For a long time, the Shakespeare we met in high school felt like a historical monument rather than a person. He was taught as a set of rigid rules: iambic pentameter, complex metaphors, and a glossary of “old” words that felt like a barrier to entry. We studied him as a literary deity whose genius was so absolute it felt supernatural. In classrooms, the focus was often on the “perfection” of his structure, which inadvertently turned him into a statue—brilliant, yes, but cold and untouchable.

The Hamnet movie completely subverts that academic tradition. It takes the “Bard” we were forced to analyze and replaces him with a man who was clearly just trying to survive his own life. By centering the death of his son, the film recontexturizes the plays from “required reading” into raw, private documents of grief. When you see a father struggling with the guilt of being away while his child was dying, the soliloquies we used to memorize for exams suddenly stop being “art” and start being survival tactics.

This shift makes his work feel accessible in a way a textbook never could. It tells students that you don’t need a PhD to understand Shakespeare; you just need to have felt loss or love. In 2026, we’re finally moving away from worshipping the myth and starting to empathize with the man. Hamnet shows us that his genius didn’t come from some divine source, but from a very human heart that was broken and trying to make sense of the world through ink. It’s a much-needed reminder that before he was a legend, he was just a person.

Joseph Katz

When most people think about maths, they think about getting the answer — preferably the correct one. But what’s often overlooked is that maths is just as much about the process as it is the final number written in the box.

In reality, maths is a way of thinking. It teaches us how to break problems down, identify patterns, reason logically, and make decisions based on evidence. These skills are incredibly valuable — not just in exams, but in everyday life and future careers.

Focusing only on the final answer can lead students to rush, guess, or memorise without truly understanding. But maths isn’t about speed or shortcuts — it’s about understanding why something works and how different methods connect. This kind of deep thinking takes time, but it’s what builds confidence and long-term success.

That’s why in tutoring, I often ask students to explain their thinking, even when they’ve made a mistake. In many cases, the reasoning behind an incorrect answer shows far more understanding than a lucky guess. It’s not about being perfect — it’s about being curious and reflective.

Exams and assignments certainly require correct answers, but the real learning happens during the journey: exploring different methods, correcting errors, and applying concepts to new situations. That’s where growth happens.

So next time you’re working through a tricky problem, remember — the goal isn’t just to reach the answer. The goal is to understand the path that gets you there. Because in maths, as in life, the process matters.

julian podgornik

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

The start of a new school year can feel very weird for everyone; each day went from chilling out at home, going to the beach and hanging out with friends to loud alarms, early morning starts and the urgent need to study again. As a tutor (and past student), everyone always has the same issues; feeling out of place, easily falling behind, and a sudden stress that catches you by surprise. But don’t worry! Everyone is in the same position, not behind, just at the beginning.

The key to getting back into a school routine is to start light and build gradually. You don’t need to launch straight into three hour study sessions right away! Instead, focus on establishing old good habits; setting a consistent homework time, organising your folders or digital notes, and getting used to sitting down and concentrating again. Even 30 to 45 minutes of focused work a day can make a huge difference early on!

A common question I get from students is whether they should start studying before content is taught in class. The short answer: yes! If you do have a textbook, going slightly ahead can be incredibly helpful. Read and practice questions in the early upcoming chapters and learn key definitions. And if you get stuck on anything, that’s what we here at First Education are here to help with! Studying earlier in the term is always good to help wake up your mind and help yourself get into better habits sooner.

If you’re feeling stuck or unmotivated, remember that a constant routine helps you to stay disciplined and motivated to stick to a healthy weekly routine. You may not feel ready to start, but once you start no matter what your feelings are, it will always help you feel ready!

