4 Tips to Maximise Your PDHPE and Community and Family Studies Exam Performance

As an experienced PDHPE and Community & Family Studies HSC teacher and marker with over 20 years in the field, I've seen firsthand what separates the high-achieving students from the rest. It's not just about knowing the content - it's about mastering the skills and strategies that allow students to showcase their knowledge effectively in the exam setting.

I'm going to share four essential tips that I've developed and refined over the course of my PDHPE and Community & Family Studies career. 

Let's dive in.

Tackling Multiple-Choice Questions

One of the most common question types in PDHPE and Community and Family Studies exams is the multiple-choice format. While some students may view these as a bit of a gamble, there are proven techniques to approach them strategically and boost your chances of success.

The first step is to share as many past HSC questions as possible with your students. Familiarise them with the style and structure of the questions, as well as the types of distractors that are commonly used.

When it comes to actually answering multiple-choice questions, I've developed a handy acronym to guide students: THINK.

T - Try to answer the question first, before even looking at the options. This gets your brain engaged and primed to recognise the correct response.

H - Have a go at all the questions. Don't leave any blanks, as that automatically means zero marks. Even an educated guess is better than no attempt at all.

I - Inconsistencies might exist in the options. Be on the lookout for statements that are partially true or grammatically incorrect.

N - Nobody's trying to trick you. The exam committee isn't out to catch you out - they simply want to assess your knowledge and understanding.

K - Keep backing yourself. That initial gut instinct is often the right one, so trust your judgment and don't second-guess yourself.

By following this THINK approach, your students will be well on their way to maximising their multiple-choice performance.

The "Run Far" Planning Strategy

Another key skill I've observed in my top-performing students is the ability to plan their responses before diving into the writing. This is where the "RUN FAR" strategy comes into play.

The "RUN FAR" acronym stands for:

R - Read the question carefully

U - Underline any syllabus terms or glossary keywords

N - Name and define any key concepts or definitions

F - Formulate a plan of attack before you start writing

A - Answer the question in the lines/booklet

S - Reread your response to ensure it's on point

Taking just 30 seconds to a minute to work through this process can make a world of difference. It allows students to fully understand the question, identify the key elements they need to address, and map out a structured response before they put pen to paper.

In my experience, the students who consistently achieved the highest bands in both PDHPE and Community and Family Studies were those who took the time to plan their answers. They knew that the planning stage was just as crucial as the writing itself.

Mastering the Glossary of Keywords

One of the most common pitfalls I see in student responses is a lack of understanding and application of the glossary of keywords. These are the action verbs - like "explain," "analyse," "discuss" - that dictate how you need to approach a question.

It's not enough to simply regurgitate content knowledge. PDHPE and Community & Family Studies students need to demonstrate their ability to apply that knowledge in the specific way the question is asking. An "explain" question requires a different approach than an "assess" question, for example.

I cannot stress enough the importance of students familiarising themselves with the glossary of keywords and practicing how to use them effectively. To help with this, I've developed a range of resources, including keyword definition cards and a chocolate-themed activity that makes the learning process engaging and memorable.

The key is to ensure students don't just memorise the definitions, but actively apply them in their exam responses. This is where the true depth of their understanding will shine through.

Using "SUAVE" Examples

The final tip I have for maximising exam performance is to focus on crafting high-quality examples to support your students' answers. These examples are the golden nuggets that demonstrate their ability to apply their knowledge and understanding.

I use the acronym "SUAVE" to guide students in developing effective examples:

S - Specific

Examples should be tailored to the question and context, not generic or vague.

U - Unique

Use examples that are different from the obvious or commonly used ones. This shows depth of knowledge.

A - Applied

Examples should illustrate how you can take the concepts and principles you've learned and apply them in a real-world or practical setting.

V - Varied

Don't rely on the same type of example over and over. Mix it up to demonstrate the breadth of understanding.

E - Explicit

Be sure examples are detailed and directly linked back to the question. Avoid leaving any ambiguity.

By following the SUAVE framework, your students will be able to craft examples that truly showcase their mastery of the subject matter and impress the marker.

As an experienced HSC teacher and marker, I've seen firsthand how these techniques can help students unlock their full potential and achieve their desired results. 

Remember, exam success is not just about content knowledge - it's about developing the skills and strategies to effectively communicate that knowledge. With the right approach, your students can maximise their chances of success and walk into that exam feeling confident and prepared.