When exams approach, many students default to reading notes over and over again or highlighting textbooks in neon colours. While these might feel productive, research shows that they’re far from the most effective revision techniques. To truly boost memory and understanding, students need to revise in a way that works with the brain — not against it.

One of the most powerful strategies is active recall. This involves trying to remember information without looking at your notes. For example, close your book and try to write out everything you remember about a topic, then check what you missed. This forces your brain to retrieve the information — the same skill you’ll need in an exam.

Another science-backed technique is spaced repetition. Instead of cramming everything the night before, space out your revision over days or weeks. Reviewing the same content multiple times with gaps in between strengthens the memory trace in your brain, making the information stick.

Interleaving is also useful. This means mixing up different types of questions or subjects in a single study session. It mirrors how problems are presented in real exams and trains the brain to switch between concepts — improving problem-solving flexibility.

Lastly, teaching others is a surprisingly effective method. Explaining a concept in your own words (to a friend, parent, or even your pet!) forces you to clarify your understanding and reveal any gaps in your knowledge.

The key takeaway? Effective revision isn’t about how long you study — it’s about how you study. Techniques like active recall, spaced repetition, interleaving, and self-explanation are all grounded in cognitive science. Build them into your routine, and you’ll revise smarter — not harder.

Julian Podgornik

Every student is told to study hard, but few are taught how to study effectively. What works for one person may not work for another, which is why it can help to treat studying like a science experiment. By testing different strategies, reflecting on the results and making small adjustments, students can discover the methods that truly help them learn.

The first step is to recognise that studying is not about the number of hours spent with books open, but about the quality of focus and retention. A student might begin by trying active recall, which means covering notes and testing themselves instead of rereading passively. Another strategy could be spaced repetition, where revision is spread out over days or weeks instead of being crammed into one session. Both techniques are backed by research, but each student should trial them to see which fits their learning style and schedule best.

It is also useful to experiment with the environment. Some students focus better in a quiet library, while others may find background noise helps them concentrate. Similarly, the time of day can make a difference. Morning study might work better for some, while others do their best thinking in the evening. By keeping track of when and where study feels most effective, students can refine their routine.

Reflection is essential. Scientists record their findings, and students should do the same. Keeping a short study journal can help identify what methods lead to better recall and stronger exam performance.

By treating study as a process of trial and error, students avoid the trap of copying others’ habits and instead find approaches that work for them. The result is not only improved grades, but also a sense of ownership and confidence in their learning.

Freddie Le Vay

As I reach the cusp of four years of tutoring alongside my university degree, I’m really struck by how seamlessly the act of teaching has weaved into my own journey of learning. What began as a casual job that helped to reinforce my knowledge I had picked up on in school and support others has grown into a lens through which I view everyday life: everything truly is a cycle of teaching and being taught, and attempting to learn something new every single day..
Tutoring has shown me that learning does not stop at the edges of a syllabus. A session with a student might just begin with a focus on Shakespeare or Pythagoras’ theorem but the underlying process of questioning, testing, revising, mirrors challenges well beyond the classroom. I’ve found myself applying the same strategies in internships, group projects, and even personal decision-making. The patience to sit with being uncertain and unsure, the attempts to unpack a problem and the empathy required to see from another’s perspective are as relevant in daily interactions as they are in education.
One of the most profound lessons I’ve drawn is that tutoring is never a one-way transfer of knowledge. Students often surprise me with interpretations, analogies, or questions I hadn’t considered. In that moment, I really am the one learning too. This reciprocity reinforces the idea that education is ongoing, collaborative, and fundamentally important to everyone.
After nearly four years, I can’t say I see tutoring as simply guiding students toward better grades. It has become about instilling a sense of curiosity and the ability to think on your feet; qualities that last well beyond the final exam. More importantly, it has reshaped how I view my own path. I am reminded constantly that growth doesn’t arrive in sudden leaps but through steady cycles of learning, sharing, and refining.
In that sense, tutoring is not just part of my university experience as a casual job for someone who did well at school. It has become a learning experience for me: to approach life as a perpetual classroom, where each interaction is an opportunity to both teach and to learn.

Teg Philmara

A PETAL paragraph is a structured way of writing that helps students build clear, well-developed responses in essays. The acronym stands for Point, Evidence, Technique, Analysis, Link. Each step provides a logical flow so ideas are communicated effectively.

The first step is the Point. This is your topic sentence and should directly answer the question or present the main idea of the paragraph. It must be concise and assertive, setting up what the rest of the paragraph will explore. For example, in an English essay, a point might be: “Shakespeare presents prejudice as a destructive force.”

The second step is Evidence. This is where you support your point with a direct quotation, example, or reference from the text or subject material. Evidence should be specific and relevant, not vague generalisations. Using a quote demonstrates close engagement with the text.

