First Education

What’s Changed in the New 2028 Biology Syllabus
The new Biology syllabus, set to be implemented in 2028, brings several key changes to the course structure, offering a more integrated and modern approach to learning. Here’s how the new syllabus compares to the previous one:

Year 11 Course:
Old Syllabus (2017):

Module 1: Cells as the Basis of Life

Module 2: Organisation of Living Things

Module 3: Biological Diversity

Module 4: Ecosystem Dynamics

New Syllabus (2028):

Cells as the Basis of Life

Cells to Systems

Evolution and Ecosystems

What’s Changed?
The new Year 11 syllabus consolidates the original focus areas and introduces a more integrated study of biology. The former “Organisation of Living Things” module is now merged into the broader focus on Cells to Systems, which helps students understand how cells form the basis of more complex biological structures. The addition of Evolution and Ecosystems in the new syllabus creates a stronger focus on ecological principles and evolutionary biology from the outset.
Year 12 Course:
Old Syllabus (2017):

Module 5: Heredity

Module 6: Genetic Change

Module 7: Infectious Disease

Module 8: Non-infectious Disease and Disorders

New Syllabus (2028):

Heredity

Diseases

Biodiversity

Biotechnology

What’s Changed?
In Year 12, the new syllabus streamlines the content by combining the modules on Genetic Change and Non-infectious Diseases into broader categories. The new Diseases module encompasses both infectious and non-infectious diseases, providing a more holistic approach to understanding health and disease. Biodiversity and Biotechnology are introduced as separate modules, reflecting the growing importance of biotechnology in fields like medicine and agriculture, as well as the need for conservation in an increasingly threatened world.

Summary of Key Differences:
– More Streamlined Structure: The new syllabus is more streamlined, with fewer modules that integrate related concepts. This reduces fragmentation and creates a more cohesive learning experience.
– Emphasis on Biotechnology: The new syllabus places a larger emphasis on biotechnology, reflecting its increasing relevance in modern biology.
– Evolution and Ecology: The integration of evolutionary biology and ecosystems into the
– Health and Disease: The revision of disease-related modules combines infectious and non-infectious diseases, reflecting current health challenges.

Mary Diamond

I got to observe Fred teach a Year 11 Chemistry session. While I personally do not take Chemistry, it was interesting to see how he structured his session and helped his student understand a subject as complex as Chem. It was their last session before the test, so Fred made sure to focus on the topics she had expressed she felt less comfortable in. I was really impressed with the way he had prepared worksheets on the topics he knew she struggled with before the session so that no time was wasted and they could jump straight into practice questions ! I appreciated that he would mimic a real exam by giving her questions and a time-limit to stick by. He would also complete the question himself at the same time. When the time was up, he would read her response and compare it to his own to show where she went both right and wrong in her answer. By writing his own response, it helped the student have a tangible “perfect” answer to look back on when studying as well.

Additionally, when the student showed confusion he would break down the query into a diagram alongside much simpler language. Even though I never did Chemistry for my HSC, I could still understand the rationale behind his explanations because of how easy he made it sound ! The diagrams helped a lot as well ! He was encouraging without being overbearing, and he maintained a relaxed tone that made the student feel comfortable asking questions without fear of judgement. By the end of the session, I could see a noticeable improvement in her confidence, and she expressed that she felt much more prepared for her test.

Overall, Fred’s session demonstrated thoughtful preparation, strong communication skills, and an ability to adapt his teaching style to the student’s needs.

Annaliese Lakis

The HSC is a challenging and stressful time for many students, with increasing workloads, long hours of study, and the pressure to perform. It’s natural to feel anxious, but managing stress effectively is key to staying focused and performing your best.
One of the most effective strategies is to organise your time. Create a study schedule that allows for regular breaks, which helps prevent burnout. Prioritise your tasks, focusing on the most important subjects first, and be realistic about how much you can achieve each day.
Physical activity is another powerful tool for reducing stress. Whether it’s a walk, yoga, or a workout, regular exercise helps reduce tension and boosts your mood by releasing endorphins. Aim for at least 20 minutes of physical activity daily.
Sleep is crucial too. While it may be tempting to pull all-nighters, proper rest is essential for concentration and memory retention. Aim for 7-8 hours of sleep each night.
Finally, talk to someone if you’re feeling overwhelmed. Whether it’s a friend, family member, or a tutor, sharing your concerns can help lighten the load.
By taking care of both your mind and body, you can manage anxiety and stress, and tackle the HSC with confidence!

Anthea Preketes

When it comes to learning, what separates students who thrive from those who struggle isn’t always talent or intelligence, it’s mindset. As tutors, helping students develop a growth mindset can be just as important as teaching content.