Sarah Constantinidis

Preparing students for Year 12 English is about far more than revising texts or memorising quotes. It is a process of building confidence, independence, and a clear understanding of how meaning is constructed and communicated. As a tutor, I’ve observed that the students who perform best are not always the ones who know the most content, but those who understand how to think, write, and respond under pressure.
One of the most important aspects of Year 12 English preparation is helping students shift from passive learning to active engagement. At this level, success depends on a student’s ability to analyse, evaluate, and synthesise ideas rather than simply describe them. This means explicitly teaching students how to unpack a question, identify key directives, and shape a purposeful argument before they begin writing. Many students struggle not because they lack insight, but because they rush into responses without a clear line of reasoning.
Another key focus is developing a flexible understanding of texts. Rather than learning pre-prepared essays, students benefit more from exploring core themes, concerns, and authorial intentions that can be adapted to a range of questions. This approach not only aligns with NESA’s emphasis on critical thinking, but also reduces anxiety by giving students tools to respond confidently to unseen questions in exams.
Regular writing practice is essential, but quality matters more than quantity. Short, targeted responses—such as thesis statements, introductions, or paragraph plans—allow students to refine their expression and argumentation without becoming overwhelmed. Feedback plays a crucial role here, especially when it focuses on clarity, coherence, and control of language rather than just marks.
Ultimately, effective Year 12 English preparation is about empowering students. When they understand expectations, trust their thinking, and feel equipped to adapt, English becomes less intimidating and more manageable. As tutors, our role is to guide students toward that confidence—because strong writing begins with strong belief in one’s own voice.

Anthea Preketes

In-person teaching offers a multitude of learning benefits that are unique and unable to authentically replicate in online learning spaces. Prominent example being the quality of social interaction between students and educators. The advantage of physical contact in face-to-face classrooms allows students and educators to converse spontaneously, receive immediate, direct feedback, and skilfully interpret non-verbal communication. It is all of this than strengthens the teacher-student relationship and fosters a deeper understanding of needs. This is particularly significant for young learners who rely on guided practice and modelling to further develop academically and better their social skills.

Additionally, in-person learning helps to assist student motivation and engagement in a unique way. The physical environment helps to provide structure, routine and accountability in a way which allows students to stay focused and committed to learning and improvement. This also allows educators to easily monitor student engagement and attention while simultaneously giving them the opportunity to adjust instruction and correct misunderstandings in real time. This immediate and direct approach is critical for students that require further behavioural guidance and differentiation.

Moreover, in-person education fosters a sense of belonging and collaboration between the student and educator. Hands on activities, peer discussions and direct communication all contribute to the classroom community. It is these shared, universal experiences that contribute to an environment where learners feel supported and connected. Online environments, where flexible and at times critical, can often create feelings of isolation. Students may feel more hesitant to participate or even misbehave, especially with children who tend to struggle with self-regulation, especially with access to technology.

Finally, this approach to teaching helps to provide equitable access to learning resources. In-person learning spaces and classrooms allow consistent access to physical materials, technology, and teacher expertise. This allows for a reduction in disparity that is often the case in different home environments. While online learning is an excellent tool and compliments education, in-person teaching remains an essential approach, critical to inclusive learning and the academic and social development of children.

Katerina Vrahnos

n NSW, Year 10 English marks the culmination of Stage 5 and plays a critical role in preparing students for the demands of Stage 6. At this point, students are expected not only to understand texts but to analyse how meaning is shaped through language, form, and structure. From a tutoring perspective, staying on track in Year 10 English is less about content knowledge and more about developing disciplined habits of thinking and writing.

One of the most significant challenges Year 10 students face is managing the jump in expectations outlined by the NSW English syllabus. Tasks increasingly require students to compose sustained analytical responses, integrate textual evidence smoothly, and demonstrate an understanding of context and purpose. Many students struggle because they approach each assessment as a standalone task rather than as part of an ongoing skill-building process. In tutoring sessions, I emphasise that skills such as paragraph structure, thesis development, and textual analysis are transferable across modules and text types. Confidence is another recurring issue. By Year 10, students are expected to form independent interpretations and justify them with evidence. However, many hesitate to trust their ideas, fearing they are “wrong.” Explicitly teaching strategies such as unpacking directive verbs, annotating assessment questions, and linking techniques to meaning helps students feel more secure in their responses. When students understand that NESA values well-supported interpretations rather than fixed answers, their engagement improves.
Consistency is key to staying on track. Regular, low-pressure practice—such as refining topic sentences or analysing a single quotation—can significantly improve writing over time. Encouraging students to actively apply teacher feedback to future tasks is particularly important, as it aligns with the NSW emphasis on reflection and improvement.