Next is Technique. Here, you identify the literary, rhetorical, or structural technique used in the evidence. This could be metaphor, imagery, repetition, or irony. Naming the technique shows you understand how the text is constructed, not just what it says.

The Analysis follows, where you explain how the technique supports your point. This is the most detailed part of the paragraph, as it unpacks the deeper meaning, explores the effect on the audience, and links back to the essay question. Strong analysis avoids retelling the plot and instead focuses on interpretation.

Finally, the Link connects your paragraph back to the overall essay question or thesis. It ensures cohesion, showing how the point contributes to the larger argument.

In summary, PETAL paragraphs provide a clear, formulaic structure that strengthens essay writing. By consistently making a point, backing it up with evidence, identifying techniques, analysing their impact, and linking to the thesis, students can write with clarity and persuasiveness.

Michael Fry

One of the easiest ways to lose marks in maths is forgetting to check the units. It sounds like a small detail, but I have seen it affect everything from final answers to full questions being marked incorrect. That is why I make it a regular habit in tutoring sessions to stop and ask, “What are the units?”

Whether it is dollars, metres, hours, or kilograms, writing the wrong unit, or none at all can turn a correct calculation into a confusing or incorrect answer. In real-world maths, the unit gives meaning to the number. Saying “4” is not helpful unless we know it is 4 minutes or 4 dollars.

In sessions, I encourage students to underline the unit in the question and carry it through every step of their working. If they are using a formula, we double-check that the units match. For example, if a student plugs in 60 minutes when the formula needs hours, it will throw off the whole answer.

I also show students how to use units as a clue. If they are not sure whether to multiply or divide, thinking about what the unit should be can help guide them. For example, if the question is asking for speed in kilometres per hour, they know they need to divide distance by time.

These little habits take seconds, but they make a huge difference in accuracy. Learning to check the units is not just about avoiding mistakes, it is about learning to think clearly and work precisely.

James Valiozis

As the HSC exams creep closer in October, I’ve noticed a familiar pattern with many of my students: they feel like they’ve studied “enough,” but when we sit down with a past paper, the panic sets in. Suddenly, the confidence they had while reading notes or highlighting textbooks disappears. That’s why I always tell my students to remember the importance of practice papers aren’t just helpful, they’re essential.
When you attempt a paper, you’re doing more than testing your memory. You’re training your brain to think under pressure, to structure an essay in 40 minutes (time management is something you only master with practice), and to make decisions quickly when multiple questions look tricky. I often see students surprise themselves, not by what they don’t know, but by how much they do know once they’re forced to apply it.
Another benefit is timing. Many students, especially in subjects like English or Modern History, run out of time because they’ve never practised writing full responses under exam conditions. Doing a paper in a set time frame is like rehearsal before a performance and the more you practice, the smoother the real thing will be.
The key, though, is reflection. Simply finishing a paper isn’t enough. I encourage students to sit with their mistakes, compare their answers with the marking criteria, and identify exactly what cost them marks. Those mistakes then become stepping stones rather than setbacks.

Parents can play a big role here too. Even something as simple as creating a quiet space, setting a timer, or printing off past papers helps students take the process seriously. Some parents like to act as “exam supervisors” at home, which can make practice sessions feel more authentic. Afterwards, showing encouragement, rather than focusing only on mistakes, helps build confidence and keeps motivation high.

With only a few weeks left before October, my advice is simple: make practice papers a regular part of your routine. They’ll build confidence, sharpen your timing, and make the real exams feel less daunting. After all, it’s better to make mistakes now, in practice, than in the exam hall.

Natasya Ross

One of the most effective ways to strengthen your literary analysis is to move beyond surface-level commentary and begin weaving technique, context, and meaning into a layered argument. Arthur Miller’s The Crucible offers a strong case study in how writers can elevate their responses by engaging critically with language, form, and broader ideas.

For instance, many students might stop at identifying John Proctor as a tragic hero who dies for his integrity. A more elevated analysis goes further, recognising how Miller patterns Proctor messianically, aligning him with archetypes like Prometheus and Christ. Quoting directly, “and the new sun is pouring in upon her face, and the drums rattle like bones in the morning air”, analysis can highlight how this imagery of dawn and resurrection transforms Proctor’s death into both a personal and symbolic act of renewal. Suddenly, his sacrifice is not just tragic but also redemptive, signalling the collapse of corruption and the possibility of social transformation.

Elevated analysis also involves situating the text in conversation with larger critical frameworks. Rather than only noting that the play evokes “catharsis,” you might compare Miller’s politics with Brecht’s didactic vision of theatre, showing how the work resists passive emotional release and instead calls for active social reflection. By linking Aristotelian and Brechtian frameworks, you demonstrate a deeper awareness of dramatic traditions and their implications.

