First Education

This afternoon, I got the chace to sit in on one of Bella’s sessions with her Year 8 student, Dimitri. The topic for today was data; specifically, bar graphs, pie charts and mean/median/mode. While data isn’t always the most exciting topic, Bella managed to keep it fun, clear, and super engaging.

From the start, she made Dimtiri feel relaxed and comfortable. She chatted with Dimitri for a few minutes about real-life stuff before they started; mainly, about soccer. She also cleverly used some soccer examples to explain the different types of data – number of goals being an example of discrete numerical data, and names of teams being examples of nominal catergorical data. It was obvious that that instantly helped things click for Dimitri.

Throughout the session, Bella was great at guiding Dimitri without giving answers away. She asked loads of thoughtful questions like “What do you notice about this graph?” or “Why might this be the mode?” and gave Dimitri space to figure things out on his own. He made a few mistakes along the way, but she never jumped in too quickly, just nudged him in the right direction and let him get there himself.

It was also nice to see how she kept things light and moved at a good pace, especially when his focus started to drift off and wane. A few jokes and a quick recap helped reset his energy and keep him engaegd.

By the end, Dimitri was clearly much more confidently in differentiating the different types of data and was doing super well at identifying mean, median and mode. He looked really happy with himself as well.

A great session 😀

Thomas Koutavas

When most people think of tutoring, they picture a student who’s falling behind and needs extra help to catch up. But what about the student who’s already ahead? When a student is gifted, it doesn’t mean that they’re done learning. If your child is gifted, tutoring might still be one of the most valuable tools for their growth.

Gifted students often grasp concepts faster than their peers and may not need repetition or review. While this sounds ideal, it can actually lead to frustration and boredom in the classroom. Without enough stimulation, gifted learners can lose motivation, daydream, or disengage entirely. In some cases, gifted children may even underperform, not because they lack ability, but because they aren’t being challenged. A lack of academic stretch can lead to bad habits like procrastination, perfectionism, or a fear of failure.

In these cases, high-achieving students benefit from personalized tutoring that’s not just about catching up, and is focused on going further. One-on-one tutoring is designed to be able to cater differently to each student, and for gifted students, it can extend them in a number of ways. Tutors are able to accelerate and move ahead in subjects where gifted students have already mastered the current curriculum. They’re also able to use tutoring sessions to dive deeper into topics that interest the student, whether it’s creative writing or advanced maths. A skilled tutor can adjust the pace, level, and content to meet your gifted students exactly where they are, taking them beyond what’s available in a standard classroom.

Gifted students may also struggle socially or emotionally. They might feel out of place with peers or face pressure to always perform at a high level. Tutoring can provide a safe, supportive environment where students are encouraged to take risks, make mistakes, and grow. Tutors can also help gifted students set goals, manage time, and stay engaged without burning out.

Ceara Kearnes

2025 is the last year the Personal Development Health and Physical Education (PDHPE) subject will be assessed in the HSC, having been replaced by a new title, Health and Movement Science (HMS). The year 11’s of this year will have just completed the preliminary syllabus and will be the first cohort to sit this exam in 2026. After tutoring the old PDHPE syllabus and completing it myself, it became apparent that success in the subject was largely dependent on memorisation of dot points and rote learning definitions. The new syllabus requires the same principles for success, but it places a much larger emphasis on application, analysis and scientific understanding. Content-wise, not much has changed, with the YR11 and YR12 syllabi being combined and swapped out of order. However, unlike the previous syllabus which had 2 core subjects and 2 options (to be chosen by the school), the new YR12 syllabus, features 2 core curriculums (45hrs each) and notably, 30hrs of case studies, which enables students to apply their knowledge from the 2 curricula in exploring areas that particularly interest them (but usually selected by the school). Curriculum 1 (health in an Australian and global context) largely mirrors core 1 (health for individuals and communities) from the previous PDHPE syllabus, whilst curriculum 2 (training for improved performance) largely mirrors core 2 (factors affecting performance) and option 4 (improving performance). Whilst the YR11 syllabus features some new additions that I personally believe make it a much more difficult subject than YR11 PDHPE, the YR12 content has remained largely the same, with different titles and orders. However, with the addition of the dedicated 30hrs of case studies, the new syllabus gives students freedom to explore areas that interest them, and that’s something I think will make learning much more engaging.