Ultimately, Year 10 English in NSW is about building the skills and confidence students need to transition successfully into senior English. With clear structure, targeted support, and a focus on process, students are far more likely to remain engaged, organised, and prepared for the challenges ahead.

Anthea Preketes

One of the most common study strategies is working through past exams. This is a great way to reinforce content and feel prepared for the actual exam, but often past papers are not used efficiently.

There are many sources of past exams. Past exams provided by a teacher are often the most useful, as are past hsc exams, because they are the most likely to replicate what the actual exam will be like. Given these are usually limited, I usually recommend saving them for a few weeks before the exam and sitting them in full stimulated exam conditions. This means sitting down for 1 or 2 or 3 hours with no distractions or breaks and without using any notes. It can even help to add a bit of pressure by doing the exam in a library or at school and setting a timer. It’s very beneficial to stimulate exam conditions because often poor exam time management or technique is how students can lose the most marks even when they are very confident in the skills and content. The only way to improve exam technique is with experience, which is why doing full past exams is very important.

It is also important to check your answers. The best way to do this is to get a tutor to mark the paper for you, so you can see where you would lose marks, but many papers also come with solutions. It is particularly important to allocate a lot of time to going over your answers, making sure you understand all the correct solutions and identifying areas of weakness. Past exams can’t all be crammed in the few days before an exam!

It can also be useful to do past exams open book, as a way to revise content earlier on in your preparation for the exam. However, it is important to not just copy answers from notes, but instead to use this as a form of active recall – always try to answer the question yourself before you check for more information from your notes.

Maya Anderson

Today, I had the pleasure of observing Natalie, a talented Year 6 tutor, as she guided her group through a lively and engaging session on persuasive and creative writing. From the moment the lesson began, it was clear that Natalie had a natural ability to bring writing techniques to life, making them feel accessible, exciting, and relevant to her students.

The session started with persuasive writing, where Natalie introduced the class to the importance of purpose and audience. She modelled a short persuasive paragraph, thinking aloud as she highlighted key techniques: emotive language, rhetorical questions, and strong vocabulary choices. What stood out most was how she encouraged students to question why certain words had impact. Instead of simply telling them what to do, she invited them to analyse examples and evaluate their effectiveness. This created a collaborative atmosphere where students felt confident sharing ideas and experimenting with language.The second half of the lesson moved into creative writing, with a focus on descriptive techniques. Natalie used a vivid image prompt and asked the students to brainstorm sensory details—what they might see, hear, smell, or feel in the setting. She reminded them that good writers don’t just tell a story; they paint a picture. Her modelling was rich and expressive, showing how similes, metaphors, and personification can transform simple sentences into atmospheric scenes.

Throughout the lesson, Natalie balanced structure with freedom. She provided clear frameworks but always encouraged personal voice and originality. By the end of the session, pupils were not only more confident in using writing techniques but genuinely excited to apply them.

Observing Natalie in action was a reminder of the power of thoughtful, enthusiastic teaching—and how the right guidance can inspire young writers to shine.

Maria Kargas

New year, new timetable, and yep the holiday rust is real. Think of the first two weeks as a warm up, not a judgement day: reset your sleep so mornings are not brutal, then get your brain back into rhythm with short, consistent study sessions of 20 to 30 minutes instead of huge grinds.

Before school starts, skim last year’s notes and make a one page memory map of what you still remember and what feels shaky, that becomes your game plan, not a reason to stress. Set up your basics now too: folders, notebooks, a calendar for due dates, and a simple weekly routine with two review days and one catch up day. On day one, ask teachers what actually gets marks in their subject, it saves so much guessing. Then chase small wins early: one organised desk, one practice set done, one question asked in class. Momentum beats motivation every time, and once you’ve got momentum, everything feels easier

Nabil Harrar