2025 is the last year the Personal Development Health and Physical Education (PDHPE) subject will be assessed in the HSC, having been replaced by a new title, Health and Movement Science (HMS). The year 11’s of this year will have just completed the preliminary syllabus and will be the first cohort to sit this exam in 2026. After tutoring the old PDHPE syllabus and completing it myself, it became apparent that success in the subject was largely dependent on memorisation of dot points and rote learning definitions. The new syllabus requires the same principles for success, but it places a much larger emphasis on application, analysis and scientific understanding. Content-wise, not much has changed, with the YR11 and YR12 syllabi being combined and swapped out of order. However, unlike the previous syllabus which had 2 core subjects and 2 options (to be chosen by the school), the new YR12 syllabus, features 2 core curriculums (45hrs each) and notably, 30hrs of case studies, which enables students to apply their knowledge from the 2 curricula in exploring areas that particularly interest them (but usually selected by the school). Curriculum 1 (health in an Australian and global context) largely mirrors core 1 (health for individuals and communities) from the previous PDHPE syllabus, whilst curriculum 2 (training for improved performance) largely mirrors core 2 (factors affecting performance) and option 4 (improving performance). Whilst the YR11 syllabus features some new additions that I personally believe make it a much more difficult subject than YR11 PDHPE, the YR12 content has remained largely the same, with different titles and orders. However, with the addition of the dedicated 30hrs of case studies, the new syllabus gives students freedom to explore areas that interest them, and that’s something I think will make learning much more engaging.

Kieran Fung

As of the year 11 class of 2026, the English and Maths syllabuses will be updated – this means tutors need to become familiar with any change in structure/outcomes and also content. The English Advanced and Standard Courses and keeping the same modules but are changing the prescribed texts – there’s a stronger emphasis on Australian literature, including works by Aboriginal and Torres Strait Islander authors, to provide students with a more diverse and culturally rich curriculum. The current English Stage 6 Course Prescriptions, which were set to expire in 2025, have been extended to 2026. This extension ensures that teachers and students have adequate time to adapt to the new syllabus. As for the Math syllabus, much of the standard and advanced overlap will be eliminated; this means advanced will have fewer “easier” topics but less content, while standard relatively remains the same but is increasing in difficulty slightly. These syllabus changes are designed to enhance clarity with clearer learning outcomes and content structures will help students focus on key concepts and skills. They also promote inclusivity, creating a a more diverse range of texts and perspectives will enrich students’ understanding and appreciation of literature. It also align with modern practices the integration of online assessments reflects the increasing role of digital literacy in education and prepares students for future challenges in the modern world.

Mary Diamond

Feeling confident for the HSC is all about practice. The more you expose yourself to different types of questions, the more adaptable and prepared you’ll become. Work through past papers, trial exams, and textbook questions from all topics. Mix them up so you can quickly and confidently switch between areas of the syllabus – just like you’ll need to in the real exam.
When you come across a new question type, focus on identifying the best method to approach it. You don’t need to know the entire solution straight away, just get started. Often, once you take that first step, one answer naturally leads to the next.
This HSC season, I’ve tutored a range of maths students, and the difference in confidence between those who consistently complete full practice exams and those who only attempt sections is striking. Sitting whole papers under timed conditions not only improves your time management but also helps you develop a rhythm for the exam. You’ll get a sense of how long to spend on each question and where you might need extra thinking time.
It’s also the best way to discover your personal exam strategy. Do you prefer starting at the front with multiple choice and working through in order? Do you tackle the hardest questions first at the back? Or maybe you begin in the middle with the short answers before looping back? Knowing what works best for you before exam day can make a huge difference – helping you stay calm, focused, and confident when it matters most.

Riva Burkett

One of the biggest habits I try to build in my students is to never leave a question blank. Even when they are unsure, I encourage them to write something down, show working, or take a reasonable guess. In maths, partial marks often come from effort and logical steps, not just from the final answer.

When students skip questions, it usually comes from fear of being wrong. I remind them that having a go is better than doing nothing at all. Often, once they start writing something, they realise they understand more than they thought. Even a single step in the right direction can unlock the rest of the problem.

