you're interested in to see which pathways they accept.

Our top tips for offer season

Keep these suggestions in your back pocket as offers start rolling in:

• Take your time. You usually have a little while to respond, so think it through before you decide.
• Consider a backup. Sometimes you can accept one offer, then withdraw later if you receive another offer that suits you better. Check the rules first.
• Don't hold on to too many. If you've accepted more than one offer, withdraw from all but one before any key dates.
• Ask questions. Admissions teams are there to help, so don't be shy about getting in touch.
• Keep your details up to date. Make sure your email and phone number are correct, check regularly so you don't miss any important notifications or dates, and check your junk folder too.

You've got this

The wait between applying and offers can be tough. Keep studying, do your best in your exams and check your key dates. Whatever happens, there are always options open to you, and plenty of people ready to help.

Want to keep exploring? Head to our university hub for more guides on applying, choosing a course and getting ready for uni life.

Good luck from all of us at Study Work Grow!

These two interrelated fields are booming at the moment with strong growth predicted for years to come. Intelligence is about gathering information, checking it and turning it into something people can act on. Cyber security is about protecting information and systems. Both need curious, careful thinkers, and both have more entry points for school students than you might expect. Here are seven work experience ideas to help you explore these pathways.

Help out your school's IT team

Your school runs on technology. Laptops, logins, printers, networks, and Wi-Fi all need looking after, usually by a small IT team. Ask whether you can spend time with them, either for a week or a few hours each term. You might help set up new devices, reset passwords or keep track of equipment. Either way you'll start learning the processes and procedures that need to happen to protect networks and the people using them.

Spend time with a local IT support business

Many small businesses don't have their own IT staff. Instead, they pay a local company to keep their computers running and their data safe. Getting a placement with one of these IT businesses will teach you how security works in the real world, when budgets are tight and every client has different needs. You could also get to see how they respond if or when something goes wrong.

Search for IT support or managed IT services in your area, then get in touch directly, and be specific about what you'd like to learn. A message saying you're interested in how they keep clients' data safe is much easier to say yes to than a general request for work experience.

Apply for a government cyber or intelligence programme

Due to security clearance requirements, you probably won't be able to get work experience within government organisations, but some national security agencies run programmes for school students. In Australia, the Australian Signals Directorate offers work experience programmes for Year 11 and 12 students. New Zealand's GCSB and NZSIS have pathways for high school leavers as well as uni graduates that could be worth looking into, and Datacom has virtual work experience through The Forage. In the UK, the Department for Digital, Culture, Media and Sport runs TechFirst, which includes free courses for high school students and pathways to tertiary education and jobs. Other countries have their own versions, so check the careers or education pages of your national cyber security agency - if you can't find anything, you could always try emailing them directly to ask about opportunities.

These programmes can be competitive, and some have citizenship or age requirements. Applications may also open months ahead. Set a reminder to check back regularly so you don't miss your chance.

Take on capture the flag challenges

Capture the flag (CTF) cybersecurity challenges are puzzles where you hunt for a hidden piece of text, called a flag, by solving security problems. You might crack a simple code or find a clue hidden inside a file. While this isn't technically work experience in the usual sense, taking part in these competitions builds the same problem-solving skills professionals use. It also gives you something real to talk about when you apply for placements.

One important rule: only ever test systems you have clear permission to test. CTF challenges are built for this. Real websites and networks are not, and testing them without permission is against the law in many countries.

Explore the analysis side of intelligence

Not every intelligence role involves computers. A big part of the job is research: collecting information from different sources, checking whether it can be trusted and explaining what it means in plain language.

You could grow these skills in lots of places. A local newspaper might let you help with research or fact-checking. A library or museum may need help sorting records. Debating helps too, because you learn to test evidence and explain your point in lots of different ways. If you enjoy history, languages or geography, keep going with them. Understanding a place's people and culture can matter just as much as understanding its data.

Talk to a fraud or risk team

Australians alone reported total scam losses of $2.18 billion in 2025. Banks, insurers, and large retailers all have teams that watch for unusual activity. Picture a credit card being used in two countries within the same hour, or hundreds of failed login attempts on one account; someone needs to notice these patterns and decide what to do next. That work sits right between cyber security and intelligence.

Because these teams handle private customer information, you probably won't see live cases. Many large organisations do run open days or information sessions, though. And you can always ask whether you could speak to someone in fraud, risk or security about what their week looks like.

Help people stay safe online

Plenty of people find it hard to spot a scam message or set up a strong password. Explaining two-step login to someone who has never used it is harder than it sounds. It teaches you to communicate clearly, and that matters in security. When something goes wrong, the people who can calmly explain what happened are just as valuable as the people fixing it.

Libraries and community centres sometimes run sessions to build digital skills, and they may welcome a patient volunteer (great for your resume and human skill building not just for cyber security and intelligence pathways).

Building experience across different areas

Each idea shows you a different part of the field. IT support could teach you how systems work. CTF challenges could sharpen your problem-solving. Research and volunteering could build the communication skills you'll need to share what you find. Trying two or three can help you work out whether you're drawn to the technical side, the analysis side or somewhere in between. Some roles, especially in national security, need formal study and security checks later on. Others, like volunteering or CTFs, you can start this week.