Kieran Fung

As of the year 11 class of 2026, the English and Maths syllabuses will be updated – this means tutors need to become familiar with any change in structure/outcomes and also content. The English Advanced and Standard Courses and keeping the same modules but are changing the prescribed texts – there’s a stronger emphasis on Australian literature, including works by Aboriginal and Torres Strait Islander authors, to provide students with a more diverse and culturally rich curriculum. The current English Stage 6 Course Prescriptions, which were set to expire in 2025, have been extended to 2026. This extension ensures that teachers and students have adequate time to adapt to the new syllabus. As for the Math syllabus, much of the standard and advanced overlap will be eliminated; this means advanced will have fewer “easier” topics but less content, while standard relatively remains the same but is increasing in difficulty slightly. These syllabus changes are designed to enhance clarity with clearer learning outcomes and content structures will help students focus on key concepts and skills. They also promote inclusivity, creating a a more diverse range of texts and perspectives will enrich students’ understanding and appreciation of literature. It also align with modern practices the integration of online assessments reflects the increasing role of digital literacy in education and prepares students for future challenges in the modern world.

Mary Diamond

Feeling confident for the HSC is all about practice. The more you expose yourself to different types of questions, the more adaptable and prepared you’ll become. Work through past papers, trial exams, and textbook questions from all topics. Mix them up so you can quickly and confidently switch between areas of the syllabus – just like you’ll need to in the real exam.
When you come across a new question type, focus on identifying the best method to approach it. You don’t need to know the entire solution straight away, just get started. Often, once you take that first step, one answer naturally leads to the next.
This HSC season, I’ve tutored a range of maths students, and the difference in confidence between those who consistently complete full practice exams and those who only attempt sections is striking. Sitting whole papers under timed conditions not only improves your time management but also helps you develop a rhythm for the exam. You’ll get a sense of how long to spend on each question and where you might need extra thinking time.
It’s also the best way to discover your personal exam strategy. Do you prefer starting at the front with multiple choice and working through in order? Do you tackle the hardest questions first at the back? Or maybe you begin in the middle with the short answers before looping back? Knowing what works best for you before exam day can make a huge difference – helping you stay calm, focused, and confident when it matters most.

Riva Burkett

One of the biggest habits I try to build in my students is to never leave a question blank. Even when they are unsure, I encourage them to write something down, show working, or take a reasonable guess. In maths, partial marks often come from effort and logical steps, not just from the final answer.

When students skip questions, it usually comes from fear of being wrong. I remind them that having a go is better than doing nothing at all. Often, once they start writing something, they realise they understand more than they thought. Even a single step in the right direction can unlock the rest of the problem.

In sessions, I use simple prompts to help students get started on difficult questions. I might ask, “What information do we know?” or “What formula could work here?” This helps them focus on what they can do, rather than what they can’t. Bit by bit, they learn to approach challenges instead of avoiding them.

In exams, this mindset is incredibly useful. Students who attempt every question are more likely to collect marks across the paper, and they often surprise themselves with how much they can figure out under pressure.

Attempting every question is not about guessing blindly, it is about showing persistence, using logic, and giving yourself the best chance to succeed.

James Valiozis

When I think back to my time at school, the HSC and the stress surrounding it is one of the things that sticks out in my memory like a sore thumb…. The anxiety about whether I remembered all the words of my Mod B essay and if it would fit to any question, if I could complete the square in math under timed conditions or if I knew all the population stats for Studies of Religion to incorporate into my short answers…The stress of not knowing whether I would get a high enough ATAR to get into my course of choice or even whether that course was the right one for me (it wasn’t, I ended up changing my degree around twice), these memories I have never forgotten.

By virtue, Year 12 is a stressful time. You are 17-18 and everything feels like it is so set in stone, like one bad exam or a few lost marks could define your entire future.

Now, having been a tutor for nearly four years, I’ve come to recognise that the feelings I felt at the time are the same ones every student goes through. The uncertainty, the self-doubt, the fear of not being “good enough”; it’s all universal. But what I’ve also learned, and what I try to pass on to my students, is that the HSC is not the end-all measure of their potential. It’s a moment in time, important, yes, but not definitive. The skills you build, the resilience you show, and the way you learn to manage pressure are far more valuable in the long run.

