As someone who enjoyed biology in high school and went on to complete a degree in biology, I love tutoring the subject and helping students to learn more effectively. One of the main concerns of students is how much do I need to know? What do I need to memorise? What is going to be on the exam? This is often a tricky question to answer. In class, teachers like to go into lots of detail and provide examples for everything in order to put the students learning into context of the real world and where their knowledge is relevant. However, if students did not understand the basic concept, they often grasp at random details which will not help them effectively in the HSC. To tackle this issue, I focus my sessions on conversation. The way I find easiest to learn is not trying to memorise specific detail but learning the logic of processes or ideas. I will start off the first half of the session by talking about the topic, explaining my logic, and allowing the student to ask questions until they come to their own logical understanding. Once students understand the basic concept, they can then BUILD on this understanding with details and examples. I find that this structure to the lesson, followed by answering HSC-style questions, provides the students with the most detailed understanding of each topic, directly in line with the syllabus.

Riva Burkett

If you’ve noticed your student showing up to sessions a little more drained than usual, you’re not imagining it. The end of term has a way of creeping up on everyone, and by the time it arrives, even the most motivated students can start running on empty. I’ve definitely felt this shift lately, and it’s got me thinking about what actually helps during these final few weeks.

Honestly, the biggest thing I’ve learned is to let go of the pressure to keep pushing through new content. When a student is mentally exhausted, piling on more material rarely sticks. What tends to work a lot better is going back to what they’ve already learned and making sure it actually feels solid. There’s something really reassuring about revisiting a topic and realising that they actually do know it!

It also helps to just name the tiredness out loud. A lot of students feel guilty for not being as focused as they were at the start of term, like they’re falling behind or letting themselves down. But telling them that everyone hits this wall, and that it doesn’t undo all the hard work they’ve put in, seems to take a weight off their shoulders. Once that pressure eases, they usually settle back into the lesson a lot more easily.

One of my favourite things to do near the end of term is ask students to reflect on what they’ve actually improved at. It sounds simple, but most students are so focused on what they still don’t know that they forget to notice how far they’ve come. That little moment of recognition can make a bigger difference than any practice question.

At the end of the day, the end of term is just a reminder to slow down, take stock, and encourage the students.

Katreen Diab

Should movie adaptions exist?
There are arguments for and against movie adaptions, and as someone who loves both movies and books, I think some adaptions are wonderful and some are the worst things EVER!!

In favour of movie adaptations of books existing, the arguments often are that movie adaptations bring new audiences, they bring more money, and readers are able to see their beloved characters on screen!! Adaptions of books can often be much more popular than the book itself thanks to Hollywood and the ginormous scale of the film industry. Adaptions can allow people to be exposed to books they wouldn’t have known about before, such as a large audience being exposed to the TV shows Bridgerton or Normal People. The show can encourage people to read to a book they may not have, or bring new audiences to a book which is older such as adaptions of Jane Austen. Additionally, with a tv show or movie being made, book sales will go up as well as sales from the movie, boosting the economy and bringing sales to authors! Moreover, readers are able to see characters they imagined on screen, adding to their experience of the novel and give something back to original enjoyers of the book!

Constrasting to this, arguments against movie adaptations of books often include that they are only made for money and that they promote people not to read and rather just consume films. Movies are sometimes made from films because people know the story is popular because it already has an audience, giving the film the a guaranteed audience. This gives the producers and studios a perfect opportunity to gain money. Additionally, with a film being made some people will just watch the movie rather than watch the book and this can promote people not to read if they can avoid it. Moreover, not all the themes of books, thick and long stories, can be captured in a film, often leaving lots of nuance out of a film.

Josie Daniell

Effective feedback is one of the most powerful tools in one‑on‑one tutoring. It helps students understand what they’re doing well, where they can grow, and most importantly, how to take the next step with confidence. When feedback is clear, kind, and actionable, it becomes a bridge between confusion and progress.

What Makes Feedback Effective?
Strong feedback is always specific, not vague praise. Instead of saying “Good job,” I highlight the exact skill a student used: “Your topic sentence clearly introduces your argument.” This helps teens recognise what they can replicate in future work.
It’s also actionable. Students need guidance they can use immediately: “Let’s split this paragraph into two ideas so your point is easier to follow.” Clear next steps turn feedback into momentum.
Timeliness matters too. Feedback lands best when the task is fresh, which is why I respond during sessions or shortly after. This keeps learning connected and meaningful.

