Throughout Semester One, all students in Years 7-12 have been participating in a study skills program during home group. These modules have introduced students to a range of practical research-based study strategies.
Module 1 – Retrieval Practice
The first module was focused on the Retrieval Practice strategy. Students were introduced to the idea that they must retrieve pieces of information at least four times in order for this information to become embedded in their memory. Students were asked to trial a range of retrieval practices such as brain dumps, the creation of cue cards, self-quizzing, peer quizzing and retrieval grids. Further information about this important study strategy is located at the Learning Scientists website.
Module 2 – Dual Coding
In the second module, students were asked to incorporate a dual coding technique into their study routine. Dual coding encourages students to combine written notes with visual material when studying. Students reported that they created sketch notes, and used a range of graphic organisers such as venn diagrams, flow charts and a range of other visual cues.
In each module, students are asked to reflect on what went well when they used the learning strategy, and areas they can improve on. Here are some students’ reflections on their use of dual coding strategies:
Year 12 Student
I found dual coding worked well when I used it in subjects like HHD, PE, and History. In HHD and PE, I combined written notes with diagrams (e.g. body systems, effects of smoking or exercise responses), which helped me understand processes more clearly and remember them during SACs. In History, I used timelines and visual organisers alongside my notes, which made it easier to see cause and effect and remember key events.
I haven’t used dual coding consistently across all subjects, especially in English and sometimes General Maths, where I often just write notes without adding visuals. I also sometimes rely on copying diagrams instead of creating my own, which means I’m not fully processing the information. To improve, I should make dual coding a regular habit in all my subjects—for example, using mind maps for English texts, flowcharts for History, and clearer visual steps in Maths.
Year 11 student
In psychology we have been learning about psychological brain development. I chose the dual coding strategy of using class notes to make a flow chart and then revise how they all connect and their terms, because it is a content heavy subject but writing out a flow chart on what you remember throughout the area of study helps me remember terms and ways to write things which helps in the SAC. I found this strategy easier to use as it was one that is very easy to understand and is quick to do when you don’t have a big chunk of time. I recommend this dual strategy because most students don’t have a lot of time because of other priorities so it does help you understand the content quickly. My advice about using this strategy after reviewing what you remember on the flow chart, rewrite it including definitions or terms you may have missed, and redo that over the days until you get it right, this is helpful if you have that available extra time before the SAC.
I could be more detailed or spend more time doing flow charts maybe one after each class more than two times a week.
Year 10 student
Dual coding went well because it helped me understand things better using words and pictures.It made it easier to remember information instead of just reading notes.
In Science (Life Science), drawing diagrams helped me understand concepts more clearly.
In Foundation Maths, using visual steps helped me follow how to solve problems.
In English/VM Literacy, mind maps helped me organise my ideas.
Overall, it helped me stay focused and made learning less confusing.
I can improve by using dual coding more consistently instead of only sometimes. I need to include more visuals like diagrams, mind maps, and charts in my notes. I can make my drawings clearer and more detailed so they actually help my understanding. I should connect my pictures and words better so they match and explain each other. In Science (Life Science), I can label diagrams more clearly and add more detail.
In Foundation Maths, I can use more step-by-step visual working instead of just answers.
In English/VM Literacy, I can improve my mind maps by adding key words and connections between ideas. I can also take more time to plan my notes instead of rushing them.
Overall, I need to practise dual coding more so it becomes a regular study habit and helps me learn better.
Year 9 student
Using Dual Coding strategies went well in Japanese because it helped me remember vocabulary more easily. By combining words with small drawings or visual cues, I could picture the meaning instead of just memorising it. This made it easier to recall during listening and reading tasks. It worked especially well in Japanese compared to other subjects because the visuals helped me understand unfamiliar words more clearly.
I can improve my Dual Coding by making my drawings clearer and more meaningful so I remember them better. In Japanese, I should use it more consistently for all vocabulary and try to connect images directly to the Japanese meaning, not English. I also need to review my visuals more often to strengthen my memory.
Year 8 student
When I used dual coding, it really helped me understand and remember information better because I was combining words with visuals. In Science, drawing diagrams (like cells or experiments) with labels made it easier to remember the parts and their functions. In History, using timelines and small sketches helped me understand the sequence of events instead of just memorising dates. In English, visualising scenes or characters with quick drawings helped me understand texts more deeply. Overall, using both images and words made the content stick in my memory for longer and made studying less boring.
I can improve by making my visuals clearer and more detailed instead of rushing them or making them too simple. Sometimes my drawings don’t fully match the information, so I need to make sure they actually connect to the key ideas. I could also use dual coding more consistently across all subjects, not just when I feel like it. Another improvement would be organising my notes better, so the visuals and written information are clearly linked and easy to revise from later.
Year 7 student
Dual Coding worked well because using both words and visuals helped me to understand and remember information better. I used it in Humanities, Science, and Maths, and it made learning easier and more engaging.
I can improve by making my visuals clearer and directly linked to my notes, adding labels and key words, and organising them better so they help me remember information.
Further information about the dual coding strategy can be located here.
Module 3 – Spaced Practice
In the current module, students were introduced to the concept of Spaced Practice. This is an important study skill to ensure that students are ‘spacing out’ their study across a number of weeks, rather than ‘cramming’ the evening prior to a test or SAC. Students were asked to create a Study Plan to present in House Groups this week.This strategy will become very important in the lead up to the semester examinations.
A copy of a blank Study Plan is located here. Proceed here for further information about the strategy of Spaced Practice. We look forward to seeing the different strategies that students have incorporated into their Study Plans in the Extended House Group this Thursday (14 May).
Our talented student musicians took to the stage at the annual Maytime Fair held at Xavier College, performing across a number of venues throughout the day and bringing wonderful energy to this much-loved community event.
Performances included:
🎤 Solos from Claire H and Zee E
🎸 Rock Band comprising Bethany M, Pauline F, Senudi K, Mila R, Isabella G, Eliza E, Saskia C, Harriet C, Zee E, Claire H, Maddison D and Arpita S
🎷Jazz Band comprising Hannah T, Amelie H, Harriet C, Saskia C, Claire H and Kate P
A special thank you also to staff members Pei Sun, Evan and Aidan for performing alongside our students.
Congratulations to all involved on such vibrant performances; your talent and musicianship were on full display.