Studying English at school is important for far more than just learning how to read and write. English helps students develop essential communication skills that they will use throughout their lives. Whether speaking in class, writing an essay, or understanding information online, strong English skills allow students to express their thoughts clearly and confidently. These communication abilities are valuable in almost every career and are essential for building relationships in everyday life.

English also teaches students how to think critically. When students analyse novels, poems, films, and articles, they learn to interpret meaning, evaluate ideas, and consider different perspectives. These skills encourage deeper thinking and help students make informed decisions about the world around them. In a society where people are constantly exposed to media and information, the ability to question and analyse messages is more important than ever.

Another important benefit of studying English is that it builds empathy and cultural awareness. Through stories from different times, places, and cultures, students are introduced to experiences beyond their own. Reading about the lives, struggles, and perspectives of others helps students understand the diversity of human experience and develop compassion for people from different backgrounds.

Finally, English is a subject that supports learning in all other areas. Students need literacy skills to understand exam questions, research topics, and communicate ideas in subjects such as history, science, and mathematics. Without strong English skills, success across the school curriculum becomes much harder.

In the end, studying English is about more than language—it is about learning how to communicate, think, and connect with others. These are skills that shape confident, informed, and thoughtful individuals, making English one of the most valuable subjects students can study at school.

Amali Roumanous

When working with students, I’ve learned that the tools we choose can shape how effectively a child understands and learns. They can be a valuable tool not only to maintain focus and interest but also to help absorb difficult concepts.

Particularly for students with learning challenges, such as dyslexia, traditional pen-and-paper tasks can quickly become overwhelming, even when they understand the content. Hands-on, practical resources that reduce pressure and build confidence often address these issues.

For example, one effective tool can be the use of practical objects such as physical magnetic letters. Magnetic letters give students a way to physically engage with words, which is especially important for dyslexic learners. Instead of trying to juggle sounds, spelling patterns, and letter order all in their head, they can move letters around and actually see how words are formed. This makes a big difference. It turns something abstract into something visual, concrete and manageable.

Difficult words, with trickier rules, can become easier to learn and memorise through creation. Helping students recognise patterns and build their confidence with phonics in a way that feels achievable. As the letters can be easily moved, there’s less fear of making mistakes. Students are more willing to try, adjust, and try again. Another reason magnetic letters work so well is that they remove the physical demand of writing. For many students with dyslexia, writing can slow them down or distract them from the learning focus. By taking that pressure away, they can concentrate on sounds, structure, and meaning instead. Another bonus? Most kids think it’s a game, so they’re happily learning without even realising it.

It’s important to understand how students learn and what works best for them. Giving them tasks they can actively interact with confidently. Tools such as magnetic letters might seem simple, but when used, they create a supportive, flexible learning environment where real progress can happen.

Vicki Synesios

Artemis 2 marks a major step forward in humanity’s return to deep space exploration. As the first crewed mission in NASA’s Artemis program, it will send astronauts on a journey around the Moon, paving the way for future landings and long term presence beyond Earth orbit.

Unlike Artemis 1, which was an uncrewed test flight, Artemis 2 will carry four astronauts aboard the Orion spacecraft. Their mission will test critical life support systems, navigation, and communication capabilities in a real deep space environment. This journey is not just symbolic. It is a necessary step in proving that humans can safely travel farther from Earth than they have in decades.

The mission will use the Space Launch System rocket, the most powerful rocket ever built by NASA. After launch, Orion will travel thousands of kilometers beyond the Moon before looping back toward Earth. This trajectory allows engineers and mission planners to gather valuable data on how the spacecraft performs under extreme conditions.

Artemis 2 also represents a shift toward international and commercial collaboration. Partners from around the world are contributing technology and expertise, showing that space exploration is no longer the effort of a single nation. It is a shared human endeavor with global significance.

Perhaps most importantly, Artemis 2 inspires a new generation. It reconnects people with the excitement of space travel and reminds us of what is possible when ambition meets innovation. The mission is not the final goal, but a stepping stone toward establishing a sustainable human presence on the Moon and eventually reaching Mars.

As the countdown approaches, Artemis 2 stands as a bold reminder that exploration is still at the heart of human progress.