A growth mindset is the belief that abilities can be developed through effort, strategies and perseverance. Students with this mindset see challenges as opportunities, mistakes as lessons and feedback as guidance. In contrast, a fixed mindset, believing intelligence is innate can lead to frustration, avoidance of difficult tasks and fear of failure.

In tutoring, mindset work can be subtle but transformative. Celebrating efforts rather than just results is a simple yet powerful strategy. For example, praising a student for tackling a tough math problem, even if the solution isn’t perfect, reinforces the idea that persistence matters more than immediate success. Over time, these small affirmations help students build resilience and confidence.

Another effective approach is encouraging reflection. Asking questions like, “What strategy worked best here?” or “How could you approach this differently next time?”, shifts the focus from right or wrong answers to the learning process itself. Students start to see mistakes not as setbacks but as opportunities to grow.

Ultimately, fostering a growth mindset changes the way students engage with learning. They become more motivated, self directed and willing to take risks. Tutoring, then isn’t just about transferring knowledge it’s about shaping attitudes, building confidence and helping students realise their potential.

When students believe they can improve, the possibilities are limitless.

Isabella Naumovski

It is the dreaded science question in the HSC, a page full of lines that reads Evaluate…. for 7-9 marks. There is little to no guidance on how to answer this question and many students often don’t practise these due to the daunting nature of blank lines staring back at you. However I hope to provide some guidance and a methodical way to answer these questions.

Planning is the most important thing in this scenario. It might seem obvious but planning helps to break mental blocks by just putting words on the page. In this way, you somewhat start the question breaking that ‘blank page’ fear. Secondly, planning also shows the marker that you have thought about this question. Markers will see your planning and before going into reading your response, will have a positive assumption that you have a meaningful thought out response.

The first thing you should look at when planning is the HSC verb. This sounds a lot like it’s straight out of a textbook but the HSC verb is really important. The verb will tell you how much depth is required whether it be an ‘outline’ or ‘describe’ but also whether a judgement is required such as ‘evaluate’ or ‘assess.’ Understanding the HSC verbs is crucial when answering long response questions as entire marks can come from one point such as a judgement or including the effect.

The second thing you should look at is the breakdown of marks in the question and then ask what does this mean? Maybe a 7 mark evaluate question is one mark for a judgement and 3 points of evidence. Breaking this down further so that each point of evidence is 2 marks each accounting for the cause and effect of each example/point. Understanding what each mark corresponds to will help to keep your responses as concise as possible.

The next thing you should think about is structure: How can this be structured in a way to show the marker I know what they are asking for. A very important consideration is: Could this be in a table? In science, the amount of words won’t get you the marks, it is the clarity and how organised your points are. Therefore, tables can be really great ideas where they use half the amount of words but maximise the marks in an organised fashion.

Alana O’Sullivan

When people talk about tutoring, they often imagine big breakthroughs, test scores jumping by twenty marks, students suddenly mastering a difficult topic or that dramatic “lightbulb moment” and yes, those moments are brilliant. But any tutor will tell you the real magic lies in something much quieter, the small wins.

Small wins are the subtle signs of progress that students hardly notice but tutors see instantly. The student who normally shrugs and says; “I don’t know”, suddenly tries to explain their reasoning. The one who panics at equations pauses, takes a breath and gives it a shot. The student who usually arrives exhausted from school cracks a tiny smile when they realise they remembered last week’s lesson.

These moments might look insignificant, but they’re actually the foundation of long term academic confidence.

Progress in learning rarely arrives in a straight line. It comes in the form of tiny steps, some so small they feel invisible. But here’s the secret, small wins create momentum. When a student realises they can solve one question, they start believing they can solve the next. When they successfully rewrite one paragraph, the next one feels less intimidating and when they feel just a little bit proud of themselves, that pride compounds over time.

As tutors, we get a front row seat to these transformations. We see the student who once dreaded English starting to share ideas eagerly. We watch the quiet one speak up. We see the maths anxious student slowly, quietly becomes the student who explains methods to a friend. These moments might not make headlines but they matter more than any grade ever will.

In tutoring, small wins aren’t just progress. They’re proof that the student is growing in ways that will last far beyond any exam.

Isabella Naumovski

I had the opportunity to observe a amazing session today! It was great to see how friendly her student was and how well they got along. It was great to see how her student was very comfortable with Jemima ! They had a great relationship and they got along really well.

They started by going through any questions the student had. They then went through her students homework from last session.

They looked at the online textbook and worked through the theory and then applying the theory to different types of questions. They started by doing easy questions and then they moved to some harder questions when the student felt comfortable applying the theory. Jemima gave her student homework based on the style and type of questions they worked on during the tutorial.

They worked on the highest common factor and the lowest common factor. Then also worked on algebra. Jemima printed worksheets from the textbook for them to practice. It was great to hear Jemima’s explanation of each concept. She was very clear and engaging. She used the big whiteboard to show her working out so her student could visually see how he could solve the question.

