First Education

If there’s one thing that defines my lifestyle, it’s balance the kind that comes from chasing the sun, spending time with friends, and escaping to the beach whenever life feels too heavy. Between uni, work, and all the noise of everyday responsibilities, those moments by the ocean are where I reset.
The beach has always been my calm space. There’s something about the rhythm of the waves that makes everything else fade away. I’ll grab my towel, music, and maybe a takeaway iced coffee, and just sit for hours, letting the salt air clear my head. It’s not just about tanning or swimming it’s about feeling small in the best way possible, like the world is so much bigger than whatever’s stressing me out.
When I’m not at the beach, I’m usually out with friends. We’ll go for brunch, explore new spots around Sydney, or just drive with the windows down, music blasting. Those moments the late night laughs, random adventures, and shared playlists remind me how important it is to live beyond the deadlines and to-do lists.
I’ve realised that my happiness doesn’t come from constant productivity, but from connection to people, places, and the present moment. Whether it’s a beach walk at sunset or a night out with mates, I try to appreciate the small things that make life full.
University can be intense, but I’ve learnt that it’s okay to slow down. Taking a break isn’t wasted time; it’s what keeps me motivated and inspired. The beach, my friends, and those carefree days are what recharge me. They remind me that while studying and goals matter, living really living matters too.

Sara Theocharidis

Exam season at uni always feels like a storm I can’t quite escape. No matter how early I start studying, it seems to hit all at once deadlines, revision, and that constant background hum of stress. It’s the time of year when my desk becomes a permanent fixture of coffee cups, highlighters, and half-open textbooks.
For me, the hardest part isn’t the exams themselves but managing the pressure that comes with them. My mind races with to do lists and worst-case scenarios. I’ve learnt that stress doesn’t just live in your head it shows up in your body too. Sleepless nights, headaches, and constant exhaustion are clear signs that I’m pushing myself too far. When that happens, I’ve learnt to pause rather than power through.
Over time, I’ve found that small, consistent habits make a huge difference. Breaking my study into short, focused sessions helps me retain information without burning out. The Pomodoro technique 25 minutes of study followed by a short break has become my go-to. It keeps me productive but also reminds me to breathe, move, and refocus. I’ve also realised that my brain performs best when I take care of the basics: proper meals, hydration, and at least seven hours of sleep. It’s cliché, but it works.
What’s helped most, though, is shifting my mindset. I’ve stopped treating exams like a test of my worth. They measure what I know, not who I am. When things feel overwhelming, I remind myself that everyone struggles, even if they don’t show it. Talking to friends or accessing uni support services has helped me feel less alone.
Exam stress is inevitable, but it doesn’t have to control me. By being kinder to myself, planning realistically, and keeping perspective, I’ve learnt that surviving exams isn’t just about studying hard it’s about caring for myself too. And that’s a lesson worth remembering long after the exams are over. Attached is my ling ipa chart I am memorising for my exam.

Sara

Many students hold back from asking questions in class or tutoring sessions because they’re afraid it will make them look silly, unprepared, or “slow.” But in reality, asking questions is one of the smartest and most powerful things a learner can do — and it’s a key habit of high achievers.

When you ask a question, you’re not admitting failure — you’re showing curiosity and engagement. You’re taking ownership of your learning and saying, “I want to understand this fully.” That takes confidence and maturity, not weakness.

In tutoring sessions, the students who improve the most aren’t the ones who never make mistakes — they’re the ones who ask lots of questions. They clarify confusing points, explore “what if” scenarios, and double-check their understanding. This active approach leads to deeper learning and better long-term results.

Asking questions also helps teachers and tutors help you. We can’t read minds — but your questions give us insight into what you’re thinking and where you might be stuck. Often, a simple question opens the door to a bigger conversation that helps everything “click.”

It’s also worth remembering that if you’re confused, you’re probably not the only one. By speaking up, you might be helping others who were too nervous to ask.

So next time you’re unsure about something — whether it’s a maths concept, a science explanation, or even a word in an assignment — ask. Be bold, be curious, and don’t let pride or fear get in the way of progress.

Because asking questions doesn’t show you’re weak — it shows you’re serious about learning. And that’s real strength.

Julian Podgornik

As the school year draws to a close, final exams often become the ultimate test of endurance for students. In NSW, the pressure peaks during this period—students juggle multiple subjects, fatigue sets in, and motivation begins to fade. This is where tutoring at the end of the year becomes particularly powerful. It’s not just about revising content; it’s about having a mentor who understands the journey and can guide students through both the academic and emotional challenges of finals.

