First Education

We’ve all been there, staring at an exam question that feels more like a riddle than a clear prompt. Wordy or tricky exam questions are designed to test more than just content knowledge; they challenge your reading comprehension, critical thinking, and ability to apply what you’ve learned in unfamiliar ways. But with the right strategies, you can break them down and respond with confidence.

1. Read the question carefully, twice.
It’s easy to miss key details when you skim. Always read the question slowly, then read it again to spot hidden cues, command words (like explain, justify, or compare), and constraints (like “using only data from the table above”).

2. Highlight or underline keywords.
Pull out the most important words or phrases. What exactly is the question asking you to do? Are there multiple parts? Is it referring to a graph, scenario, or formula? This helps keep your answer focused.

3. Rephrase the question in your own words.
Before answering, try putting the question into simpler language. This ensures you understand it and helps reduce anxiety caused by complicated wording.

4. Plan your response.
Don’t just start writing. Take 20–30 seconds to jot down key points or steps, especially for extended responses. A quick outline can save time and help keep your answer structured and relevant.

5. Don’t overthink it.
Sometimes tricky questions seem difficult because they look different — but they’re still testing familiar concepts. Trust your preparation and focus on applying what you know logically.

Finally, practice is key. The more past papers and unfamiliar question styles you expose yourself to, the more comfortable you’ll become with handling complex wording under pressure.

Julian Podgornik

Today, my student Hudson didn’t show up, which gave me time to reflect on my experience tutoring so far and how I want to improve and further my tutoring skill set.

Through my past experience of tutoring externally I have definitely learnt a lot and adapted my teaching techniques. This includes understanding that attention span varies from person to person so making sure to keep them engaged and having fun is critical to their learning process. Additionally, I have learnt that tutoring distinctly relies on building up each individual’s confidence with each topic and area that we cover. For example, using encouraging and reinforcing dialogue such as “Well done!” or “Fantastic job!” makes a great difference on the students willingness to continue learning and positive attitude towards each new challenge. I have found that my students often know the answer or understand how to find the answer to a question but just need a final little push by supporting them to take these given steps.

During my time at First Education, as I am still quite new, I have had two students so far who have both worked consistently with positive attitudes to attempt to correctly fulfil their work. If my students don’t understand or answer correctly on the first try I feel this is the most critical time to be encouraging as saying “You’ve got this!” or explain it in a different way could mean the difference in them giving up on themselves or building up their confidence. The initial observation lessons I completed prior to my first lesson were all immensely helpful to me understanding and applying the positive and friendly element of this learning environment.

At the end of the day, I have found that supporting and genuinely caring about my students’ school career is the most effective way to get them to feel motivated by their own education journey.

Rhianna Mendes

It seems daunting to begin studying for the HSC and trials. The length and breadth of the exams is completely uncharted territory. However, by breaking down the syllabus, studying for the HSC and trials will be a breeze!

There are four topics in the modern history syllabus: the core topic, ‘Conflict in Europe,’ the national study, peace and conflict, and change in the modern world. Each topic has its own set of syllabus dotpoints which outline the content which may be assessed in the HSC exam. For example, the Conflict in Europe topic’s syllabus dotpoints are:

SURVEY:
● Growth of European tensions, including:
– the collapse of collective security – Abyssinia, the Spanish Civil War
– Britain, France and the policy of appeasement
– significance of the Nazi–Soviet Non-Aggression Pact
FOCUS OF STUDY:
● German foreign policy, including:
– aims and strategy of German foreign policy to September 1939
– impact of Nazi ideology on German foreign policy to September 1939
● Course of the European war, including:
– German advances: the fall of Poland, the Low Countries and France
– the air war and its effects: The Battle of Britain and the Blitz, the bombing of Germany
– Operation Barbarossa, the Battle of Stalingrad and the significance of the Russian campaign
– Battle of El Alamein and the significance of the conflict in North Africa to the European War
● Civilians at war, including:
– social and economic effects of the war on civilians in Britain, Germany and the Soviet Union
– the nature and effects of the Holocaust in the Nazi-occupied territories
● End of the conflict, including:
– ‘D’ Day and the liberation of France
– Russian counter-offensives 1944
– final defeat 1944–1945
– Nuremberg War Crimes trials

The survey is the context which students must learn before studying the rest of the topic but cannot be assessed for an essay question. However, the dotpoints under the ‘focus of study’ heading are likely to be assessed and will be worth 25 marks – a detailed essay response.

While studying for the HSC, I printed out a copy of these dotpoints for each of my four topics and wrote essay plans for each dotpoint (including the survey to ensure that I could reference the context confidently). For example, if I were to work on an essay plan for the end of conflict, my four paragraphs would be exactly what the syllabus outlines: ‘D’ Day and the liberation of France, Russian counter-offensives 1944, final defeat 1944–1945, and the Nuremberg War Crimes trials. I made these headings on a piece of paper and wrote down dotpoints for each one, each of which included aims, strategies, outcomes, and at least one scholarship quote. I have uploaded a sample essay plan!