Strengths‑First Feedback
Many students arrive with a history of feeling “behind.” Beginning with strengths helps shift that narrative. When a student hears, “You explained your reasoning clearly,” they feel capable and ready to tackle constructive suggestions.

Feedback as a Learning Pathway
Effective feedback isn’t just commentary and should be structured by: noticing the skill, explaining why it matters, offering a next step and checking for understanding. This keeps feedback collaborative and supportive.

Building Independent Learners
The ultimate goal of tutoring is independence. When students understand their strengths, recognise patterns, and know what to do next, they become confident, capable learners, both inside and outside tutoring sessions.

Effective feedback is more than a teaching technique it’s a relationship‑builder, a confidence‑booster, and a roadmap for growth. When students feel seen, supported, and guided with clear next steps, they begin to understand their own strengths and develop the tools to learn independently. In a one‑on‑one tutoring setting, this kind of feedback becomes transformative, helping teens move from uncertainty to clarity and from hesitation to genuine progress. It’s one of the quiet but powerful ways tutoring empowers students to thrive both in the classroom and beyond.

Sophia McLean

Many people think literacy and numeracy are skills that are only important during primary school. However, these foundational skills continue to play a vital role throughout high school, university, the workplace and everyday life. Building strong literacy and numeracy skills from an early age gives students the confidence and ability to succeed in almost every subject and future career.

Strong literacy skills go far beyond reading and writing. They allow students to understand instructions, analyse information, communicate ideas clearly, and think critically. Whether writing an English essay, interpreting a science report, or answering exam questions, good literacy skills are essential for academic success. Outside the classroom, literacy helps people write emails, complete job applications, understand contracts, and communicate effectively with others. Similarly, numeracy is much more than solving maths problems. Everyday tasks such as managing money, budgeting, measuring ingredients while cooking, reading timetables, and understanding data all rely on strong numeracy skills. As students progress through school, these skills become increasingly important in subjects such as science, commerce, economics, geography, and technology.
Developing literacy and numeracy also builds confidence. Students who have a strong understanding of the fundamentals are often more willing to participate in class, attempt challenging questions, and approach assessments with a positive mindset. These skills provide the foundation needed to learn more complex concepts as they move through high school.

Parents can support the development of these skills by encouraging regular reading, practising maths in everyday situations, and creating positive learning habits at home. Even small amounts of consistent practice can have a significant impact over time.
Strong literacy and numeracy skills are lifelong skills, not just primary school subjects. By investing in these foundations early, students are setting themselves up for greater success in school, future study, and the many challenges they will face beyond the classroom.

Ellie Tsoukalas

The HSC is one of the most intense experiences for highschool students. With ATARs, scaling, and subject selections on the forefront of minds from Year 11 onward, it’s easy to fall into the trap of believing that more study always equates to better results. I’m here to tell you that it shouldn’t all be about completing every past paper you can and spending every spare second studying.

Students who neglect their social lives to try to achieve those high marks often do end up doing well for themselves, however it doesn’t come with its disadvantages. Sleep deprivation, anxiety, and burnout are so easy to fall into when academics become everything that matters. Neurologically, the brain needs time to rest in order to make new connections and restore focus. Without rest, you only get diminishing returns from study. This is one of the many reasons why socialising is still such an important part of the end of highschool. Cutting off your social life doesn’t just make the HSC feel like it drags on. Friendships shouldn’t always be seen as a distraction, but rather an escape or way to relax. Socialising can lower stress, boost mood, and make you more inclined to actually focus when you start studying again.

Balance looks different for everyone. Some students can thrive with a strict weekly schedule that balances studying and social life in time blocks while others, like myself, prefer a more flexible approach where I only study as much as I feel I need to and fill the rest of my time having fun and relaxing.

Your ATAR isn’t the be all or end all for your future. If you don’t make it into your dream course, there are always other ways to get in. A social life is as important if not moreso than purely focusing on academics during year 12.

James Xylas

– Using worksheets and colouring to keep students’ attention
– Relating work to sutdents’ interests, i.e world cup
– Using a game of uno/spot it halfway to reward the student
– Keep conversation flowing to understand the student better, their personal interests
– Use game + different subject activities to keep things interesting
– Help student wth words by sounding them out
– Focused on sounding out new words and learning grammar by putting these newly learnt words into sentences
– Did some readings to see these new words in context, as well as images of the words
– Practiced maths by doing addition problems
– Use spot it game to check homework and organise work for the next part of the session
– Read alternating sentences with the student to keep them engaged as they get more tired, and then confirm by rereading the text as a whole
– Ask comprehension qs about the text to ensure the student has understood
– Practiced counting in 2s on the whiteboard, getting the student to write himself, then addition and subtraction with single digits
– Give subtraction h/w at the end to make sure the students’ understanding is sound

James Pinto

Often, students assume that academic performance is directly correlated with the amount of time spent studying. This dangerous assumption commonly ends in early burnout and an overwhelmed brain. Whilst persistent effort is undeniably important and a large contributing factor to a good result, sacrificing sleep, social life and exercise can often do more harm than good.