Starsky Schepers

During this observation session, I observed Thomas working with his Year 8 student, Olivia, as they reviewed her mathematics exam. The focus of the lesson was on percentages of an amount and surds, with particular attention given to interpreting questions involving increases and decreases, including values greater than 100%.

Olivia demonstrated a developing understanding of core procedures; however, there were some inconsistencies when applying these skills to exam-style questions, particularly those requiring careful interpretation of mathematical language. The session highlighted the distinction between calculating a percentage of an amount and determining percentage change, which is a common area of difficulty at this level.

In relation to surds, Olivia showed basic familiarity with simplification processes, though further consolidation is needed when working with more complex expressions. The lesson revisited key rules and emphasised the importance of applying them accurately within different contexts.

Thomas structured the session in a clear and methodical way, guiding Olivia through her responses and encouraging her to engage with the reasoning behind each solution. Questioning was used to prompt reflection and support understanding, rather than relying solely on direct instruction.

Overall, the session reinforced the importance of connecting procedural skills with conceptual understanding, particularly in exam situations where students must interpret and apply knowledge independently.

Tira Rustom

Kassandra demonstrated a clear and structured approach in her session with Axel, who is studying Module A: Language, Identity and Culture for Year 12 English Standard, with a focus on contemporary Asian Australian poetry. The lesson centred on developing Axel’s ability to identify and analyse literary techniques and poetic form in relation to cultural representation. Kassandra began by guiding Axel through a close reading of the poem, prompting him to consider how cultural identity is constructed through language. She effectively scaffolded his understanding by asking targeted questions about imagery, tone, and symbolism, encouraging him to move beyond surface-level observations. For instance, when Axel identified visual imagery, Kassandra extended his thinking by asking how this imagery reflected the persona’s cultural experiences and broader Asian Australian perceptions. Overall, the session was highly engaging. Kassandra created a supportive learning environment while maintaining clear academic expectations. Axel showed noticeable progress in his ability to identify techniques and analyse form in relation to cultural context, indicating that the lesson objectives were successfully achieved.

John Kotselas

I think the education system should prioritise skills a bit more than content, but not completely ignore content either. In my opinion, students do still need basic knowledge, because without it, it would be hard to think properly about a topic or even join discussions in class. But at the same time, just memorising heaps of content does not always help people in real life. A lot of students can remember facts for a test and then forget them straight after, which honestly shows that the learning did not really stay with them. Skills like critical thinking, communication, problem solving, teamwork and being able to adapt are things people will keep using in university, work and everyday life. For example, knowing a formula or definition is useful, but being able to apply it, explain it, or question it is even more important. The world is also changing really fast, especially with technology and AI, so people need to know how to learn new things, not just repeat old information. I also think focusing too much on content can make school feel stressful and repetitive, because students are pressured to “cover everything” instead of actually understanding it. Skills-based learning can make education feel more meaningful, since students can see why they are learning something. Still, I do not think content should be pushed aside completely, because skills need knowledge to grow from. You cannot think critically about something if you know nothing about it. So overall, I believe the education system should give slightly more priority to skills, while still teaching important content. A balance is probably the best approach, but if one had to come first, I would say skills matter more for the long term.

Mikaylah Nguyen

I think AI should be used in healthcare, but only in a careful way. It can be really useful because it helps doctors and nurses work faster and more efficiently. For example, AI can look at scans, organise patient information, and pick up patterns in data that a person might miss. This could help with earlier diagnosis and quicker treatment, which is really important in healthcare. It can also reduce some of the pressure on healthcare workers, especially since hospitals are often busy and understaffed.

However, I do not think AI should replace healthcare professionals. Healthcare is not just about finding the right treatment or reading results. It also involves empathy, communication, and understanding how a patient feels. A machine cannot truly comfort someone or understand their personal situation the same way a nurse or doctor can. That is why human judgement is still very important.

There are also some risks with using AI in healthcare. If the system is trained on biased or limited data, it could make unfair or inaccurate decisions. In healthcare, even a small mistake could seriously affect a patient’s safety. Privacy is another issue, because patient information needs to be protected properly.