Ready to find your placement?

Do a little research and take the first step by reaching out to relevant organisations. Email your school's IT team, sign up for a CTF, or look up your national cyber security agency's student programmes. For more ideas and tips on applying, head to our work experience hub. You can also explore our Job Spotlights to learn more about specific roles.

Do you get excited when the pumpkins come out and the costume shops fill up? If Halloween is your favourite time of year, there are jobs out there where you won't have to hang up your cape on 1 November. Plenty of real jobs have a slightly spooky side.

We've dug up six lesser-known careers with a creepy twist for Halloween fans to explore.

Phlebotomists the real-life blood collectors

Unlike vampires, phlebotomists don't want to drink your blood, just take a small sample of it - for science.

Pathology collectors are health workers who take blood and other samples from patients, then label and store them so a lab can test them. Those results help doctors work out what's making someone sick. It's a great job if you're calm, caring and not squeamish. In Australia, you'll usually need a Certificate III in Pathology Collection to get started in this career.

Forensic entomologist aka bug detective

When police find a body, some tiny witnesses have often got there first: insects. Because insects arrive and grow in a predictable order, they work like a natural stopwatch. Forensic entomologists who study all kinds of creepy crawlies use the information to help investigators figure out how long ago someone died and whether a body has been moved.

A very small, specialist field, many forensic entomologists mix crime casework alongside university research or teaching. If this is a career you'd be interested in pursuing, you'll need to study a science degree in biology, zoology or entomology, then complete postgraduate studies in forensic science or entomology.

Venom Doctor

Venomologists (also called toxinologists) like real life "Venom Doc" Dr Bryan Grieg Fry, study animal venoms, toxins, and venomous organisms from snakes, spiders, and scorpions, to jellyfish and even some plants. Working to understand how the venom is made as well as effects on the body of people bitten or stung, and how they can be treated. Some collect venom by 'milking' snakes and spiders. Others work in labs, testing how toxins behave. Their research helps make antivenoms, and scientists are even studying venom to create new medicines. Talk about turning poison into potion.

A small but exciting research field, jobs are mostly found at universities, research institutes, or antivenom and drug manufacturing companies. You'll need to start with a science degree in biology, biochemistry or pharmacology, then most venomologists go on to complete a PhD. An ideal job for people who don't mind being around all things slithery and bitey and can keep their cool in scary situations.

Bat specialists

What's more Halloween than creeping around a cave or old an old barn at dusk, waiting for bats to fly out? For bat ecologists, it's all in a night's work.

In many countries, bats are protected by law, so ecologists often check buildings before demolition or construction. Bats are also important indicator species impacting pollination and pest control among other things, helping scientists monitor the health of ecosystems Ecologists use bat detectors to turn their high-pitched calls into sounds we can hear, helping identify bats and protect their roosts and habitats.

Chiropterologists are scientists who specialise in the scientific study of bats (from the taxonomic order Chiroptera). They focus on the creatures themselves, their anatomy, physiology, genetics, taxonomy, and behaviour - they might spend more time in labs that bat ecologists who need to be out in the field.

If you're batty about bats and can see past the myths and superstitions to appreciate the cute creatures for their amazing contributions to the natural world, then this could be the perfect career path to explore. You'll need to study ecology, biology or environmental science and joining a local bat conservation group is a brilliant way to start now.

Grave Keepers

This sounds spookier than it is, someone has to look after the graveyards and maintain the peaceful plots where loved ones are laid to rest – and it's a bigger job than you might think. Cemetery managers run everything from burials and cremations to record keeping, grounds and budgets. They help grieving families plan services and choose plots. Many also care for old headstones and run community events, like heritage walks. Picture part gardener, part historian, part business boss.

If you're the kind of person who runs towards cemeteries rather than away from them, you're caring and compassionate, and are looking for a varied job, working as a cemetery could be highly rewarding. Many start in grounds or office roles and work their way up. Look for training that's relevant for Cemetery and Crematorium Management to give your skills and boost.

The science of spooky

Do ghosts exist? Can some people read minds? Parapsychologists are the professionals who use science to put claims like these to the test. They design experiments, interview people about strange experiences and look for everyday explanations, like tricks of the mind. Sometimes the answer turns out to be our own brains filling in the gaps, which can be just as fascinating as ghost stories and paranormal activity.

Paid roles tend to be rare. Most parapsychologists are psychologists or researchers who study unusual experiences as part of wider work, but there are opportunities out there. The University of Edinburgh even has a research unit dedicated to it. For a career in this field you'd need to complete a psychology degree, then move into postgraduate research.

Professional scarers

Imagine getting paid to leap out of the shadows and make people scream. Haunted house actors, or scare actors, are the people who bring horror attractions to life. They wear creepy costumes and make-up, stay in character for hours and time their scares perfectly. It's not just about yelling 'boo!' – good scare actors read their audience and know when to back off.

While this could be mostly seasonal, part-time work that peaks around Halloween, some actors might be lucky enough to work permanently in similar roles as part of haunted house, old gaol, and cemetery tours. It could be a fun way to build acting experience and earn extra cash that leads to something longer term. You probably won't need formal qualifications, but drama classes, school plays and local theatre could help you stand out.