In sessions, I use simple prompts to help students get started on difficult questions. I might ask, “What information do we know?” or “What formula could work here?” This helps them focus on what they can do, rather than what they can’t. Bit by bit, they learn to approach challenges instead of avoiding them.

In exams, this mindset is incredibly useful. Students who attempt every question are more likely to collect marks across the paper, and they often surprise themselves with how much they can figure out under pressure.

Attempting every question is not about guessing blindly, it is about showing persistence, using logic, and giving yourself the best chance to succeed.

James Valiozis

When I think back to my time at school, the HSC and the stress surrounding it is one of the things that sticks out in my memory like a sore thumb…. The anxiety about whether I remembered all the words of my Mod B essay and if it would fit to any question, if I could complete the square in math under timed conditions or if I knew all the population stats for Studies of Religion to incorporate into my short answers…The stress of not knowing whether I would get a high enough ATAR to get into my course of choice or even whether that course was the right one for me (it wasn’t, I ended up changing my degree around twice), these memories I have never forgotten.

By virtue, Year 12 is a stressful time. You are 17-18 and everything feels like it is so set in stone, like one bad exam or a few lost marks could define your entire future.

Now, having been a tutor for nearly four years, I’ve come to recognise that the feelings I felt at the time are the same ones every student goes through. The uncertainty, the self-doubt, the fear of not being “good enough”; it’s all universal. But what I’ve also learned, and what I try to pass on to my students, is that the HSC is not the end-all measure of their potential. It’s a moment in time, important, yes, but not definitive. The skills you build, the resilience you show, and the way you learn to manage pressure are far more valuable in the long run.

I take it as part of my job as a HSC tutor to alleviate some of that stress, to remind students that although it feels like the weight of the world right now, all that really matters is that they try their best. I tell them that there are always ways around a bad mark, and that the “worst-case scenario” is rarely as bad as it seems in their heads. Life has a way of opening new doors when others close, and with the right mindset, you can get anywhere you want to be.

Teg Philmara

Hey everyone, today I had the opportunity to observe Alice’s Year 11 Extension Mathematics tutoring session. The topic for this lesson was Discrete Probability.

Alice conducted the session in a clear, structured, and supportive way. She began by outlining the plan for the session and explaining that they would be moving into some Year 12 content, as it is term 4.
They began by revisiting a practice exam paper that her student had completed as homework. She encouraged him to identify and reflect on the areas he found most challenging.

They reviewed these problems, which allowed Alice to pinpoint specific misunderstandings and guide her student through the correct reasoning. This approach helped build his confidence in tackling difficult questions on his own.
After reviewing the homework, Alice introduced the concept of probability distribution. She carefully explained each step of the process, using examples from the textbook to demonstrate how the theory applied to real exam style problems.

Throughout the explanation, she paused frequently to check for understanding, asking her student to explain his thought process before moving on.

This collaborative learning environment helped her student feel comfortable sharing ideas and asking questions.

What stood out most was how supportive and reassuring Alice was throughout the session. She provided positive feedback and calmly re-explained concepts whenever he seemed unsure. Her patience and encouraging manner helped her student feel comfortable with the topic, and more confident to attempt challenging problems on his own.

Overall, Alice’s lesson was well structured, and tailored to her student’s needs. Her balance of clear explanation, guided practice, and emotional support created an effective and encouraging learning environment.

Pamela Casiou

Leading up to the HSC many students find themselves overwhelmed and stressed out; a completely normal reaction! You may study for 7 hours a day in the lead up to the final exams and still have those common pre-test jitters! This doesn’t mean you’re unprepared; it means you care!

Your brain loves your predictable daily pattern! It is so important to make sure that you are sticking to your regular routine the night before your exam, eating dinner with your family at a normal time, looking over your notes lightly (and not cramming any last-minute questions!), and even if it means spending half an hour on your phone or reading a book before you go to sleep, keep up the routine!

If you try to cram at the last minute, stay up all night, don’t eat a nutritional breakfast, your body will be exhausted the next day, and your mind won’t be able to concentrate properly on the questions in front of you!

Think of your brain like a racing car; you wouldn’t put it in a race without petrol! A balanced breakfast; a banana, smoothie, or yogurt bowl sets you up to be alert and ready for your day ahead! If you skip this step, you might get a case of brain fog, which you especially wouldn’t want on the morning of such an important day.

