This afternoon, I observed a Year 6 English session where the student worked on a speech for school. The lesson was a great balance of creativity and structure, as the tutor guided the student through refining their ideas while helping them improve their expression.

The session focused on writing the body paragraphs and conclusion of the speech. The tutor ensured the student’s ideas remained central, encouraging them to express their thoughts while introducing ways to enhance clarity and engagement. When the student struggled to phrase certain points effectively, the tutor suggested alternative wording and sentence structures, helping to elevate the speech without taking away the student’s ideas.

What stood out most was the collaborative nature of the session. Rather than simply correcting or rewriting sections, the tutor worked with the student to refine their arguments, ensuring they understood why certain changes were beneficial. This approach gave the student confidence in their writing and helped them develop their ability to express ideas clearly.

By the end of the session, the student had a well-structured and engaging speech that was both authentic and polished. The tutor’s balance of guidance and encouragement created an environment where the student felt supported while completing their work.

Ellie Tsoukalas

One of the most effective ways to immerse readers in these realms is by engaging their five senses: sight, sound, smell, taste, and touch. By incorporating sensory details, writers can create vivid, memorable scenes that resonate deeply with readers. When crafting pieces of imaginative writing for the Year 11 module ‘Reading to Write’ or the Year 12 module ‘The Craft of Writing’, this language is what markers are on the hunt for.

Sight is often the most utilised sense in writing but it is often not used enough by students. By describing the visual elements of a scene, the colours, shapes, and movements, it helps readers picture the setting and characters. For instance, instead of saying “the garden was beautiful,” a writer might describe “the vibrant hues of blooming roses, the delicate flutter of butterfly wings, and the golden sunlight filtering through the leaves.”

Sound adds another layer of depth. The rustling of leaves, the distant hum of traffic, or the melodic chirping of birds can bring a scene to life. Sounds can also convey emotions and set the tone. A sudden, loud bang can create tension, while soft, soothing music can evoke calmness.

Smell is a powerful, often underutilised sense in writing. Scents can trigger memories and emotions, making scenes more relatable. The aroma of freshly baked bread, the pungent scent of rain-soaked earth, or the faint whiff of perfume can transport readers to a specific time and place.

Taste can be challenging to incorporate but is incredibly effective when done well. Describing the tangy sweetness of a ripe apple, the bitterness of strong coffee, or the spicy heat of a curry can make readers’ mouths water and enhance their connection to the story.
Touch involves the physical sensations characters experience. The rough texture of a wooden table, the warmth of a cozy blanket, or the chill of a winter breeze can make scenes more tangible and immersive.

Incorporating the five senses in imaginative writing not only enriches the narrative but also creates a multi-dimensional experience for markers. It transforms simple descriptions into vivid, sensory-rich scenes that linger in the mind long after the story is over.

Sophie Marchant

Sometimes our lives get in the way of things and it can be difficult to be on your 100% A-game for tutoring sessions (I know I can get like that). Here’s a checklist of things you can look out for to keep you on track and prepared for tutoring sessions.

1. Understand the Student’s Needs
Before each session, review spreadsheet to identify areas where the student needs the most help. If possible, ask the student in advance what topics they want to focus on so you can tailor your lesson accordingly.

2. Plan a Structured Lesson
While flexibility is important, having a rough structure in place helps keep the session productive. Outline key topics to cover, examples to use, and exercises to work through.

3. Gather Resources
Having the right materials ready can make a big difference. Find relevant textbooks, worksheets, practice problems, or digital resources. Interactive tools, such as visual aids or online quizzes, can make learning more engaging.

4. Create a Positive Learning Environment
Students learn best when they feel comfortable and supported. Begin the session with a friendly check-in, encourage questions, and create a judgment-free space for learning.

5. Adapt to the Student’s Learning Style
Every student is different – some learn better through visuals, others through hands-on practice or discussion. Pay attention to how your student responds and adjust your teaching methods accordingly to ensure they grasp the material effectively.

6. Encourage Active Participation
Tutoring should be an interactive process. Instead of just explaining concepts, ask students to solve problems, explain their thinking, or apply knowledge to real-world examples. Encouraging engagement will help them retain information more effectively.

7. Prepare for Common Challenges
Anticipate potential difficulties a student may have with certain topics and think of alternative ways to explain them. Having multiple approaches, including analogies or step-by-step breakdowns, can help overcome learning roadblocks.