Ready to haunt your future career?

Halloween only comes once a year, but a career you love can last a lifetime. Whether you're drawn to blood, bugs, bats or things that go bump in the night, there's a real job out there waiting for you.

Here's one simple step you can take today. Pick the job that gave you the biggest shiver of excitement, and find out more about it. Our Job Spotlights are a spook-tacular place to start and there are 7 more spooky careers to explore in this blog. Who knows? You might just discover a career you're dying to try.

Finishing school is a huge achievement. And after years of timetables, bells and homework, you get to decide what comes next. For many school leavers, that means finding a job (if you don't already have one). You might want part-time work to fit around study, or you might be ready to go full-time. Either way, you have more to offer than you might think. This article will help you spot your strengths, get ready to apply, and know where to go for help.

You already have skills employers want

School life has taught you much more than the subjects you've taken. Every day, you've been building skills that employers look for. For example, think about the last group project you did, you had to share out tasks, agree on ideas and get it handed in on time. That's teamwork, communication and time management, all in one assignment.

Here are some other skills you have probably picked up:

• Reliability – turning up on time, day after day, for years.
• Problem-solving – working through tricky questions in class and in exams.
• Communication – giving presentations, writing essays and talking with teachers.
• Adaptability – switching between different subjects, teachers and tasks every day.
• Digital skills – using computers, online tools and research websites.

Don't forget what you've done outside of the classroom, too. School leadership roles, playing in a sports team, helping at home, volunteering, hobbies, even looking after younger brothers and sisters all count. If you have ever kept your cool while helping a younger sibling with their homework, you have practised patience and people skills.

What school has taught you about yourself

Although you might not realise it, your school years have also been about self-discovery and learning about what you enjoy, as well as what you don't. Those clues could help you decide where to apply if you're looking a job that you'll find rewarding beyond just money making. Start by asking yourself a few questions. Which subjects did you look forward to? Do you like working with other people, with your hands, or with ideas? Do you prefer busy, fast-paced days or quiet, focused tasks?

If you loved food technology and thrive in busy spaces, a café or restaurant job could suit you. If you enjoyed helping classmates understand their work and talking things through, you might find customer service or tutoring roles could be perfect for you. There are no right or wrong answers here and you don't have to agonise over where to apply. Your first job doesn't have to be your forever job, every job is a chance to gain new skills, learn more about what you like and what you're good at.

Get your job-hunting toolkit ready

Before you start applying, it helps to get a few things sorted.

Update your resume

Your resume is a short document that tells employers who you are and what you can do. Keep it to one or two pages. Include your contact details, education, any work or volunteering experience, and your key skills. Not much work experience yet? That's fine. Focus on school achievements, clubs, awards and activities instead.

Check your online presence

Many employers look up applicants online. So it's worth taking a few minutes to check your social media and making sure that anything public is something you'd be happy for a future manager to see. If you haven't already got one, now is a good time to create a Linked In account. It could be handy for helping employers find you, connecting and networking with other professionals, even finding job opportunities to apply for.

Line up your referees and references

Before an employer hires you, they might want to hear from other people who'll vouch for you. A previous employer, teacher, sports coach, or volunteer supervisor are all great choices. Remember you'll always need to ask them first, and if possible let them know what kind of jobs you're applying for.

Practise for interviews

Interviews can feel nerve-racking, but some practice could make a real difference to your confidence and how well you do. Ask a friend or family member to ask you common questions, such as "Tell me about yourself" or "Why do you want this job?"

Wherever possible answer with real examples. So instead of just saying "I'm organised", you could say "I used my organisational skills to balance my exams with weekend netball training so I never missed a session." Examples show employers what you can do, rather than just telling them. If you're looking for more tips on how to be interview ready, this article could help.

Where to look for work

Jobs are advertised in loads of different places, so it pays to keep your eye on more than one spot. Good places to start include:

• reputable online job boards like Seek or Indeed (make sure the location is relevant to where you're searching for work)
• company websites on their career pages
• local businesses - some still put signs in their windows, but dropping into for a chat and handing in your CV in person could leave a good impression
• your own network, such as family, friends, neighbours and teachers, often hear about jobs before they're advertised so let them know you're looking and would appreciate their recommendation or a heads up
• places you already know, it's worth asking where you did work experience or volunteered, your local sports club, or community organisations might have something suitable too

Keep a simple list of where you've applied and when, it will help you follow up and stay organised.

Help is available

You don't have to do this on your own, plenty of people want to see you succeed. Your school's careers adviser is a great place to start. They can help with your resume, suggest jobs that match your interests and point you towards local opportunities. Many are happy to help even after you've left, so it's worth asking before you finish.

Many countries also have free government employment or youth services. These could help you with job searching, resume writing, or even some training. Local libraries and community centres sometimes run job-ready workshops, too. So do some searching and ask around about what support there is if you need it. Family and friends can be a big help as well. From asking them to read over your CV, practising interview questions with you, or just providing you with moral support and letting you know about opportunities they find.