I take it as part of my job as a HSC tutor to alleviate some of that stress, to remind students that although it feels like the weight of the world right now, all that really matters is that they try their best. I tell them that there are always ways around a bad mark, and that the “worst-case scenario” is rarely as bad as it seems in their heads. Life has a way of opening new doors when others close, and with the right mindset, you can get anywhere you want to be.

Teg Philmara

Hey everyone, today I had the opportunity to observe Alice’s Year 11 Extension Mathematics tutoring session. The topic for this lesson was Discrete Probability.

Alice conducted the session in a clear, structured, and supportive way. She began by outlining the plan for the session and explaining that they would be moving into some Year 12 content, as it is term 4.
They began by revisiting a practice exam paper that her student had completed as homework. She encouraged him to identify and reflect on the areas he found most challenging.

They reviewed these problems, which allowed Alice to pinpoint specific misunderstandings and guide her student through the correct reasoning. This approach helped build his confidence in tackling difficult questions on his own.
After reviewing the homework, Alice introduced the concept of probability distribution. She carefully explained each step of the process, using examples from the textbook to demonstrate how the theory applied to real exam style problems.

Throughout the explanation, she paused frequently to check for understanding, asking her student to explain his thought process before moving on.

This collaborative learning environment helped her student feel comfortable sharing ideas and asking questions.

What stood out most was how supportive and reassuring Alice was throughout the session. She provided positive feedback and calmly re-explained concepts whenever he seemed unsure. Her patience and encouraging manner helped her student feel comfortable with the topic, and more confident to attempt challenging problems on his own.

Overall, Alice’s lesson was well structured, and tailored to her student’s needs. Her balance of clear explanation, guided practice, and emotional support created an effective and encouraging learning environment.

Pamela Casiou

Leading up to the HSC many students find themselves overwhelmed and stressed out; a completely normal reaction! You may study for 7 hours a day in the lead up to the final exams and still have those common pre-test jitters! This doesn’t mean you’re unprepared; it means you care!

Your brain loves your predictable daily pattern! It is so important to make sure that you are sticking to your regular routine the night before your exam, eating dinner with your family at a normal time, looking over your notes lightly (and not cramming any last-minute questions!), and even if it means spending half an hour on your phone or reading a book before you go to sleep, keep up the routine!

If you try to cram at the last minute, stay up all night, don’t eat a nutritional breakfast, your body will be exhausted the next day, and your mind won’t be able to concentrate properly on the questions in front of you!

Think of your brain like a racing car; you wouldn’t put it in a race without petrol! A balanced breakfast; a banana, smoothie, or yogurt bowl sets you up to be alert and ready for your day ahead! If you skip this step, you might get a case of brain fog, which you especially wouldn’t want on the morning of such an important day.

The morning of your exams; arrive at the testing centre a little bit earlier; so you have time to go over the brief summary notes that you have with you, take some time to settle your nerves, have some water, and strut into the exam hall in a cool and composed manner!

Remember, you aren’t alone in the stress and build up to these exams! Everyone is in the same boat; so don’t disadvantage yourself by doing something that your body isn’t used to!

Sarah Constantinidis

Hey everyone, today I had the opportunity to observe Jemima’s physics session.

She did a great job going through different physics questions. They started to talk about energy and electrical charges and how they can apply these theoretical concepts practically. They then looked at the different formulas that needed to be applied to these questions, including pie.

They then looked at the students ability to interpret and solve each question. This helped to work out how the student interacted with the question.

Jemima also a great job allowing her student to work through each question independently. When her student got stuck she would then help her. Jemima encouraged her student to detail each part of her working out.

When her student got stuck, Jemima would give her student some hints to help her. Jemima got her student to show all her working out, explaining to her that if she made an error in her final answer she could still get some marks for her working out. She could also get some carry on marks.

Jemima would work out each question at the same time as her student. She would then show her student her solution and her working out. She would go through each step of her working out in detail. When Jemima’s student made an error, she would go through the error helping her to understand where she went wrong. They would then either re-do the question or do a similar question to make sure her student understood her error and that she could apply the correct solution.

They looked at the difficulties of different types of questions and depending on how her student was progressing would influence the difficulty of questions they would then do as well as the difficulty of questions Jemima would give her student for homework.

It was great to see how friendly they were and how comfortable her student was with her. They had a great relationship and they got along really well.

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