When a student makes time for regular exercise such as the gym or weekly jogs they regulate stress and improve their concentration and of course, their physical health. Similar, maintaining a consistent sleep schedule of around 7-8 hours plays a vital role in focus and memory retention. It has been shown that the average focus time is only around 50 minutes at a time meaning that a students who takes advantage of short consistent breaks will benefit more than a student who attempts to maintain focus for prolonged periods of time. The school system supports this by making the average class about 50 – 55 minutes so that students are able to absorb information throughout the entire duration of teaching.

Socialising is another factor that plays a prominent role in mental health. When a student distances themselves from their peers in order to dedicate more time to studying they actively prolong their stress through isolation and don’t allow for a proper mental recharge. It’s important that students actively engage in frequent social activities in order to maintain perspective. Talking to peers reminds students that they aren’t alone in their struggles and that setbacks are a normal part of the learning process. Having a positive support network can be extremely beneficial during stressful study periods.

Conclusively, academic success is more than just putting in hours upon hours of study. A student will often find themselves performing to a higher standard when they are ensuring they maintain a balance between rest, study, exercise and social life. Sometimes the best way to study is to rest.

Deuchar Dezarnaulds

Tutoring isn’t just about explaining maths problems or helping with study notes it’s also about learning. While I’ve helped many students grow in confidence and skill, I’ve learned just as much from the experience myself.

One of the biggest lessons I’ve learned is that every student learns differently. Some need visual explanations, others need to talk things through, and many need time to make mistakes and work it out for themselves. As a tutor, I’ve learned to adapt, listen carefully, and meet students where they are not where the textbook says they should be.

I’ve also come to appreciate the power of small, consistent effort. The students who make the most progress aren’t always the fastest or most naturally gifted, they’re the ones who show up regularly, ask questions, and try even when it’s tough. That’s a lesson I think we can all learn from: progress comes from persistence.

Another insight is how important confidence is in learning. Many students don’t struggle because they can’t do the work — they struggle because they’ve convinced themselves they can’t. Part of my job is helping them shift that mindset. When students start believing in their ability to improve, the results quickly follow.

And finally, tutoring has reminded me that learning should feel human. It’s not just about ticking boxes or memorising facts. It’s about growth, curiosity, connection — and sometimes, just needing someone to believe in you.

So whether you’re a student or a tutor, remember this: learning is a two-way street. We all have something to teach and something to learn.

Julian Podgornik

Determining the “hardest” sport depends on how you define difficulty, physical demands, mental toughness, technical skill, or a combination of all three. However, many athletes, scientists, and sports analysts consistently point to a few contenders, with boxing and gymnastics frequently topping the list. Boxing is often cited as the hardest sport for good reason. It demands an extraordinary combination of cardiovascular endurance, strength, speed, agility, and mental resilience. A boxer must simultaneously attack and defend while absorbing punishment, all while managing fatigue across multiple rounds. The mental fortitude required to continue fighting when exhausted and in pain is almost unparalleled. ESPN’s sports science rankings placed boxing at the top of their difficulty index when factoring in multiple athletic attributes.

Gymnastics rivals boxing in overall difficulty. Gymnasts spend years, often beginning in early childhood, mastering skills that push the human body to its absolute limits. The sport demands elite flexibility, explosive power, balance, coordination, and spatial awareness, all performed under intense competitive pressure. The margin for error is razor thin; a fraction of a second’s mistiming can mean the difference between a gold medal and a fall.
Other strong contenders include swimming, which tests near every muscle group with relentless cardio demands, water polo, which combines swimming endurance with physical contact and tactical thinking, and MMA (Mixed Martial Arts), which requires mastery across multiple fighting disciplines simultaneously.

What makes a sport truly “hard” is ultimately subjective. A decathlete would argue that competing across ten disciplines is unmatched. A cyclist grinding through the Tour de France would disagree entirely. What’s clear is that elite athletes in every sport push human capability to extraordinary levels. The hardest sport may simply be whichever one you dedicate your life to mastering.

Evan Mihail