Stay positive and keep going

Finding the right job can take time. You might apply for several roles before you hear back, and that's completely normal. Remember not to take it personally if you never hear back from a job application, employers are often dealing with an influx of applications and may only have time to get back to the people they'd like to interview.

Every application is good practice and puts you one step closer to finding work. If you don't get the job, it's fine to politely ask for feedback. Use what you learn to make your next application or interview even stronger.

Ready to take the next step?

You've spent years working towards getting a job - building skills, learning about yourself and becoming more independent. You've got this!

Want more help getting job-ready? Explore our Skills for Work blogs for practical tips on CVs, interviews and more.

Getting a mark back that's lower than you expected is a regular part of school and university. Sometimes the mark is accurate and the feedback explains why. Other times, a mistake has been made, or there's a reasonable case that your work met a higher standard.

Schools and universities have processes for both situations. Understanding how they work makes it easier to decide whether to raise a mark, who to talk to, and what to bring with you.

Is it a mistake or a difference in judgement?

Disagreements about marks usually fall into one of two types.

A mistake is an error that can be checked and fixed without anyone reassessing your work. For example:

• Marks added up incorrectly
• A page or section that wasn't marked
• A late penalty applied to work that was on time
• The wrong marking guide used

Mistakes are usually quick to fix. Show your teacher the error and it can often be corrected on the spot.

A difference in judgement is when you think your work deserved a higher level than it was given. Fixing this means someone has to look at the quality of your work again, which takes more time and doesn't always lead to a change. Most disagreements are this second type.

Check your work against the rubric

Before raising a mark, compare your work with the rubric your teacher used to mark it. A rubric is the table that lists what you're being assessed on and describes what each level of quality looks like.

For each part of the rubric, read the description for the level you received, then the level above it. Then look through your work for sections that match the higher description. If you're not sure how to read a rubric, we've covered how rubrics work in more detail.

Your teacher's written feedback helps here too. It often points to the exact area where marks were lost. It's also worth checking the command words in the task, since describing something when the question asked you to evaluate it is a common reason for losing marks.

By the end, you should be able to point to:

• The part of the rubric you disagree with
• The level you think your work reached
• The sections of your work that show it

If you can't find specific evidence, the mark is probably fair. In that case, the feedback is most useful as a guide for your next task.

When a mark is unlikely to change

Some situations make a change unlikely, even after someone looks at your work again:

• Your work shows features of two levels, and your teacher chose the lower one. That's a judgement call, and it usually stands unless the work clearly fits the higher level.
• You're comparing your mark with a friend's. Each piece of work is marked on its own, so someone else's result isn't a reason for review.
• Your mark has been moderated. In the senior years, school marks can be adjusted so results are fair across different schools. We've explained how moderation works in each state separately.

It's also important to know that a re-mark can lower a result as well as raise it. The Queensland authority says this directly about its reassessments, and several universities say the same about their re-marks.

Talking to your teacher

If you've found evidence, the next step is talking to your teacher.

Ask for a time to meet, rather than bringing it up at the end of class. Bring the task sheet, the rubric, your work and the feedback. Keep the conversation focused on one specific part of the rubric.

For example, you might say: "For the analysis section, I thought my second and third paragraphs matched the top level, because they explain why each source is reliable. Could you show me what was missing?"

Your teacher might change the mark, explain what the higher level needed, or tell you about the school's next step. If talking in person is difficult, an email with the same details works too.

If it isn't resolved

If the conversation doesn't settle things, look up your school's assessment policy. It's usually in the assessment handbook or on the school website. It explains who to contact next, what reasons the school accepts, and how long you have to ask. Time limits can be short, so check them early.

Keep copies of your work, the feedback, and any emails, along with the dates. Formal processes rely on written records.

Formal reviews in the senior years

In Years 11 and 12, your results count toward your senior certificate. Each state and territory has an education authority that sets the rules for how schools handle questions about results. Those rules differ in one important way: whether a teacher's judgement on a single task can be formally reviewed.

Where individual marks can be reviewed

Australian Capital Territory

In the ACT, students can ask for a review of individual task marks, as well as grades and final scores. The process starts with your teacher and moves through reviews within your college.

After that, you can appeal to the ACT Board of Senior Secondary Studies. The Board only looks at whether your college followed its procedures correctly and fairly. In the second half of Year 12, appeals about individual tasks should be lodged within two working days of results coming out.

Queensland

In Queensland, your school marks your internal assessments, and the Queensland Curriculum and Assessment Authority (QCAA) checks a sample to confirm the marking is accurate. After this, your school can request a review of a result once it has spoken with you and your parent or carer. Only schools can make this request, so start with your teacher.

Your end-of-year external exams are marked by the QCAA. If you think there's been a marking error, you can apply to have your exam reassessed early in the following year.

Where reviews focus on your final result

New South Wales

In NSW, you can see your final assessment rank for each subject after your last HSC exam. Your rank is your position in your class based on your school assessment marks. If you don't think it reflects your performance, you can ask your school to review it. If you're not satisfied with the result, you can then appeal to the NSW Education Standards Authority (NESA).

Marks for individual tasks can't be appealed to NESA. For a single task, follow your school's assessment policy.