8. Reflect and Improve
After each session, take a few moments to reflect on what went well and what could be improved. Consider asking the student for feedback to better tailor future lessons. Continuous self-improvement will make you a more effective tutor over time.

Allegra Pezzullo

Today, I was able to observe David conducting a detailed revision lesson on the Year 10 5.3 topic: Linear Relationships.

David began the lesson reviewing a worksheet which the student had trouble completing. The worksheet, I noticed, was an extremely effective way of identifying the student’s strengths, weaknesses and queries through an array of practice questions on the specific topic. Each question the student had identified as a weakness David was able to carefully break it down and explain it in simple terms.

Utilising the white board was one way in which he had done this. Recognising that the student had become overwhelmed with the congested page, in which the question and initial working out was presented, David moved the focus to a larger and easier working space on the white board. This decision allowed the student to start the problem solving process again on a clean slate and David to take more time and space in which he was able to explain it.

Another observation I had identified within the session was David’s ability to engage the mind of the student, encouraging them to independently seek to solve the problem through his guidance. Once the student was confronted with a difficulty in the working out process of the question, David was quick and careful to steer the student in the right direction. However, in doing so he was still able to allow the student time to configure a solution by themselves. This strategy is a largely beneficial implementation in David’s tutoring as it allows the student to foster the skills of problem-solving, patience and determination in an academic mindset. Through David’s guidance the student is able to feel more fulfilled as they themselves overcame this specific problem.

David, within his tutoring sessions, makes use of the spaces and tools around him to guide and foster an independent and determined academic mindset within his students.

Paul Diab

Some of my students get assigned Maths homework in the form of online questions, where they must complete working out in their books (for example) and then enter a final answer digitally.

What’s neat about this is that we get immediate feedback on whether or not we got the question right. As tutors, it can be easy at certain times to feel like “there’s no way I could get this wrong,” especially with our younger students’ classwork. There was an instance yesterday, however, where I missed a tiny nuance in one of my student’s questions that changed its entire meaning. Because of this, the initial answer my student and I worked up (with my guidance) was completely wrong.

Had we been answering questions out of the textbook, there’s a great chance that we may have moved past this one without any second thought and onto the next. The fact that we were forced to confront the correct answer immediately turned out to be extremely valuable.

I know that with Maths textbooks it can somewhat laborious, flipping back and forth between the questions you’re doing and the answers, because most of the time they’re (what literally feels like) a ton of pages apart. What I like doing to make this easier is keeping two whiteboard markers that I’m not using as bookmarks at all times; one on the page of the questions we’re doing, and the other on the page of the corresponding answers. This way, we can flip back and forth between questions and answers effortlessly and ensure that we are answering every single question the right way.

Thomas Koutavas

Tutoring is often seen as a means to reinforce what’s already being taught in the classroom, but what if we flipped the script? What if tutoring wasn’t just about helping students pass test, but about igniting curiosity, critical thinking and lifelong learning skills? Instead of drilling through worksheets and reviewing lesson plans, tutoring could be a space for creativity, exploration and real world problem solving.

One of the most overlooked aspects of tutoring is its potential to be an incubator for unconventional learning. Imagine using storytelling to teach maths or ramifying history lessons. A tutor isn’t just an academic coach but a guide who can help students connect learning to their passions and real life experiences. When students see relevance in what they’re studying, engagement skyrockets.

Another fresh perspective on tutoring is shifting away from purely academic goals to holistic development. Emotional intelligence, communication skills and self discipline are just as crucial as solving equations or writing essays. A tutor can act as a mentor, helping students develop confidence, resilience and problem solving abilities that extend far beyond the classroom. By focusing on personal growth, tutoring becomes an experience that prepares students students not just for exams, but for life.

Furthermore, we need to move past the idea that tutoring is just for struggling students. High achievers, creative thinkers and even students who feel uninspired by traditional education can all benefit from customised, out of the box tutoring approaches. Imagine a student passionate about music using rhythm to understand fractions. Learning doesn’t have to be confined to rigid structures, it can be a journey of discovery tailored to each student’s interests.

In a world where knowledge is constantly evolving, tutoring should evolve too. By embracing unconventional teaching methods, focusing on holistic growth and making learning an adventure, tutoring can go from being a remedial tool to an inspiring and transformative experience.