Once I had written detailed essay plans for each dotpoint of the syllabus, I converted these into condensed flash cards which I referenced daily. Each day I rotated between my four topics – rereading and revising a different topic each day and writing a practice essay under timed conditions for the relevant topic.

With dedication, the modern history HSC becomes a very approachable subject which every student can ace! Good luck!

Shahaf Liraz

A common question of our time is “Why study history?”
What is the point of learning history? What is its practical value in someone’s life or for society?

When compared to mathematics, this makes perfect sense. Maths is timelessly relevant and is used for absolutely everything across all contexts. History, on the other hand, is not “timeless” or universal in the same way. It is contextual and involves the study of past events and people, and doesn’t appear to hold any value for future problems or circumstances.

This is a common misconception. History has been an object of study for millennia for a reason, alongside English, Maths and Science.
In fact, science has the same justification as history for being studied. Why is it important to understand how the universe works, and to be able to see the reasons behind cosmological phenomena?

These are the same questions as pertaining to history. Why is it important to understand how human societies, nations, states, governments, economies, and communities work? Why is it important to know how decisions can be felt in the future, and how certain spheres like economics and geography can be linked to others such as military and politics?

History is not concerned with trying to figure out exactly what happened in the past. Rather, it is about using evidence to both approximate the events of the past and to understand their underlying reasons.

By learning the reasons behind the start of the World Wars, or why we use certain governmental systems, or how certain economic policies have impacted a nation, we can apply this knowledge to our own times and beyond: we can predict the future of society.

History allows us to see where we could be headed, depending on what is observed during our times. That is the reason why people criticise the decisions of our leaders – because they try and analyse the impact of these decisions using the same reasoning as historians use.

We should encourage more people to learn history; as a human you are obliged to know about your ancestors and your world!

Raphael Dokos

High school has a compounding problem. Miss one concept in Year 9 maths and Year 10 builds on it. Miss that and Year 11 becomes genuinely difficult through no fault of current effort. By the time a student sits down with a tutor, the presenting issue is rarely the real issue.

This is what makes tutoring different from just re-explaining the current topic. A decent tutor figures out where the gap actually is, which is sometimes two years back, and works forward from there. It’s slower initially but it’s the only approach that actually sticks.

The other thing worth knowing is that most high school students who struggle aren’t struggling because they lack ability. They’re struggling because something wasn’t explained well the first time, or they were absent, or the class moved too fast, or they were too embarrassed to ask. One-on-one tutoring removes most of those variables. There’s no social cost to asking a basic question when it’s just you and one other person.

Subject-wise, maths and sciences tend to benefit most from tutoring because the content is genuinely sequential – you cannot skip foundations. English and humanities are more about developing a skill set around argument and analysis, which improves steadily with good feedback over time.

The students who get the most out of tutoring are usually not the ones furthest behind. They’re the ones sitting in the B range who have a specific goal and a specific gap. Targeted work on those tends to move marks faster than general revision.

That;s why good tutoring asks diagnostic questions before jumping into content. That’s usually the difference between tutoring that works and tutoring that just adds to the weekly schedule.

Oliver Fletcher

Motivation is a main driver for learning, especially at the younger levels, as a tutor, I have learned that my job isn’t just to teach students the information they need to know, but to do so while maintaining an engaging, enjoyable comfortable environment that hopefully encourages or keeps their motivation for the topic. If a student isn’t motivated, even the most basic information might feel difficult to process or understand. Thats why I value motivation to such a high extent.

Before getting straight into the content of the topic, I always make sure to revise the topic itself, explain specific concepts that might come up, allow for the student to familiarise themselves with the topic to the best extent they can without actually starting to learn it yet. This helps keep the content as digestible as possible, which helps with minimising frustration and confusion, all emotions that hinder motivation.

One of the quickest ways I’ve seen a student lose their motivation is when they look at their assessment notification, all those expectations and content to learn had the student stressing out, feeling upset and lacking motivation. To counter this, I simply broke down the requirements into smaller, more manageable loads for the student to start working on, which made them feel a little better, I threw in some comments like, “See, you couldn’t do a question like this even just 10 minutes ago” to mark their progression on the topic. This method seems to help students maintain motivation, feel comfortable with their ability and overall, succeed!

Now I understand motivation is very conditional, it varies based on many factors, but the important thing to think about is to work with what you have, if they have a bad day, that doesn’t mean if they can’t focus to get frustrated with them, it means lighten the workload, help get their motivation back, don’t pile onto what was likely causing it in the first place.

Motivated students show up, prepared (often with work in hand), they ask questions and they celebrate little wins. When you do that, the results come flooding in.

Lishai Rubinstein

During this tutoring session, I observed a Julian working with a Year 12 student on Financial maths. The session focused on compound interest, loan repayments and interpreting financial data, all of which are key concepts within the senior mathematics curriculum.

Julian demonstrated strong subject knowledge and was able to explain complex financial concepts in a clear and accessible manner. He began by reviewing previous content to assess the student’s understanding before introducing more challenging problems. This approach helped establish the student’s confidence and ensured any misconceptions were addressed early.