Western Australia

In WA, your school must give you your final mark and grade in writing for each Year 11 and 12 course. You can ask for a review in writing. The review checks whether your school followed the rules and whether there were any calculation errors.

Your teacher's judgement about a mark on a single task isn't reviewed. If the issue isn't resolved at school, you can appeal to the School Curriculum and Standards Authority.

Tasmania

In Tasmania, your teacher gives you your final results for each course to sign before they're sent to the state authority, TASC. Your school must also tell you how to request a review. This happens before results are submitted, so raise any concerns as soon as you receive them.

Where concerns go through a complaints process

Victoria

In Victoria, you receive a score for each school-assessed coursework task, often called a SAC. Your school must have a complaints process that can cover decisions about results.

Complaints start with your school. If it isn't resolved, the next step is the organisation that runs your school, such as the Department of Education for government schools. After that, you can contact the Victorian Curriculum and Assessment Authority (VCAA) in writing within 14 days of that organisation's decision.

South Australia and the Northern Territory

Students in both places study SACE subjects, so the same rules apply. Your principal, or someone they choose, should be available to answer questions about your school results.

Beyond your school, you can appeal to the SACE Board if you believe your school didn't follow the Board's policies, such as those on checking that student work is authentic.

At university

Universities have written processes for questioning a mark, and every university must make its policies available to students. There are usually specific steps for appealing a result.

At many universities, the steps look like this:

• Ask the marker or subject coordinator for feedback
• Request a review or re-mark if you think the marking guide wasn't applied correctly
• Lodge a formal appeal if the review process itself wasn't followed

Time limits are often between one and two weeks from when a result is released. Some universities also charge a fee to review a passing mark.

If a problem still isn't resolved, outside complaint bodies can check whether your university followed its own policies. They generally won't review the grade itself, since decisions about the quality of work stay with the university.

When it's about your circumstances

Sometimes a lower mark comes from what was happening while you completed the task, like being sick or dealing with a family emergency. That's handled through a separate process called special consideration, which we've covered here.

Using the outcome

Even when a mark stays the same, the conversation often shows you exactly what the next level of the rubric looks like in that subject. Keep that feedback with your notes, and check your next draft against it before you submit.

Note: information is accurate as of September 2026 - but schools, universities and education authorities regularly change these processes so check directly if you want the specifics.

If you're looking for more on how assessment works, our study resources cover rubrics, moderation and more.

Vocational education and training (VET) is study built around practical, workplace skills, delivered through TAFE institutes and other registered training organisations. A VET qualification can lead straight into work, and it can also be a stepping stone towards a degree.

Universities can use VET in two main ways. It can help you get into a course, and in some cases it can count towards the degree once you're enrolled.

How VET and university qualifications fit together

All VET and university qualifications sit on one national scale called the Australian Qualifications Framework (AQF). It has 10 levels, and each level is more complex than the one below it.

The levels most relevant to moving from VET to university are:

• Level 3: Certificate III
• Level 4: Certificate IV
• Level 5: Diploma
• Level 6: Advanced Diploma & Associate Degree
• Level 7: Bachelor Degree

VET diplomas and higher education diplomas

A Diploma at AQF level 5 can be accredited as either a VET qualification or a higher education qualification. Both types sit at the same level, but they're delivered and regulated by different systems:

• VET Diplomas are delivered by registered training organisations, including TAFEs, & are listed on training.gov.au, the national training register
• Higher education Diplomas are delivered by universities & other higher education providers registered with TEQSA, the national higher education regulator

Either type can be a pathway into a related degree. The connection depends on the arrangements between the provider and the university, and those arrangements can differ from one Diploma to the next.

Starting VET while you're at school

VET delivered to secondary students is held to the same quality standards as VET delivered anywhere else. When you complete it as part of senior school, it can count towards both a VET qualification and your senior secondary certificate.

Whether VET can also contribute to an ATAR, and how much, differs between states and territories. Your school's senior subject handbook or your Careers Advisor can tell you which rules apply to you.

You could also start a school-based apprenticeship or traineeship, which combines school subjects, paid work and training towards a nationally recognised qualification at Certificate or Diploma level. School-based apprentices generally start at the end of Year 10 or the beginning of Year 11.

Starting VET after school

After Year 12, you can enrol in a VET course at a TAFE or another registered training organisation, or start an apprenticeship or traineeship.

Free TAFE is a permanent part of the VET system, with at least 100,000 places funded each year from 2027. Places are prioritised for groups including young people aged 17 to 24, and they're offered in fields where skills are in high demand. Free TAFE is delivered with state and territory governments, so the courses on offer depend on your location.

Using a VET qualification to get into university

Many universities accept a completed VET qualification as a basis for entry into a degree. They usually convert it into a selection rank, a number used to compare applicants, so it can be assessed alongside ranks based on an ATAR.

Several things can affect the rank you're given:

• The level of the qualification, with higher levels generally receiving a higher rank
• Whether it was graded, or competency-based (assessed against a set standard instead of given a grade)
• Your results, if the qualification was graded

If you have more than one possible rank, such as one from Year 12 and one from a VET qualification, universities generally consider you on the highest. In some states, a VET qualification completed at school can also receive its own selection rank, separate from your ATAR.

