A “double life”? Starting university while still in Year 12: the UMEP experience
Interview by Matt Absalom
For most Year 12 students, the university experience is something they dream about for “next year”. But, for a select group of students, university life starts a little earlier.
We sat down with two of our brightest young minds – Constance Gaudey and Leonardo Grassia – who have just completed the University of Melbourne Extension Program (UMEP) in French and Italian, respectively. These students took on the challenge of completing first-year university subjects while simultaneously tackling their final year of VCE.
It’s an outstanding achievement that requires discipline, passion and a love for language. We asked them what it was like to swap their school classroom for our lecture theatres and how UMEP changed their relationship with language learning.
1. First impressions
Walking onto the Parkville campus for your first tutorial is a big moment for anyone, let alone when you’re still in high school. What was that first week like for you? Did you feel like a “uni student” straight away, or did it take you a while to find your feet?
Constance: Honestly, I have never felt more out of place than when I attended my first tutorial. Walking through campus for the first time was surreal, but actually being in the class was very daunting. However, I was lucky enough to have a friend of mine take the same French class as me, which helped me feel more supported despite my nerves. Over time, I grew more comfortable as I settled into this new rhythm, but it did take some effort as this experience was so far out of my comfort zone.
Leonardo: I remember being very nervous the first time I walked onto the Parkville campus, especially because I did not know what to expect, both in terms of the structure of the class and the learning style. I also felt a bit out of place when surrounded by older university students. However, I quickly found my footing in the program, largely due to how welcoming and supportive the class and teachers were. Even in the first week, there were many opportunities to form friendships, as we often worked together during the seminars and practical hours, and I feel that this definitely made me feel more at ease as a high school student in a university environment.
2. The classroom vs. the lecture theatre
School language classes are often very structured. How did you find the shift to the university style of learning? Was there a specific moment in your French/Italian classes where you realised, “Okay, the expectations here are different”?
Constance: I actually found it very easy to shift between structured school classes and the university style of learning. Although the expectations are quite different, my tutors always made sure that they were communicated clearly. As well as this, I found it easier to be open and direct when I had questions rather than to stay silent, which definitely helped.
Leonardo: I really enjoyed the shift to the university style of learning. It certainly demanded a deeper engagement with the language than my high school Italian classes. For example, in the first semester, we were expected to read a book in Italian and read various articles regarding the unification of Italy before our lessons. The UMEP goes beyond the usual rote learning to foster a more subconscious grasp of the language. I realised the expectations were different in the very first seminar, where our professor told us that we would not be focusing at all on grammatical rules or conjugations. I think I particularly enjoyed this approach because we were acquiring the language through an immersion in Italian culture, which made the process feel more meaningful and intellectually engaging.
3. The “double life”
There must have been days where you were studying your VCE subjects in the morning at school and then rushing to a Uni tutorial in the afternoon. How did you manage the “double life”? Did having that slice of independence at Uni help you stay motivated for the rest of Year 12?
Constance: Twice a week I had to commute from school to make it to my afternoon Uni tutorials, which was somewhat difficult to arrange. I needed to leave my VCE classes early, meaning extra work that I had to catch up on later. However, having to manage my time so strictly, especially when I had French exams or assessments, taught me a lot. Time management of the different workloads and commitments is a skill that will be essential for my future.
Leonardo: I was often rushing to get from campus to school on time. I managed the more complex schedule by communicating with my teachers and building on the organisational skills required in Year 12. Balancing my commitments at school and at the University was not always easy, especially because I had scheduling conflicts in both semesters. I was able to manage this “double life” thanks to the support and flexibility of my Italian teacher, who helped me navigate the demands of school and the UMEP. The slice of independence at Uni coupled with a growing understanding of the student life there definitely helped me stay motivated for the rest of my last year, as it enabled me to concretely envision the goals I wanted to achieve.
4. Deep diving into language
UMEP allows you to engage with language and culture at a much deeper level than standard VCE subjects. What was the most interesting topic or text you covered this year, and how did it change your understanding of French/Italian Studies?
Constance: Personally, I really enjoyed learning about the origins of the French conversational style and its cultural significance. We spent a lot of time engaging with the historical aspect of language, which often directly affects the way we use the French language in contemporary society.
Leornardo: I found our focus on Italy in the post–Second World War period to be the most interesting topic this year. Before taking UMEP Italian, I had always thought of Italy primarily as a country with an ancient and rooted history. It was only through my studies at the University of Melbourne that I realised how politically young Italy is, and how it is still working toward a cohesive and culturally unified Republic. In the second semester, I also loved that we got to put on a production of a play by playwright Dario Fo in Italian, instead of doing an exam!
5. The advice
Looking back at the start of the year, what is the one piece of advice you would give to a Year 11 student thinking about applying for UMEP? Is there a secret to balancing the workload?
Constance: One piece of advice that I would give to students wanting to apply for UMEP is to absolutely go for it. This year has been so enriching, and I feel so much more confident going into my first “real” year of university. While it was at times difficult to manage the workload, particularly around exams or when I had SACs on, I found that a few habits consistently helped. Firstly, always have a planner/calendar going with assignments, SACs, and exams marked out. Moreover, you will often be notified of upcoming Uni assignments quite early, so it can feel very easy to ignore them until the last minute. However, I found that starting preparation early, even just for small preparational tasks, made a huge difference. This allowed me to continue to work on my VCE and Uni work in parallel, rather than put one on pause to cram for the other.
Leonardo: One piece of advice I would give to a student considering UMEP is not to be intimidated by the idea of stepping into a university environment. If it interests you, go for it. At the beginning of the year, I was told that my school and university schedules might clash to the point that I would have to withdraw from the program. Still, through communication and the flexibility of my professors, I was able to make it work. So, if you take the initiative to talk to your teachers and organise your time, the program becomes manageable. It was definitely worth it for me, as the experiences I had through UMEP were among the highlights of my year. I don’t think there is a “secret” to balancing the workload, since everyone develops their own strategies to stay focused, but I would say to have faith in yourself and in your ability to handle the extra work.
A massive congratulations to both of you for completing the program. You’ve not only conquered Year 12 but you’ve already got a head start on your university degree. We can’t wait to welcome you back to campus full-time – though at least this time, you won’t have to worry about putting on a school uniform in the morning!”