First Education

Recently I had had to attend a dinner for my mother’s birthday; a curry night. The options were vast, with the selection of meats being the most notable part of the entire night. Family had spent the better half of the waiting time leading to the main dishes arriving anticipating the diverse order.

I’ve never been a very big meat eater. This hasn’t always been because of ethical or moral implications. I have always cared deeply about animals, yes; I would argue it’s hard to find any child who actively doesn’t care about at least one type of animal. But meat was never really my favourite parts of a meal for a long time.

So I had opted to avoid the meats for the night. I thought this wasn’t terribly unusual of me nor not understandable. My mum was electively pescatarian and often ate vegetarian, so surely it would be a candid choice.

The remanning half of the wait for the food then became conversation solely oriented around the practicality and logic behind my choice to avoid meat for the night. Some joking comments remarking I “didn’t know what I was missing out”, a single genuine concern regarding my potential conversion to “hyper-wokeism”, and then finally a reasonable question asked by mum; simply “why?”

Beyond the details of ethical philosophy I could relay onto them; the flimsy distinctions in a deference to species-based accounts that barely defend a position to ethically consume meat, or an argument that falsely presumes a justifiable and scientifically-accurate difference in consciousness between livestock and human, I only replied that I just wasn’t in the mood.

This isn’t to promote veganism or virtue signal. I just found this recent intersection of culture and ethical discourse quite interesting. Mostly, I still remain perplexed why my choice mattered to them that much at all.

Toby Bower

We all have those days where the last thing you feel like doing is studying, you would much rather lie in bed and doom scroll then trying to get any work done. Here are some tips to try and get you out of that rut and try and get a little bit of productive work done instead.

1. Set out tasks that need to be done
– Starting out with small, achievable tasks makes doing something much more approachable and achievable. Instead of having a massive assignment that you know you need to do, break it down into doing one small part of it. Once you get into a rhythm, it makes it much easier to keep going with the rest of the tasks on your to do list.

2. Set up a study space
When you have a relaxing study space, it can make going to study much less stressful. When the space around you is relaxing, your mind will follow this. Make sure your desk is clean and the work you need to do is set out, which triggers your brain into remembering what you need to do. Get yourself your favourite beverage and a snack to get you motivated to study,

3. Study with friends
Organise times to study with friends, which combines socialising with study. This makes it easier to get up and go to study as it can make it more enjoyable. Studying with friends also allows you to have good balance between a social life and studying, which prevents burnout and lack of motivation.

4. Start with ‘easy’ subjects
Start study with the subjects that you enjoy most, do your favourite parts of study to begin a study session. This helps to ‘warm up’ your brain and get used to studying. Starting is always the hardest part, so beginning with something you like can make it easier to approach.

Maddie Manins

Helping students develop a skeleton essay for english assessments is undeniably valuable but only when it is understood for what it truly is: a starting point, not the final destination. A well-constructed skeleton offers students a sense of direction. It models a coherent argument, demonstrates how evidence can be integrated, and gives them a framework to organise their ideas under exam pressure. For many, this initial structure can be the difference between feeling overwhelmed and feeling equipped.

However, the effectiveness of a skeleton essay is only realised when it is actively tested and reshaped through practice. Too often, students treat their skeleton as something fixed, something to memorise and reproduce regardless of the question. This approach is limiting and ultimately counterproductive. The final exam does not reward rigid responses; it rewards adaptability, precision, and a clear alignment between argument and question.

Practice questions, therefore, must be taken seriously. They are not merely opportunities to identify which quotes might fit, but rather opportunities to interrogate how the central argument itself must shift. A strong student does not simply “plug in” evidence; they reconsider the thesis, adjust their line of reasoning, and refine their ideas to directly address the nuances of each question.

In this sense, the skeleton essay becomes a living framework. Its true value lies in its flexibility—its capacity to be moulded, challenged, and improved. Through repeated application and reflection, students move beyond dependence on a preset structure and develop genuine analytical control. That is the ultimate goal: not to reproduce an essay, but to think critically and respond with intention in any context. Students who engage with skeleton essays in this dynamic way build confidence, develop sharper judgement, and gain the ability to craft nuanced, question-specific responses under timed conditions, which is precisely what distinguishes high-band performance from formulaic, memorised writing consistently.