It was great to see how engaged Jemima’s student was. He was doing a great job answering all of her questions. When her student got stuck, Jemima would give her student some hints to help him.

If her student made an error, Jemima would then explain the reason he made the error and what he needed to do to fix the error. She would go through the correct solution and the steps her student would need to follow.

Overall, Jemima did a great job helping her student. It was a great session and such a pleasure to observe. Keep it up!

Ashley Cohen

Students often put enormous effort into their schoolwork, yet much of that energy is drained by habits that feel productive but do very little to create lasting learning. These misconceptions are surprisingly common across all ages, from primary students wrestling with times tables to senior students preparing for the HSC. Understanding and correcting them can make studying feel lighter, clearer and far more effective.

One of the biggest misconceptions is the belief that re-reading notes is real studying. It feels comforting to skim pages of content because it creates a sense of familiarity. The problem is that familiarity is not the same as understanding. Students often realise this during an exam when the content looks recognisable but the question demands deeper thinking. Active learning, like self-testing or teaching the idea to someone else, strengthens memory in a way passive reading simply cannot.

Another widespread myth is that longer study sessions are always better. Many students assume a three hour study block shows discipline when it usually leads to mental fatigue and reduced focus. Short, consistent study sessions encourage better recall and prevent burnout. Even twenty focused minutes can be more powerful than a long, unfocused attempt.

Many students also fall into the trap of thinking they must feel confident before moving on. Real learning often feels slightly uncomfortable because the brain is forming new connections. Waiting for everything to feel easy can stall progress. Instead, steady exposure to challenging tasks builds genuine understanding and confidence over time.

There is also the idea that studying must happen in absolute silence. While some students thrive that way, others focus better with quiet background noise or movement breaks. Productivity looks different for everyone and discovering what works is part of becoming an independent learner.

By challenging these misconceptions, students can transform their study habits into something far more efficient and sustainable. When they stop doing what merely feels productive and start doing what actually works, results improve and stress naturally decreases.

Freddie Le Vay

When exams approach, many students default to reading notes over and over again or highlighting textbooks in neon colours. While these might feel productive, research shows that they’re far from the most effective revision techniques. To truly boost memory and understanding, students need to revise in a way that works with the brain — not against it.

One of the most powerful strategies is active recall. This involves trying to remember information without looking at your notes. For example, close your book and try to write out everything you remember about a topic, then check what you missed. This forces your brain to retrieve the information — the same skill you’ll need in an exam.

Another science-backed technique is spaced repetition. Instead of cramming everything the night before, space out your revision over days or weeks. Reviewing the same content multiple times with gaps in between strengthens the memory trace in your brain, making the information stick.

Interleaving is also useful. This means mixing up different types of questions or subjects in a single study session. It mirrors how problems are presented in real exams and trains the brain to switch between concepts — improving problem-solving flexibility.

Lastly, teaching others is a surprisingly effective method. Explaining a concept in your own words (to a friend, parent, or even your pet!) forces you to clarify your understanding and reveal any gaps in your knowledge.

The key takeaway? Effective revision isn’t about how long you study — it’s about how you study. Techniques like active recall, spaced repetition, interleaving, and self-explanation are all grounded in cognitive science. Build them into your routine, and you’ll revise smarter — not harder.

Julian Podgornik

As a tutor, I find it necessary to acknowledge the limits of the English syllabus and the structures that govern classroom essay writing. Too often, students are led to believe that their confusion or dissatisfaction stems from a personal failure to understand content or meet expectations. In reality, many of these difficulties arise from the curriculum itself—its gaps, its oversimplifications, and its tendency to prioritise standardisation over genuine expression. By openly recognising these lacunas, we validate the student’s experience and make it clear that their frustration is not a reflection of inadequacy, but a reasonable response to an imperfect system.

Much of the English curriculum is built to accommodate the “middle” student. Essay formulas like TEAL and PETAL exist to prevent failure, and they succeed in providing scaffolds for students who are developing analytical writing skills. However, they are not designed to support the highest level of critical engagement. When high-achieving students internalise these formulas as creative boundaries rather than stepping-stones, their writing can become constrained and mechanical. Ironically, strict adherence to the formula often results in lower marks, because sophistication, originality, and conceptual nuance are not achievable within such rigid templates.

This is why it is crucial for tutors to say aloud what the system rarely admits: the curriculum is not designed to fully cultivate excellence. In naming this truth, we give students permission to think beyond structures without feeling like they are betraying the expectations of their schooling. It empowers them to see the formula as a tool—not a rule—and to understand that real writing involves complexity, risk, and voice. Acknowledging these shortcomings is an act of respect. It shows students that their questions are legitimate, that their desire for deeper understanding is justified, and that education should not merely teach compliance, but enable critical independence.

Thea Macarthur-Lassen