Overall, I believe AI should be used in healthcare because it can improve efficiency and support better care. At the same time, it should only be used as a tool to assist healthcare workers, not replace them. In my opinion, the best healthcare system would use both AI and human professionals together, because AI can bring speed and accuracy, while people bring compassion and understanding.

Mikaylah Nguyen

Recently, I spent some time reflecting on how small changes in tutoring style can make a big difference in how students learn. One approach that has really stood out to me is the idea of breaking problems down into manageable steps, rather than tackling everything at once. While it sounds straightforward, this method can completely shift how students approach challenging material.

Instead of presenting a full solution immediately, I guide students to focus on just the first step. For example, I might ask, “What’s the very first thing the question is asking?” or “What information do we already know?” By narrowing their attention, students avoid feeling overwhelmed and can build momentum gradually. Each small success gives them the confidence to move forward.

This step-by-step approach is especially helpful when students feel stuck. Often, the difficulty isn’t the entire problem, but one specific part of it. By isolating that part, we can address the confusion directly without losing sight of the bigger picture. Over time, students begin to recognise these patterns themselves and learn how to break down unfamiliar problems independently.

Another key benefit is that it reduces anxiety. Large, complex questions can feel intimidating, particularly in exam settings. When students are trained to think in smaller steps, those same questions become far more approachable. They develop a sense of control, knowing they don’t need to solve everything at once.

Ultimately, this method helps students build resilience and independence. Tutoring becomes less about providing answers and more about shaping how students think. By encouraging them to take problems one step at a time, we’re not just helping them solve a single question—we’re giving them a strategy they can rely on in any subject.

Katreen Diab

Module B in HSC English can feel confusing at first because it is not just about knowing the plot of your text. It is about developing a deep, critical understanding of why the text is valuable, how it is constructed, and why it still matters. Naturally, because apparently reading a text once and “getting the vibe” is not enough for NESA.

In Module B, students are expected to study one text closely. This could be a novel, play, film, speech, poetry collection or nonfiction text. The main goal is to evaluate the text’s textual integrity. This means looking at how the ideas, language, structure, form and context work together to create meaning.

To do well, you need to move beyond simple themes. Do not just say a text is about power, love, identity or conflict. Instead, ask: what is the text saying about these ideas? Then ask how the composer uses techniques to shape that message.

A strong Module B response usually includes three things: a clear argument, detailed textual evidence, and analysis of the composer’s choices. Quotes should not be dumped into paragraphs like decorations. They need to be explained properly.

Students should also consider different interpretations of the text. Module B rewards independent judgement, so your essay should show that you have formed your own view of the text’s significance.

The best way to prepare is to know your text extremely well, memorise flexible evidence, and practise writing arguments. Module B is difficult, but once you understand that it is about critical appreciation, it becomes much more manageable.

Anthea Preketes

Today, I had the privilege of observing fellow tutor Joe’s session for his senior maths and physics student, Frida.

Joe took Frida through a few rounds of GeoGuessr to warm up. This game is perfect for tutoring – it’s a fun, challenging, and engaging brain break that forces you to think outside the box, interpret obscure clues in the surrounding environment and to be observant. This really struck me as creative on Joe’s part – it’s definitely a top pick for when I’m tutoring my students, which demonstrates the level at which he understands them. Frida also seemed to be highly invested in this activity, even striking up casual conversation simultaneously with Joe, demonstrating his skill in creating an invigorating yet comfortable and cordial learning environment.

Though even more striking I feel was the way he took Frida through her physics work afterwards. There was a noticeable shift in tone between the two – what was once carefree and energetic was now focused and direct, though nothing about his casual and conversational approach from before had changed. He was always privy to answer any complicated questions Frida was willing to ask. I could tell that Joe gets along with Frida, which is important in tutoring as it really helps in build confidence in the student by keeping things light and low-pressure.

Joe was very effective at summing up otherwise tricky physics concepts in a more intuitive way. He described physical concepts in easy-to-understand everyday language whilst using physical objects in his vicinity to demonstrate phenomena like the forces acting on a particle, which is a tried and true method, again reflecting positively on Joe’s aptitude as a tutor, and is something I’m trying to include more of in my sessions.

Overall a very insightful session which really demonstrated Joe’s efficiency, skill and professionalism as a tutor. Cheers Joe!

Zac Markovina