The lowest qualification level a university accepts, and the rank it gives each qualification, vary between universities and between states. Some courses only accept graded qualifications, and course prerequisites still apply.

Getting credit towards a degree

Credit means some of your VET study counts towards your degree, so you may not need to complete certain units. The national AQF Qualifications Pathways Policy sets starting points for credit agreements when a VET qualification is in the same or a related field as the degree:

• Advanced Diploma or Associate Degree: 50% of a 3-year Bachelor Degree, or 37.5% of a 4-year degree
• Diploma: 33% of a 3-year Bachelor Degree, or 25% of a 4-year degree

These figures are a basis for negotiation, so the credit you receive depends on the course, the provider and any agreement in place. The policy is also being updated to give clearer guidance on credit and recognition of prior learning. Our guide to how credit transfer works for TAFE and university study covers how credit is assessed and applied.

Pathways between TAFEs and universities

Some universities have set up pathways that shorten a degree for students who already hold a related TAFE qualification. Examples include:

• University of Canberra: 1 year off a degree for students with a relevant TAFE qualification in 7 areas, including nursing & graphic design
• Western Sydney University: shorter degrees for students with a relevant qualification in areas including nursing, construction & IT
• Southern Cross University: up to a full year off 8 degrees in areas including nursing, education, business & IT

According to the Minister for Education, students who complete a Free TAFE course before moving into one of these pathways could have the first year of their degree effectively free. Other universities have their own arrangements with TAFEs and training providers.

The Australian Tertiary Education Commission, the national body established in 2026 to oversee higher education, is developing a national credit recognition framework to help more universities offer this kind of credit. It can also allocate more student places to universities that do.

Paying for VET and university study

VET and university study are funded differently, and each has its own government loan options:

• VET Student Loans can help eligible students pay tuition for approved VET courses at Diploma level & above
• HECS-HELP can cover your student contribution in a Commonwealth supported place at a university or higher education provider, where the government pays part of the cost
• FEE-HELP can cover tuition in a full fee-paying place

You start repaying these loans through the tax system once your income reaches a set amount, and they all count towards one HELP loan limit.

Checking a course or provider

Only registered training organisations can deliver nationally recognised VET. You can check a provider's registration, and the qualifications it's approved to deliver, on training.gov.au.

For higher education, TEQSA's National Register lists every registered provider, so you can confirm a university or college is registered.

If you're choosing a VET course with university in mind, check with the university before you enrol whether it accepts that qualification for entry and whether any credit applies.

If you're weighing up how VET could fit into your plans, you can find more on entry pathways and applying in our university resources.

Note: information is accurate as of September 2026 - but universities, TAFEs and governments regularly change these processes so check directly if you want the specifics.

Decision-making models are structured methods for working through a choice or a problem. Instead of weighing everything up in your head, they give you a set of steps to follow, often using nothing more than a pen and paper.

Different models suit different situations. Some are designed for personal decisions, like choosing between subjects, while others help groups reach agreement fairly. Knowing a few of each makes it easier to compare options, find the cause of a problem, and decide where to focus your time and energy.

Models for decisions you make on your own

Pros and cons analysis

A pros and cons analysis is one of the simplest decision-making models. It involves listing the positives (pros) and negatives (cons) of an option, then comparing them. It works by:

• Writing the option at the top of the page
• Listing pros in one column & cons in another
• Scoring each point from 1 to 5 based on how much it matters
• Adding up each column & comparing the totals

Scoring each point helps show when one important con outweighs several minor pros. This model is most useful for yes-or-no decisions. For example, you might use it to decide whether to take on extra shifts at a part-time job during exam season.

Decision matrix

A decision matrix is used to compare several options against the same set of criteria, which are the factors that matter most to you. It's usually set out as a table, with options listed down the side and criteria across the top. It works by:

• Listing your options
• Choosing 3 to 5 criteria
• Scoring each option against each criterion from 1 to 5
• Adding up the scores for each option

If one criterion is more important than the others, its scores can be doubled before adding them up. This is known as weighting. For example, a student choosing between elective subjects might compare them on interest, current results, and whether the subject is a prerequisite (a subject required for entry into a particular course).

SWOT analysis

SWOT stands for strengths, weaknesses, opportunities, and threats. A SWOT analysis is used to assess a plan or goal by sorting information into four boxes:

• Strengths: what's working in your favour
• Weaknesses: areas that could hold you back
• Opportunities: outside factors you could take advantage of
• Threats: outside factors that could get in the way

Strengths and weaknesses relate to you, while opportunities and threats come from your surroundings. Separating them makes it clearer what's within your control and what you may need to plan around. For example, you could use a SWOT analysis before applying for a part-time job or planning for work experience.

Fishbone diagram

A fishbone diagram is used to find the causes of a problem. It's named after its shape, with the problem written at the "head" and possible causes branching off a central "spine". It works by:

• Writing the problem on the right-hand side of the page
• Drawing a line back from it to form the spine
• Adding 3 to 6 branches, each for a category of cause
• Listing specific causes along each branch

This model is useful when something hasn't gone to plan and the reason isn't obvious. For example, if an assessment result was lower than expected, the branches might cover study habits, time management, understanding of the content, and study environment. Laying out every possible cause makes it easier to identify the ones you can change.