Tutors who have “been through it” offer a unique kind of reassurance. They remember what it feels like to face dense study loads and unpredictable exam questions. Because of this, they can share more than strategies—they share empathy and perspective. When students realise that someone else has navigated the same stress and succeeded, it replaces anxiety with hope. Simple reminders like “you’re doing enough” or “I remember struggling with this too” can make all the difference in a student’s confidence and mindset.

Academically, end-of-year tutoring helps consolidate learning. Regular revision sessions target weak areas, refine exam technique, and reinforce syllabus understanding. Instead of cramming alone, students benefit from guided practice and clear feedback, which helps transform confusion into clarity. A tutor also provides accountability during a time when distractions are high—keeping study schedules realistic and progress consistent.

But perhaps the greatest benefit lies in the relationship itself. Tutoring at this stage becomes mentorship: a safe space where students can ask questions, express worries, and be reminded that exams, while important, don’t define their entire worth. Having that trusted person to talk to—a mentor who listens and genuinely cares—helps students approach finals with composure rather than panic.

In the end, tutoring at the year’s close does more than prepare students for tests; it equips them with calmness, confidence, and a support system that lasts far beyond exam week.

Gabrielle Tran

Homework has long been a cornerstone of formal education, seen as a bridge between the classroom and independent learning. Yet, as educational systems evolve, the question of whether homework still serves its intended purpose deserves renewed scrutiny.

At its best, homework encourages responsibility and self-discipline. When thoughtfully designed, it can reinforce classroom learning and foster critical thinking. However, the routine assignment of homework often prioritises quantity over quality. Many students spend hours completing repetitive tasks that test endurance rather than understanding. This can blur the line between productive practice and academic fatigue.

Recent research in educational psychology suggests that excessive homework contributes to stress, sleep deprivation, and declining intrinsic motivation. Students begin to view learning as a chore rather than a process of curiosity and mastery. Moreover, homework assumes that every student has equal access to quiet study spaces, digital tools, and parental support – assumptions that are often untrue. The result is a widening gap between those with resources and those without.

A growing number of educators are advocating for “purposeful homework”: short, targeted exercises that extend classroom inquiry instead of repeating it. Others experiment with project-based alternatives that promote collaboration and reflection. The key is alignment – homework should directly connect to learning goals and offer meaningful feedback rather than act as a ritual of compliance.

Education should not measure diligence by the number of hours spent at a desk after school. It should measure growth through engagement, comprehension, and the ability to apply knowledge beyond the classroom. Rethinking homework is not about removing challenge; it is about redefining what meaningful learning looks like in a world where time and attention are increasingly scarce.

Oliver Fletcher

Today, I had the chance to pause and think about what I’ve learned so far as a tutor.
Over time, I’ve realised that tutoring is as much about building confidence as it is about teaching content. A lot of students may already have the knowledge, but are held back by their own self-doubt. I’ve noticed that a simple reminder like “you’re on the right track” can make a huge difference. It’s amazing how reassurance can encourage a student to keep going, instead of giving up too quickly. Once they feel supported, they’re far more open to trying, making mistakes, and ultimately learning from them.
Another strategy I’ve found really helpful is guiding students to find their own errors rather than immediately correcting them myself. For example, instead of pointing out where they went wrong, I’ll ask: “Does this answer look reasonable to you?” or “Can you check that step again?” Often, they’ll catch the mistake themselves, which not only deepens their understanding but also develops critical thinking skills. When students get into the habit of spotting and fixing their own errors, they become more independent learners, which is a skill that will benefit them beyond tutoring sessions.
I’ve also noticed that this process helps boost their confidence. Realising, “I found the mistake and fixed it” is far more empowering than being told, “This is wrong.” It shows them they are capable of self-correcting and problem-solving, which naturally builds resilience.
At the end of the day, I’ve found the most progress happens when students are challenged, but also feel supported. Creating that balance between encouragement and independence has been key in helping them grow more confident and motivated in their learning journey.

Katreen Diab

There’s sort of an irony in exam prep: the more you re-read your notes, the more confident you feel – but the more unprepared you actually are.

This trap has a name: the illusion of mastery. When you repeatedly go over the same notes or highlighted textbook pages, your brain recognises the information. That sense of familiarity feels reassuring – like, “Oh yes, I know this!” But this familiarity isn’t actually memory. You don’t truly know something until you can recall it without cues.