One of the tutor’s strengths was his ability to connect mathematical concepts to real-life financial situations. For example, when discussing compound interest and loan repayments, he used practical examples involving savings accounts and mortgages. This helped the student understand the relevance of the mathematics and increased her engagement throughout the lesson.

The tutor encouraged active participation by asking the student to explain her reasoning and work through problems independently before offering guidance. Rather than simply providing answers, he used questioning techniques to prompt critical thinking and problem-solving. This allowed the student to develop a deeper understanding of the processes involved and build confidence in applying formulas correctly.

Throughout the session, the tutor maintained a supportive and positive learning environment. He provided constructive feedback, acknowledged the student’s successes, and patiently clarified areas where she was unsure. The student appeared comfortable asking questions and was willing to attempt challenging problems without fear of making mistakes.

By the end of the lesson, the student demonstrated improved accuracy in calculating compound interest and greater confidence in interpreting financial mathematics questions. The session was well-structured, engaging and effective in supporting the student’s learning goals. Overall, the tutor displayed strong communication skills, subject expertise, and an encouraging teaching style that contributed positively to the student’s understanding and progress in Financial Mathematics.

Demee Georgas

Tutoring English and Legal Studies is a rewarding way to share knowledge while helping students navigate two of the most demanding subjects in the senior school curriculum. What makes tutoring particularly enjoyable is that it combines academic challenge with genuine intellectual discussion, creating opportunities for both tutor and student to engage with ideas beyond the classroom.

English is especially interesting to tutor because it is never simply about memorising content. Students are encouraged to analyse texts, develop interpretations, and communicate their ideas clearly and persuasively. Every text raises different questions about culture, history, and human behaviour, which means lessons rarely feel repetitive. It is satisfying to help students move beyond formulaic responses and develop a stronger sense of confidence in their own thinking and writing.

Legal Studies is equally engaging, but for different reasons. The subject focuses on contemporary legal issues, political debates, and questions of justice that continue to shape society. Discussions often extend beyond the syllabus into current events, landmark cases, and legal reforms, making lessons relevant and dynamic. Helping students understand how legal principles operate in practice can make a complex subject far more accessible and enjoyable.

Another aspect that makes tutoring rewarding is the opportunity to work closely with individual students. In a classroom setting, teachers often have limited time to address each student’s specific needs. Tutoring allows for a more personalised approach, whether that involves refining essay technique, clarifying difficult concepts, or developing effective study habits. Small improvements can have a significant impact on a student’s confidence and academic performance.

What ultimately makes tutoring enjoyable is the variety. No two students think in exactly the same way, and each lesson presents different challenges and conversations. Whether discussing a novel, analysing a High Court case, or refining an essay argument, tutoring English and Legal Studies offers a chance to engage with interesting ideas while helping students achieve their academic goals. It is intellectually stimulating, highly interactive, and consistently rewarding.

Lara Venn Jones

A lot of people rely on pure willpower when it comes to procrastination, convincing themselves that they will “just do it”. The key problem with this is that willpower is finite throughout the day and will therefore be the least available when you need it the most, especially after a long day of school, sport, or just working for a large chunk of time. Using brute force to get yourself to do something may work briefly, but it is not a complete solution.

Procrastination does have solutions, however, and it is not a character flaw.

Make starting smaller than what you think is reasonable
The key problem often lies between what you are currently doing and what you would like to be doing. Your plan might be to do your Economics notes; however, you are currently sitting on your bed and cannot bring yourself to start.

In this scenario, I find that the best way to start is by setting yourself a super small goal, so the whole task does not seem unachievable. This may be as simple as opening your book.

Once you get over this barrier, it gets a lot easier. You get into the flow of doing work, instead of wasting time thinking about having to start and complete a big task.

Build a consistent routine
A critical component to overcoming willpower is to set guidelines, so you remove the internal decision-making. This looks like setting up your routine to study at the same time, same place every day and with a specific task already designated. This removes almost all decision-making and makes doing tasks almost autonomous, as everything is already set up for you. All that is left is to execute the task.

These two simple things will go a long way in removing procrastination when you have to study or revise for long periods of time.

Hayden McCarthy

The school holidays are your chance to rest and reset. You have worked hard during the term, so it is completely fine to relax, sleep in, see your friends, play games and enjoy a proper break. Taking time to recharge is healthy and it can help you come back to school feeling refreshed.

At the same time, the holidays should not become a complete break from learning. If you do no revision at all, it is easy to forget important skills and ideas. This can make the first few weeks back much harder because you are trying to catch up on old content while also learning new topics.

Revision during the holidays does not need to be intense. You do not need to study every day for hours. It can be as simple as reading over your notes, doing a few practice questions, going back over mistakes or preparing for the next topic. Even small amounts of revision across the break can help you stay sharp and confident.

The main goal is balance. Enjoy your holidays and give yourself time to recharge, but also set aside some time to keep your learning active. A little bit of effort now can make the next term feel much easier. Students who find this balance usually return to school more prepared, more organised and less stressed.

Nabil Harrar