Pareto analysis (80/20 rule)

Pareto analysis is based on the idea that a small number of causes often produce most of the results. It's commonly called the 80/20 rule, because around 80% of results tend to come from about 20% of the effort. These figures are approximate, and the split varies from one situation to the next.

For students, Pareto analysis is mainly used to prioritise. It involves listing tasks, rating the impact of each one, and focusing first on the few that make the biggest difference. For example, when revising for an exam, starting with the topics that carry the most marks or the ones you find hardest could improve your results more than spreading your time evenly.

Models for group decisions

Group decisions come with their own challenges, like making sure everyone has a say. These models give each person a structured way to contribute, which can be useful for group assignments, sports teams, or student committees.

Six Thinking Hats

Six Thinking Hats is a method for looking at a decision from different perspectives, one at a time. Each perspective is represented by a coloured hat, and everyone in the group focuses on the same one before moving to the next:

• White: facts & information
• Red: feelings & gut reactions
• Black: risks & possible problems
• Yellow: benefits & positives
• Green: new ideas & alternatives
• Blue: organising the discussion & next steps

Groups usually begin and end with the blue hat, first to agree on the question and then to decide what happens next. Because everyone is thinking in the same direction at the same time, discussions tend to stay focused. The method can also be used on your own by working through each hat in turn.

Multi-voting

Multi-voting is used to narrow a long list of ideas down to a smaller number. It's often used after brainstorming. It works by:

• Giving each person several votes, often about a third of the number of ideas
• Having everyone spread their votes across the ideas they prefer
• Removing the ideas with the fewest votes
• Repeating the vote until a clear choice remains

Because each person votes more than once, an idea that most people like can rise to the top, even if it wasn't anyone's first choice. For example, a class choosing between 12 fundraiser ideas might give each person four votes in the first round.

Choosing the right model

Each model suits a different kind of decision. As a general guide:

• Yes-or-no decisions: pros & cons analysis
• Comparing several options: decision matrix
• Planning towards a goal: SWOT analysis
• Working out why something went wrong: fishbone diagram
• Deciding where to focus first: Pareto analysis
• Discussing a decision as a group: Six Thinking Hats
• Narrowing down a list of group ideas: multi-voting

Models can also be combined. A group might use multi-voting to shortlist ideas, then a decision matrix to compare the final few. Whichever model you use, it's there to organise your thinking, and the final decision is still yours to make.

Building the habit

Like most skills, decision making improves with practice. Starting with smaller, everyday choices, such as planning revision for an upcoming test or dividing up tasks in a group project, is a practical way to become familiar with each model.

Over time, certain models may start to suit the way you think, making them easier to use for bigger decisions like weighing up post-school options.

If you'd like to keep developing skills for study and work, our careers and work resources are a good next step.

Every community relies on people whose job is to help others with things that are hard to manage alone, whether that's getting through a crisis, keeping a family safe and supported, or building the skills to live more independently. That work falls under community services, and demand for it is expected to keep growing over the coming decade.

Here's a look at five careers in the field.

Disability Support Worker

Disability Support Workers help people with disability build independence in their own homes and communities. Day to day, that could mean helping with personal care, meals, housework and medication, supporting someone to take part in social activities, or helping them access disability services, training and employment.

It's the most accessible starting point of these five roles, since it can be reached through a Certificate II or III, or at least a year of relevant experience. With experience, some Disability Support Workers move into team leader roles, overseeing the support provided to several people.

Youth Worker

Youth Workers support young people, one-on-one or in groups, to work through social, emotional and financial problems, usually as part of a youth service or community organisation. The job involves understanding what a young person needs, planning support, and referring them to other services where that would help.

Most Youth Workers enter through a diploma in youth work or a related field, or with at least three years of relevant experience. The same group of roles includes Residential Youth Workers, who care for young people living in settings like group homes, and Youth Justice Workers, who support young people in a correctional setting to build education and work skills and prepare to return to the community.

Community Development Officer

Community Development Officers work with a whole community rather than one person at a time. They assess what a local area needs, then set up and run programs, groups and services to meet those needs, such as neighbourhood houses or activities that encourage people to get involved. Building partnerships with other organisations is a large part of the role.

Entry is at a similar level to youth work. A related role, Community Support Worker, focuses on helping deliver community development and education programs. It suits you if you enjoy planning and organising as much as working with people.

Family Support Worker

Family Support Workers provide advice and support to children, young people and families with a range of needs, both at home and in the community, while respecting each family's culture and background. That includes identifying families who need extra support, making referrals, and helping families access the right services and support groups.

The same diploma-or-experience pathway applies here. A related role, Child Protection Practitioner, delivers child protection services under legislation, which involves assessing children's safety, putting safety plans in place and sometimes attending court.

Social Worker

Social Workers assess the needs of the people they work with and help them build the skills and find the resources to resolve social and other problems. Their work is grounded in human wellbeing, human rights and social justice, and it can involve working with individuals, families or larger groups.