Ultimately, elevating analysis means asking: what larger ideas does this moment connect to? Instead of simply naming a technique, explore its function, its resonance with broader archetypes, and its political or philosophical implications. By doing so, you transform a basic reading into a sophisticated argument, one that not only interprets the text but also reveals its power to critique, challenge, and inspire.

Allegra Pezzullo

Cramming for exams is a common habit among students, but it is one of the least effective strategies for achieving meaningful learning or long-term success. At its core, cramming relies on short bursts of intense memorisation, often the night before an assessment, with little time for reflection, practice, or consolidation. While it may allow students to recall some facts temporarily, the knowledge is rarely retained beyond the exam. This undermines the entire purpose of education: to build lasting understanding and transferable skills.

One of the key issues with cramming is its impact on memory. Human brains consolidate information into long-term memory through repetition, active engagement, and spaced practice. When learning is compressed into a few hours, there is no opportunity for the brain to properly encode or reinforce concepts. This leads to surface-level recall at best and confusion under exam pressure at worst. In contrast, studying consistently over time enables stronger connections between ideas and fosters deeper comprehension.

Cramming also has significant negative effects on mental and physical wellbeing. Late-night study sessions often cut into essential sleep, leaving students fatigued, anxious, and less focused during exams. Sleep deprivation impairs problem-solving, decision-making, and memory recall, all of which are crucial for academic performance. Furthermore, the stress associated with cramming can create a cycle of panic and burnout, reducing motivation for future study.

Most importantly, cramming prevents students from engaging with material in a meaningful way. Exams often test not only recall but also the ability to apply, analyse, and synthesise information. Without steady preparation, students struggle to move beyond rote memorisation. Developing a structured study routine, practicing active recall, and spacing learning sessions are far more effective methods. By avoiding cramming, students not only perform better on exams but also cultivate skills and knowledge that endure long after the test is over.

Michael Fry

Tutoring often gets described as a way to “fill in the gaps” of classroom learning. While that’s true to an extent, it quickly becomes clear that effective tutoring is about far more than explaining content, but about shaping how students approach learning itself.

One key strategy I have found useful in tutoring is to shift queries from answer-giving to question-asking. Students might come to sessions hoping for quick solutions, but they benefit more from tutors guiding them to think critically and independently. Questions like why does this formula work? or how did you get that answer? encourage students to reflect on their work and find out the issues in their work on their own. In the long run, this builds resilience, develops their problem solving skills and gain deeper understanding, not just short-term fixes.

Another important element is making content relatable. Many of my younger students struggle with abstract material because they can’t connect it to their own experiences. Relating their questions to everyday examples like relating trigonometric ratios to buildings or financial maths questions to their everyday spending activities helps my students better understand the theory, and the questions interesting.

Building confidence is equally as important. Some of my students initially come to the session doubting their ability because they had difficulty with their homework/classwork. Small but consistent positive reinforcement like acknowledging effort, celebrating progress, or simply recognising improvement changes how a student sees themselves as a learner. I’ve noticed that when students begin to believe they are capable, their performance often follows.

Ultimately, tutoring is best understood as a process of empowerment. It is not just about raising grades or completing homework. It is about equipping students with strategies, confidence, and habits they can use in the session, at school and in the real world. Seeing students alter their perspective on difficult questions and attempt them on their own shows great success from empowerment.

In this way, tutoring becomes less about teaching and more about mentoring. It’s about helping students see that learning is not a fixed ability but a skill they can strengthen with the right encouragement.

Nicole Stamatelatos

I wanted to write this because I’ve seen a lot of students using loop pods and i wanted to research them and what they do and their benefits to studying. Loop Pods are basically these small, wireless earbuds designed specifically for focus and concentration. They’re not your standard music headphones—they’re built with special technology that claims to enhance focus, block distractions, and even improve memory retention while you’re studying. The idea behind Loop Pods uses “neuro-acoustic technology,” which is basically sounds and frequencies designed to get your brain into a productive state. Some people compare it to listening to white noises, but Loop Pods supposedly take it a step further by actively stimulating your brain to stay alert and focused. There are different modes too, like “focus,” “relax,” or “creative,” so you can pick what kind of session you want depending on what you’re doing—studying for a test, writing an essay, or even brainstorming ideas for a project. I found a few articles and student reviews that suggest Loop Pods can be pretty effective, especially if you’re someone who gets distracted easily or struggles to stay in the “flow” while studying. People said that using them helped them concentrate for longer periods, reduced procrastination, and even made studying feel a bit less stressful because the audio cues acted like a gentle reminder to stay on task. Of course, it’s not a magic solution—studying still takes effort—but it’s interesting to see how technology like this is starting to blend with learning strategies. Personally, I’m curious to try them out and see if they actually make a difference, as I am neurodivergent myself and can get overstimulated by study.

Mary Diamond