Isabella Naumovski

Being prepared benefits both students and tutors by fostering a more efficient and productive learning environment. For students, preparation means arriving at each session with a clear understanding of the material or concepts to be discussed. This helps them engage more actively in the learning process, ask relevant questions, and make the most of their time with the tutor. Preparedness allows students to focus on areas of difficulty, rather than spending valuable time revisiting basics, which accelerates their learning and boosts confidence.

For tutors, being prepared ensures they can offer structured, focused lessons that align with the student’s specific needs. When tutors are well-prepared, they can adapt their teaching strategies to accommodate different learning styles, provide timely feedback, and help students stay on track toward their academic goals. Furthermore, preparation enables tutors to anticipate potential challenges in the learning process and offer proactive solutions. Both students and tutors benefit from the sense of confidence and organisations that comes with being prepared.

Students feel more empowered to tackle challenging material, while tutors are able to create a dynamic, positive learning environment. Overall, preparation enhances the learning experience, increases productivity, and leads to better academic outcomes for everyone involved.

Elise Petritsis

One of my students is highly knowledgeable of the content in her maths course, she understands the concept and questions which she gets wrong in the exam she can usually figure out on her own afterwards. This begs the question of what causes her to lose so many marks in some of her exams? Time management. She often comes back after an exam telling me that she didn’t finish or didn’t have time for the last question, or she had time but didn’t know how to do it, only to work out the answer after the exam. This may be because she is spending too long thinking about the questions. The best way to approach this problem is to maximise reading time and the order in which the questions are answered. When working through exams, I spend the reading time identifying a strategy to use for each question, so that I know how to start immediately when I get to it in the exam. When the exam time starts, I work from the back of the test forward, and if I don’t know how to answer a question, I make sure I understand what the question is asking and then move on. This allows my brain to subconsciously think through these questions as I am answering easier ones that I do know the answer to. This allows me to think about the longer questions for longer, rather than cramming them in at the end.

Riva Burkett

Preparation is crucial for both students and tutors because it sets the foundation for productive and effective learning. For students, being prepared helps them focus, absorb material efficiently, and retain information better. When students come to a session ready, whether it’s by reviewing material, completing homework, or having specific questions, they maximise the time spent with their tutor. Preparedness reduces frustration and confusion, allowing for a smoother, more productive exchange of ideas. It also fosters a sense of responsibility, which can boost self-confidence and encourage a more proactive approach to learning.

For tutors, being prepared ensures that they can provide structured, targeted support that meets the individual needs of the student. It allows them to anticipate potential challenges and plan effective strategies to overcome them. Tutors who are well-prepared can present concepts clearly, adjust their teaching methods as needed, and create engaging, relevant activities that will resonate with the student. Preparation also helps tutors manage time more effectively during sessions, ensuring that key points are covered without wasting valuable time.

Ultimately, the combined preparedness of both parties creates a positive, goal-oriented learning environment. Students are more likely to stay engaged, while tutors can adapt their approaches to help the student succeed .

Elise Petritsis

Hey everyone, I had the opportunity to observe Pamela, and her year 9 student in maths.

Firstly, Pamela immediately showcased a positive and fun bond with her student, sharing laughs and relating over various experiences in various topics with maths. This was able to pave the way for an engaging lesson, leading to further collaboration and understanding from her student.

Pamela started the lesson by going through mixed numerals and fractions. Pamela was able to convey the importance of understanding how fractions worked when it came to multiplication and division, showcasing the multiplication process, and how you can multiply fractions that are being divided by reciprocating the latter fraction.

Pamela was also able to demonstrate how simplifying fractions worked, highlighting how to find common factors and divide both the numerator and the denominator to result the simplest possible fraction.

They also worked through algebraic equations, going through the syntax of algebraic expressions such as expressing powers and multiplications. After building this basis, they were able to go through factorising and simplifying, with Pamela once again expressing how to find common factors in order to factorise expressions.

Building on simplifying, Pamela was able to briefly add unit conversions into work problems, demonstrating how to convert from various units of measurement and then applying such conversions to algebraic questions. She was also able to apply such conversions to various other day forms of life, such as converting dollars and cents.

Overall, Pamela showcased exceptional explanation abilities and was able to resonate with her student and have a positive bond to keep the lesson engaging. I will look to implement how Pamela was able to teach various topics and correlate them between each other.

Daniel Rulli