Thea Macarthur-Lassen

Homework is one of the most debated practices in education. Parents resent the time it consumes. Students resent the intrusion into their evenings. Researchers are divided on its effectiveness. And yet it persists, in virtually every school system in the world, as a near-universal expectation.
The debate is partly one of misaligned purpose. When asked what homework is for, most people will say something about reinforcing what was learned in class. This is a legitimate function, but it is only one of several, and it is not always the most important one.
Homework can also serve as a diagnostic tool. Work completed independently, without the guidance of a teacher or the social prompting of a classroom, reveals what a student genuinely understands versus what they have been following along with. The student who grasps algebra in class but cannot replicate it at home has not yet learned it, they have borrowed the understanding of the room.
There is also an argument for homework as a habit-builder rather than a content-delivery vehicle. The practice of sitting down to work independently, managing time, tolerating frustration, and completing a task without supervision is itself a skill with long-term value, arguably more transferable than most curriculum content.
Where the research does draw a firm line is on quantity. Studies examining homework load in primary school find very little correlation between homework assigned and academic outcomes. The benefit-to-cost ratio improves in secondary school and more clearly in tertiary settings, where independent study is the primary mode of learning.
The quality and design of homework tasks matters enormously. Busy-work, repetitive tasks designed primarily to fill time, produces resentment without benefit. Well-designed tasks that require application, synthesis, or genuine problem-solving produce the most growth.

Misha Fry

A lot of students have the same plan when they start high school. They tell themselves that they’ll enjoy the early years and start working hard when Year 12 comes around. While that might sound reasonable, it often makes the final years of school much harder than they need to be.

The reality is that Year 12 is built on everything you’ve learned before it. Subjects like Maths, English and Science don’t suddenly start from scratch. They build on concepts and skills that have been taught over several years. If there are gaps in your understanding from earlier years, they can become much more noticeable when the content gets harder.

Taking school seriously doesn’t mean studying every night or giving up your hobbies. It simply means paying attention in class, staying organised and making an effort to understand topics as you learn them. These small habits can make a huge difference later on.

Students who build good study habits in Years 7 to 10 often find that senior school is much less stressful. They already know how to revise, manage their time and prepare for assessments. On the other hand, students who wait until Year 12 often have to learn these skills while also dealing with some of the most challenging content they’ve ever studied.

Another benefit of starting early is confidence. When you’ve consistently put in effort over the years, you’re more likely to feel prepared when exams and major assessments come around. Confidence doesn’t come from luck. It comes from knowing you’ve done the work.

Year 12 is important, but success in Year 12 doesn’t start in Year 12. It starts with the habits you build years earlier. The effort you put in today might not seem like much, but your future self will definitely thank you for it.

Eireyna Papinyan

AI tools such as chatGPT have become increasingly common among students of all ages. With the ability to answer questions, solve problems, and write essays within seconds, AI has made completing schoolwork faster and easier than before. However, is AI helping students learn, or simply just completing their homework?

Often times the draw of AI is its accessibility. A student can receive immediate assistance at any time, without waiting for a parent, teacher, or tutor.
When used correctly, AI can provide explanations and guidance that supports a students understanding.

The challenge arises when students begin relying on AI to provide answers rather than explanations, simply copy and pasting AI generated responses instead of understanding the task.
While this may help them complete the task, it prevents them from developing skills and knowledge needed for future work and real world applications. In this way, AI is only causing damage to the students learning process, and pushing them further behind.

Through tutoring, I have noticed that students learn most when they engage with the learning process, ask questions, and make mistakes. Struggling with a difficult concept is often an important part of learning and understanding. If AI removes that struggle entirely, students may miss valuable opportunities to develop critical thinking and problem solving skills.

Rather than avoiding AI, I believe students should learn how to use it responsibly. AI can work well as a study partner, instead of as a replacement for learning. Students can use it to check their understanding, generate practice questions, or receive alternative explanations, while still completing the thinking themselves.

I feel that AI is neither good nor bad for learning, but it depends on how it is used. The goal should not be to finish homework faster, but to develop the understanding and confidence that will benefit students long after the homework has been submitted.

Pamela Casiou

One of the easiest traps to fall into during school is comparing yourself to other students. Whether it’s marks, rankings, study hours, or even how confident someone seems in class, it’s something almost every student does at some point. The problem is that comparison rarely helps and often makes things worse.

Every student is on a different journey. Some students naturally pick up certain subjects faster, while others need more time and practice. Some have been getting tutoring for years, while others are learning everything for the first time. When you compare your progress to someone else’s, you’re usually comparing two completely different situations.

A lot of students also compare themselves to the top performers in their grade. They see someone getting high marks and immediately assume they’re not working hard enough or aren’t smart enough. What they don’t see are the hours of study, practice and effort that often happen behind the scenes.