The morning of your exams; arrive at the testing centre a little bit earlier; so you have time to go over the brief summary notes that you have with you, take some time to settle your nerves, have some water, and strut into the exam hall in a cool and composed manner!

Remember, you aren’t alone in the stress and build up to these exams! Everyone is in the same boat; so don’t disadvantage yourself by doing something that your body isn’t used to!

Sarah Constantinidis

Hey everyone, today I had the opportunity to observe Jemima’s physics session.

She did a great job going through different physics questions. They started to talk about energy and electrical charges and how they can apply these theoretical concepts practically. They then looked at the different formulas that needed to be applied to these questions, including pie.

They then looked at the students ability to interpret and solve each question. This helped to work out how the student interacted with the question.

Jemima also a great job allowing her student to work through each question independently. When her student got stuck she would then help her. Jemima encouraged her student to detail each part of her working out.

When her student got stuck, Jemima would give her student some hints to help her. Jemima got her student to show all her working out, explaining to her that if she made an error in her final answer she could still get some marks for her working out. She could also get some carry on marks.

Jemima would work out each question at the same time as her student. She would then show her student her solution and her working out. She would go through each step of her working out in detail. When Jemima’s student made an error, she would go through the error helping her to understand where she went wrong. They would then either re-do the question or do a similar question to make sure her student understood her error and that she could apply the correct solution.

They looked at the difficulties of different types of questions and depending on how her student was progressing would influence the difficulty of questions they would then do as well as the difficulty of questions Jemima would give her student for homework.

It was great to see how friendly they were and how comfortable her student was with her. They had a great relationship and they got along really well.

Overall, Jemima did a great job helping her student. It was a great session and such a pleasure to observe. Keep it up!

Ashley Cohen

As we begin Term 4, a lot of students start to have their final exam blocks upcoming, and I can definitely sense the mix of pressure and panic that comes with it. It has led me to reflect on how our tutoring sessions change in the lead-up to exams, as the focus shifts from learning new concepts to refining confidence, strategy, and timing. Over time, I’ve learned that successful exam preparation isn’t just about doing as many practice papers as possible. It’s about being deliberate with how students approach them. I always encourage students to review why they got something wrong, rather than just redoing questions until they get them right. When they understand the reasoning behind their mistakes, they’re far less likely to repeat them under exam stress.

Another strategy that really helps is building a routine. I find that setting up small, focused study goals, for example “revise two topics this week” or “complete one timed section”, makes the process feel more achievable. It also helps students visualise their progress, which boosts their confidence. Often, we break questions down into levels of difficulty, starting with the easy ones to build momentum before tackling the harder ones. This approach mirrors the structure of most exams and helps students manage their time and energy on the day.
Often, the most overlooked part of exam prep is the student’s mindset. I find that it is important to remind students that feeling nervous is normal. However, it is also important to keep the anxiety in check. A lot of the time, most of the panic can be eased with preparation. When they’ve practised enough, reviewed their weaknesses, and built strategies that work for them, the fear begins to fade.

Katreen Diab

Today, I had the opportunity to reflect on how my tutoring approach has evolved this year and the strategies that have shaped my practice at First Education.
Over time, I’ve come to understand that one of the most valuable aspects of tutoring is creating a positive and supportive learning environment. Building a strong, trusting relationship with each student helps them feel comfortable and engaged, which in turn encourages them to enjoy and connect more deeply with their learning. The environment at First Education also plays a big part in this — the centre provides excellent resources and a calm, welcoming space that allows students to focus and thrive. A key part of my tutoring approach involves recognising when to guide a student closely and when to step back and let them take the lead. I’ve learned that this balance fosters independence and confidence, especially when students face challenges or make mistakes. In moments of difficulty, I find it effective to slow down, revisit foundational concepts, and rebuild understanding from the ground up — helping the student regain confidence in their abilities.
Overall, working with a diverse range of students has taught me how to adapt to different learning styles and personalities. Each session provides new insight into how students learn best, and I’ve really valued the opportunity to support their growth while continuing to develop my own skills as a tutor.

Annabelle Molloy