I sat in on another one of Bella’s Maths sessions this evening; this time, with Sophie – a Year 12 student. Honestly, it was really impressive to watch. The HSC Maths paper is literally tomorrow, so they were going through a full practice paper together… The focus in the room was next-level. Bella kept things super calm and relaxed, which I think really helped take the pressure off. You could tell Sophie was anxious at first, but Bella was really reassuring and explained things in a way that clearly made everything seem much more manageable.

They tackled the paper question by question, and Bella didn’t just hand over the answers; she got Sophie to talk through her thinking at first, which was cool to see. When Sophie got stuck, Bella would gently guide her back by breaking down the problem into smaller parts or using the whiteboard. She never made her feel wrong or stuck, just gave her the space to work it out with a bit of support. That kind of patience and encouragement goes a really long way, especially with the exam so close.

There was one especially tricky probability question, and instead of just giving Sophie the solution, Bella turned it into a back-and-forth brainstorm. They bounced ideas off of each other until Sophie finally exclaimed, “Wait! I’ve got it.” You could literally see her confidence click into place.

By the end of the session, Sophie looked way more sure of herself. Bella wrapped up by going over a few final strategies; time management, staying calm and double-checking answers. It didn’t feel like a tutoring session, exactly; more like a coach or a mentor getting her athlete ready for a big game. Just really supportive, thoughtful, and honestly, really inspiring to watch.

Great stuff, Bella 😀

Thomas Koutavas

A thesis statement is the central argument of your essay, the sentence that tells your reader not just what you’re writing about, but why it matters. A strong thesis turns a topic into a clear, debatable claim that shapes the direction of your analysis.

1. Understand What a Thesis Is
A thesis isn’t a statement of fact or a summary of your topic.
It is not “Shakespeare’s Othello is about jealousy.” Rephrase as: “In Othello, Shakespeare portrays jealousy as a corrosive force that distorts love and reason, revealing the fragility of human trust.”
The second example works because it takes a stance and signals the essay’s focus.

2. Start with a Question
Most essay prompts can be rephrased as questions:
How does Orwell explore truth and power in 1984?
Then, answer it with your thesis:
In 1984, Orwell depicts truth as a political weapon used by those in power to control both memory and reality.

3. Be Specific and Defensible
A good thesis makes a claim that requires evidence and interpretation. Avoid vague verbs like “shows” or “proves.” Use precise ones such as reveals, critiques, redefines, or challenges.

4. Use a Clear Structure
Think of a thesis formula: Author + Technique + Theme + Purpose.
Example: Through fragmented narration, Colum McCann’s Thirteen Ways of Looking questions the reliability of perception to reveal how storytelling constructs truth.

5. Refine as You Write
Your first draft won’t be perfect, and that’s fine. As your argument develops, return to your thesis and sharpen it. A strong thesis answers the question, takes a clear position, and sets up what each paragraph will prove.
Your essay’s clarity begins, and ends, with your thesis.

Allegra Pezzullo

Many students expect learning to be a straight path from effort to success. They imagine that if they study regularly, their marks should rise predictably. But in reality, learning is rarely linear. It comes with plateaus, sudden breakthroughs and periods of frustration that are all part of genuine progress.

When students first begin learning a new topic or skill, improvement often feels fast. Early concepts click into place, and confidence grows quickly. But as the material becomes more complex, progress can seem to slow down. This plateau is not failure; it’s the brain working to connect ideas and build deeper understanding. Even when students feel stuck, their minds are still processing and strengthening those neural pathways beneath the surface.

This pattern is familiar in many areas of life. Athletes, musicians and artists all experience moments when progress seems invisible, followed by sudden leaps forward. Learning in the classroom works the same way. What matters most is persistence. Students who continue practising through those flat periods eventually reach new levels of mastery that come from consistent effort, not constant success.

For parents and tutors, it’s important to recognise and normalise this process. Praising persistence instead of just results helps students understand that learning is a journey, not a scoreboard. When students feel supported during the slower phases, they are less likely to give up and more likely to keep engaging with the challenge.

By viewing learning as a series of ups and downs rather than a smooth climb, students can develop patience and resilience. They learn to trust that effort adds up over time, even when results take longer to show. Progress may not always look neat on paper, but every struggle contributes to the deeper, lasting growth that true learning brings.

Freddie Le Vay

This afternoon, I got the chace to sit in on one of Bella’s sessions with her Year 8 student, Dimitri. The topic for today was data; specifically, bar graphs, pie charts and mean/median/mode. While data isn’t always the most exciting topic, Bella managed to keep it fun, clear, and super engaging.

From the start, she made Dimtiri feel relaxed and comfortable. She chatted with Dimitri for a few minutes about real-life stuff before they started; mainly, about soccer. She also cleverly used some soccer examples to explain the different types of data – number of goals being an example of discrete numerical data, and names of teams being examples of nominal catergorical data. It was obvious that that instantly helped things click for Dimitri.

Throughout the session, Bella was great at guiding Dimitri without giving answers away. She asked loads of thoughtful questions like “What do you notice about this graph?” or “Why might this be the mode?” and gave Dimitri space to figure things out on his own. He made a few mistakes along the way, but she never jumped in too quickly, just nudged him in the right direction and let him get there himself.

It was also nice to see how she kept things light and moved at a good pace, especially when his focus started to drift off and wane. A few jokes and a quick recap helped reset his energy and keep him engaegd.

By the end, Dimitri was clearly much more confidently in differentiating the different types of data and was doing super well at identifying mean, median and mode. He looked really happy with himself as well.

A great session 😀

Thomas Koutavas

When most people think of tutoring, they picture a student who’s falling behind and needs extra help to catch up. But what about the student who’s already ahead? When a student is gifted, it doesn’t mean that they’re done learning. If your child is gifted, tutoring might still be one of the most valuable tools for their growth.

Gifted students often grasp concepts faster than their peers and may not need repetition or review. While this sounds ideal, it can actually lead to frustration and boredom in the classroom. Without enough stimulation, gifted learners can lose motivation, daydream, or disengage entirely. In some cases, gifted children may even underperform, not because they lack ability, but because they aren’t being challenged. A lack of academic stretch can lead to bad habits like procrastination, perfectionism, or a fear of failure.

In these cases, high-achieving students benefit from personalized tutoring that’s not just about catching up, and is focused on going further. One-on-one tutoring is designed to be able to cater differently to each student, and for gifted students, it can extend them in a number of ways. Tutors are able to accelerate and move ahead in subjects where gifted students have already mastered the current curriculum. They’re also able to use tutoring sessions to dive deeper into topics that interest the student, whether it’s creative writing or advanced maths. A skilled tutor can adjust the pace, level, and content to meet your gifted students exactly where they are, taking them beyond what’s available in a standard classroom.

Gifted students may also struggle socially or emotionally. They might feel out of place with peers or face pressure to always perform at a high level. Tutoring can provide a safe, supportive environment where students are encouraged to take risks, make mistakes, and grow. Tutors can also help gifted students set goals, manage time, and stay engaged without burning out.

Ceara Kearnes

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