The truth is that the most important competition is with yourself. Instead of asking whether you’re doing better than someone else, ask whether you’re doing better than you were last term, last month or even last week. Small improvements add up over time and often lead to much bigger results than constantly worrying about what everyone else is doing.

This is especially important in the lead up to exams. Time spent stressing about other students is time that could be spent improving your own understanding and building your confidence. The students who perform best are usually the ones who stay focused on their own goals and their own progress.

At the end of the day, school isn’t about being better than everyone else. It’s about becoming the best version of yourself. Focus on your own growth, trust the process and remember that progress is what really matters.

Eireyna Papinyan

The senior years of school are some of the most important years in a student’s education. During this time, students begin preparing for life after school, whether that involves university, vocational training, apprenticeships, or entering the workforce. Developing effective study habits during these years can have a significant impact on future success.

One of the main benefits of studying consistently is improved academic performance. Senior subjects often contain more challenging content and require a deeper understanding of concepts. Regular study helps students keep up with coursework, revise important topics, and perform better in assessments and examinations.

Studying also develops valuable life skills. Time management, organisation, problem-solving, and self-discipline are all skills that students strengthen through effective study habits. These skills are not only useful in school but are also highly valued in higher education and professional careers.

In addition, studying can help reduce stress and anxiety. Leaving revision until the last minute often leads to unnecessary pressure. By studying regularly and staying organised, students can feel more confident and prepared when assessments approach. This confidence can contribute to better results and a more positive learning experience.

Furthermore, the senior years provide an opportunity for students to explore subjects they are interested in and may wish to pursue in the future. Studying these subjects thoroughly allows students to gain a stronger understanding of potential career pathways and make informed decisions about their future.

Overall, studying during the senior years of school is essential for academic achievement, personal development, and future opportunities. By committing to regular and effective study habits, students can maximise their potential and build a strong foundation for success beyond school.

David Hanna

Tutoring isn’t just about explaining maths problems or helping with study notes, it’s also about learning. While I’ve helped many students grow in confidence and skill, I’ve learned just as much from the experience myself.

One of the biggest lessons I’ve learned is that every student learns differently. Some need visual explanations, others need to talk things through, and many need time to make mistakes and work it out for themselves. As a tutor, I’ve learned to adapt, listen carefully, and meet students where they are not where the textbook says they should be.

I’ve also come to appreciate the power of small, consistent effort. The students who make the most progress aren’t always the fastest or most naturally gifted, they’re the ones who show up regularly, ask questions, and try even when it’s tough. That’s a lesson I think we can all learn from: progress comes from persistence.

Another insight is how important confidence is in learning. Many students don’t struggle because they can’t do the work, they struggle because they’ve convinced themselves they can’t. Part of my job is helping them shift that mindset. When students start believing in their ability to improve, the results quickly follow.

And finally, tutoring has reminded me that learning should feel human. It’s not just about ticking boxes or memorising facts. It’s about growth, curiosity, connection and sometimes, just needing someone to believe in you.

So whether you’re a student or a tutor, remember this: learning is a two-way street. We all have something to teach and something to learn.

Julian Podgornik

The HSC is a relatively long game, despite the fact that it spans less than a year. From the moment Year 12 starts to the day you walk out of your last exam, you are under consistent pressure. The problem lies in the fact that many students treat it as a sprint, whereas those who treat it like a marathon and play the long game perform better.

Burnout can slowly creep in throughout pivotal moments in Year 12, whether that may be in the trials or the HSC period. The trouble lies when students recognise this too late, which may be in the midst of the most important exams of their schooling life.

So, here’s how to avoid it.

Signs of Burnout
– Feel like you are studying harder, but actually retaining less information.
– Everything feels super urgent, and not being able to manage any of it.
– Stopping activities that you enjoy.
– Sleep isn’t actually helping.

If you relate to some of these signs, it is important that they are taken seriously, as it is a warning that you are not taking the right approach.

Importance of Recovery in Busy Periods
Building recovery into your routine during busy periods, such as the Term 2 & 3 holidays before trials/HSC, as well as throughout the exam blocks, is absolutely essential. This should include one proper rest day per week where you completely detach, do some exercise, catch up with friends and do something that will make you feel good. Exercising every day, even something as small as a 30-minute walk, goes a long way, as well as setting a dedicated time to finish studying every day, as ongoing study sessions + long nights can lead to burnout.

The Lead Up
Two critical things would be to start studying earlier than necessary, so you are on top of all of the content well before the exam, which allows you to complete more past papers, as well as studying in blocks of subjects, not just switching between numerous subjects in a 30-minute block.

Overall, managing your well-being to avoid burnout during these periods is important for performing at your best.

Hayden McCarthy