Psychologists have studied this. One famous experiment showed that students who simply re-read material felt more confident before tests but performed significantly worse than those who practiced retrieval – like testing themselves, writing summaries from memory, or explaining concepts aloud.

The problem is, our brains are wired to crave ease. Rereading feels smooth, while self-testing feels uncomfortable and difficult – you’re constantly reminded of what you don’t know. But that discomfort is exactly where learning happens.

So, what should you do instead?
– Close your notes and write everything you can remember. Then check gaps.
– Revisit topics over several days rather than cramming in one.
– Mix question types and topics

Think of re-reading like watching someone else work out – it looks productive, but you’re not building the muscle. Real learning feels effortful. Next time you catch yourself peacefully scrolling through your highlighted notes, remember: that confidence might be the biggest test illusion of all.

Oliver Fletcher

I observed a Year 8 math session where the student and tutor discussed what the student was doing in class to know what to focus on in the session. They focused on the topics of measures of spread and triangle angles such as co-interior, vertically opposite and corresponding etc. The tutor asked the student to do a few questions from the textbook to show the level of his knowledge and what he needs to work on. This also allowed the student to active recall what was learnt in school and building on that when approaching questions. The student was encouraged to do full working out and reasoning in his answers which is important in terms of figuring out angles with different reasons (e.g angles on a straight line = 180 degrees). This builds useful habits when approaching questions, allowing the student to gain the maximum marks available. After knowing what to focus on, the tutor pointed out questions to do during the session and helped the student when needed. By focusing on the topics that the student needs help with especially, it builds the student’s confidence to approach the questions and also solidifies and builds on previous and recent knowledge learnt. The tutor helped the student with proper reasoning and working out for questions and identifying the angles present in the questions. This builds up the student’s knowledge and confidence in approaching questions, as well getting used to the concept of the format of working out and the reasonings and angles present. More practice allows the student to also become faster in approaching these types of questions and allows more exposure to different types of questions in the topics. The tutor also helped break down worded diagram questions that the student had difficulty interpreting, allowing the student to know how to approach those tricky diagram and word problems.

Cynthia Lam

The HSC Business Studies syllabus is huge, and trying to memorise it all can feel overwhelming. There are so many definitions, case studies and frameworks that it’s easy to get lost in the details. But you don’t need to memorise every single word to do well. What matters is understanding how the syllabus is structured, what the examiners are looking for, and how to study in a way that actually sticks.

Start by breaking the syllabus into the four main topics: Operations, Marketing, Finance and Human Resources. Within each one, pay attention to the verbs like explain, analyse, discuss and evaluate. These tell you what kind of understanding you need to show in the exam. Then, link each dot point to a real business example. It’s much easier to remember “Qantas reducing costs through technology” than just “cost leadership strategies.”

When you study, focus on active recall instead of just rereading notes. Make flashcards, teach a concept out loud or draw mind maps from memory. Do past papers and short answers that match the syllabus points so your brain gets used to retrieving information under exam conditions. Colour coding or simple acronyms can also help, like remembering the key influences on business decisions as “PEG-L”: political, economic, geographical and legal.

Most importantly, be consistent. Reviewing a small part of the syllabus each day is far more effective than cramming the night before. Keep refining and condensing your notes as your understanding improves.

Once you see how the syllabus fits together, memorising becomes much easier. You start to understand the bigger picture of how businesses work and how the different topics connect.

Emily Mackay

When tutoring Year 2 students, it’s important to keep them engaged so they stay excited about learning. At this age, students are curious, energetic, and eager to explore the world, which makes it the perfect time to foster a love of learning. Here are some fun and effective ways to keep Year 2 students engaged during tutoring:
Make Learning Fun with Games
Year 2 students love games! Incorporate educational games like memory matching, word bingo, or timed quizzes to make learning feel like a fun challenge. Games help reinforce concepts while keeping students engaged.
Use Hands-On Activities
Use objects, drawings, or even playdough to illustrate lessons. For example, use blocks to teach math or draw pictures to help with reading comprehension. Hands-on activities make abstract concepts more concrete and fun to explore.
Relate Lessons to Their Interests
Find out what excites them – whether it’s animals, space, or superheroes – and weave their interests into the lesson. When lessons are connected to things they love, they’re more likely to stay interested and motivated.
Celebrate Small Wins
Encourage students with positive reinforcement. Celebrate each little achievement, whether it’s completing a worksheet or mastering a new skill. Small wins build their confidence and keep them motivated.
By making learning enjoyable, hands-on, and tailored to their interests, Year 2 students will stay engaged and excited about their learning journey!

Anthea Preketes