Unlike the other roles here, social work requires a specific university qualification. To enter the profession, you'll need an AASW-accredited Bachelor of Social Work, or a Master of Social Work (Qualifying) if you've already completed another degree.

Checks you may need

Because community services involves working with people who may need extra protection, many roles require background checks before you start. Work with children generally requires a Working with Children Check, which each state and territory runs separately. Roles with registered NDIS providers that involve close contact with participants usually need an NDIS Worker Screening Check, a national check you apply for through your state or territory. Your employer or training provider can tell you which checks apply to a specific role.

What you'd need to get started

Some people start in a support role and build on it with further study later, so your first job in community services doesn't have to be your last. Beyond qualifications, a few things matter across all five roles:

• Communicating clearly & listening carefully
• Staying calm when someone is going through a difficult time
• Respecting people's privacy, choices & cultural background
• Knowing when to involve other services or professionals

Volunteering with a community organisation or doing work experience in a support setting can be a practical way to find out whether the field suits you before committing to a qualification.

If you'd like to find out about more careers, head to our jobs and careers page.

A job isn't one fixed thing. It's really a set of tasks, and that set can change over time without the job disappearing altogether. Some tasks get automated, and some get added. Understanding how that happens is useful when you're weighing up subjects and pathways.

Why jobs rarely disappear overnight

When a job changes, it's rarely because the entire role gets swapped out for a computer or a robot in one go. More often, a handful of tasks within the job change while the rest stay the same. The job title can stay exactly the same too, even as the day-to-day work looks different.

This has a name in workplace research: task change. Even within a single job, some tasks are far easier to automate than others. Repetitive, rule-based work, like data entry or sorting information, tends to go first. Tasks that need judgement, creativity, or reading what another person needs are much harder to replace.

What's shifting the tasks within a job

Technology, including AI, is one part of a bigger picture. A few different forces tend to push a job to change shape:

• Automation & AI taking over specific tasks, like data entry, scheduling, or routine questions
• Buying habits moving online, from retail to banking
• New regulations changing how an industry has to operate
• Environmental shifts changing demand in fields like agriculture, energy & construction
• An ageing population increasing demand for health & care work

These forces often overlap rather than acting alone. A retail role, for example, could be reshaped by online shopping habits and automated stock systems at the same time. New safety or environmental standards could add a reporting task on top of that.

Where growth is strongest right now

Employment overall is projected to keep growing over the next decade, though that growth isn't spread evenly. Jobs that usually need a university qualification, including many in health, technology, and professional services, are growing fastest. These roles lean heavily on judgement, specialised knowledge, or working directly with people, which is harder to automate. Health and care fields are expanding quickly too, partly due to a population that's getting older and needing more support.

Trade and technical roles are still growing, just at a slower pace, so their share of the workforce eases slightly even as total numbers rise. Roles built mostly around routine administrative or clerical tasks are growing the slowest. Those tasks are the ones easiest to hand over to software.

What task change looks like in practice

Looking at a few real roles helps make this concrete.

An Accountant used to spend a large share of their time on manual data entry and reconciling numbers by hand. Software now handles much of that, freeing up time for interpreting the numbers and advising clients, work that depends on judgement rather than data processing.

A Customer Service Officer still fields plenty of enquiries, but the simplest, most repetitive ones are increasingly handled by automated chat systems. What's left leans more on complex problem-solving, the kind that needs a person to listen, read the situation, and adapt.

A Real Estate Agent's role has shifted as online listings and virtual tours handle much of the early searching that buyers and renters used to rely on an agent for in person. Negotiation, local market knowledge, and guiding someone through one of the biggest decisions they'll make are still built around a person.

A Journalist now has digital tools that can speed up research and background checks. The editorial judgement, the interviews, and the storytelling still rely on a person doing the thinking.

A Warehouse Worker's job has changed as automated systems take on more physical sorting and stock movement. Coordination, quality checks, and oversight of those systems have become a bigger part of the role instead.

Across each of these, the tasks have shifted while the role has stayed in place, a pattern that shows up across plenty of other roles too.

What this means for you

This is context for the decisions you're already making now, like subject choices or which pathway to head towards. It doesn't point to one safe career, and it doesn't rule any subject out either. Growth areas move over time, and individual roles vary a lot within them.

It's also a useful lens for reading about a course or a job you're considering. Look past the title to what the role actually involves day to day. That's the part most likely to keep shifting. Work experience, part-time jobs, and conversations with people already in a field are a practical way to check this for yourself.

If you're weighing up a particular career, official employment projections can give you a general sense of where demand is heading, including how an occupation is expected to grow over the next five to ten years compared with similar roles.

If you want to look at some roles built around the kind of human skills that hold up well against automation, our piece on 9 reliable jobs that are AI-proof is a good next read.

Change is part of how careers work

Careers have always worked this way. Technology, habits, and circumstances shift, and most careers stretch over several decades, long enough for plenty of that to happen along the way. You don't need it all mapped out right now. Staying curious about your field can serve you well, whichever direction it moves in.

Note: information is accurate as of September 2026, but employment data and projections are updated regularly, so check official sources directly if you want the most current figures.

If you want to keep building your picture of where different careers could take you, our jobs and careers section has plenty more to look through.