First Education

Today, observed James’ year 7 Maths, as it was the last week, and Owen didn’t have any class work James focused on revision – ensuring that all the content that was taught throughout the semester was well understood and remembered this included, fractions, area and volume, and algebra. Throughout this revision, James identified that Owen struggled and was not as confident in completing worded questions across all topics, he was able to confidently complete more basic questions where the information was given, but struggled to fully comprehend how to extract information for worded problems.

Therefore to help Owen, James focused most of the lesson was based on completing worded problems ranging from easier questions to more challenging. James was super clear when reading the question and really helped him to understand by begin to help him through using the board to help him identify key words and formulas and asking him to explain why he approached the question instead of just telling him to answer. By the end of the lesson, Owen was a bit more confident on answering these questions and was able to complete them more independently.

James also went over factorisation with Owen as he forget the concept , James did this through showing Owen factorisation tree, using the white board again to help explain this concept and make it understandable reminding Owen on how to complete it, he then completed questions on his own. James ensured that the holiday homework was based on worded questions and factorisation to make sure that he has a clear understanding of the next term and is he is ready for next term if these questions potentially come up in next exams or in future years.

To finish the class, he ended with uni a fun game they enjoy playing. Overall James was very clear, using the board to reinforce his ideas and teaching, which really helped owen understand his revision.

Daniella Antoun

I had the opportunity to observe Luka’s Year 10 Mathematics session, which centred on trigonometry, with particular focus on solving problems involving bearings, angles, and sides of right-angled triangles. The lesson began with a recap of the trigonometric ratios — sine, cosine, and tangent — before applying them to more practical navigation-style contexts. Bearings were introduced as a way of expressing direction, and the teacher demonstrated how trigonometry could be used to calculate distances and angles when moving between points on a map.

Luka engaged well with the material, particularly when the problems were framed in real-world terms. He was able to identify the key sides of the triangle (opposite, adjacent, hypotenuse) and select the appropriate trigonometric ratio when solving for unknown side lengths. When tasked with finding unknown angles, Luka showed confidence in rearranging the formula, carefully using the inverse trigonometric functions on his calculator. The introduction of bearings provided an additional layer of complexity, as it required Luka to link his trigonometric calculations with compass directions and standardised angle measurements from north. While he initially found this challenging, he improved as the teacher modelled step-by-step worked examples.

Overall, the session was an effective demonstration of how trigonometry can be taught through scaffolded examples that connect to practical applications. Observing Luka’s learning emphasised the importance of contextual problems, such as bearings, in motivating students and showing the real-world value of mathematics.

Alexander Nikitopoulos

I recently observed Joel working with one of his students and was struck by how thoughtfully she ran the lesson. From the outset, he was very confident and knowledgeable about topic areas from the get-go. He also planned, making sure his student would leave with learning opportunities and areas to work on for the week ahead, while leaving confidently knowing the previous content they had completed during the session.

Joel’s explanations were also very clear and concise. He used everyday language, defined new terms as they came up, and regularly paused to confirm that the student was following along and learning along the way, as he took a hands-off approach, which is a perfect approach for tutors to take from my own learning. Rather than correcting errors straight away, he posed guiding questions that helped to see the source of a mistake. When working through problems, he modelled his own reasoning step by step, letting the student watch his thought process unfold as well as imitate his process with their own working later on.

His time management was equally impressive. He moved the lesson forward at a steady pace, spending just enough time on topics of need as well as practising what they were learning during the session.

Overall, Joel demonstrated a well-balanced blend of preparation and clarity, and an approach that kept the student engaged. This made the session both efficient and encouraging, letting the student walk away benefiting from the session that had just finished with new knowledge and a comprehensive understanding of the content covered.

Lucas Sinnott

When I first started tutoring, I thought my job was to give students all the answers. If they were stuck on a maths problem, I’d walk them through every step. If they forgot a key term in an essay, I’d fill in the blank.

But a moment stands out to me that I learnt about the skill of tutoring. One of my students I was tutoring for maths, kept running into the same mistakes repeatedly after I had corrected him and tried to remind him about it. Then I decided to try another approach. Instead of explaining, I decided to give small prompts and reminders in an attempt to activate a moment of realisation or memory in his brain from previous sessions. At first, it may have felt awkward, but after a minute, he tentatively had a spark in his mind, and actually remembered after having forgotten a couple of moments before.

Since then, I’ve embraced a more hands-off style. I still guide students, but with questions and small prompts rather than direct answers. I might ask things such as: “Which formula could apply here?” And it’s amazing how often they already know the next step; they just need the space and time to find it in their brain.

This approach builds more than academic skills. Students grow confident in their ability to tackle hard problems and start recognising their own thoughts. They learn perseverance and learn more independent skills they’ll carry into university, work, and everyday life.

Lucas Sinnott

Today I had the opportunity to observe Luka working with a Year 10 student on the topic of linear relationships. The session was an excellent example of how mathematical concepts can be used when they are linked to real-world applications and explained in progressive, accessible steps.

Luka began by revisiting the general form of a linear equation, y=mx+c Rather than rushing into abstract algebraic manipulation, he encouraged the student to interpret these terms visually by plotting examples on the Cartesian plane. This step was particularly effective, as it grounded the algebraic symbols in a picture the student could immediately recognise.

A highlight of the lesson was Luka’s use of contextual problems. He framed linear relationships in everyday settings, such as calculating the cost of ride-share fares or predicting phone plan charges based on a fixed rate plus usage. By doing this, he helped the student see that slope represents a rate of change while the intercept captures a starting value. The student initially struggled to articulate why the line’s steepness changed with different values of m, but through questioning and repeated sketching, Luka guided them toward understanding slope as a measure of sensitivity: the greater the slope, the faster
y changes with respect to x.

The pacing of the lesson balanced explanation and practice well. Luka would model an example, then hand over to the student to attempt a similar problem. This strategy ensured active engagement and allowed him to provide immediate feedback. Importantly, he encouraged the student to verbalise their reasoning at each step, which not only clarified their thought process but also revealed gaps in understanding that Luka could address on the spot.

What stood out most in this session was the emphasis on linking algebra to interpretation. Too often, linear relationships are treated as purely symbolic exercises. Luka showed how to integrate both the visual and practical dimensions, making the concept more intuitive and less intimidating. It was a reminder of how effective tutoring blends clarity, relevance, and patience to deepen student learning.

Tynan Philmara

I was lucky enough to observe Kate’s session with her maths student. I was really impressed with how she effectively used the centre resources, seeking out specific documents to match areas her student needed help with. She also made sure that her student would have adequate homework and practice materials over the course of the week, and pointed out specific questions that might challenge him. When she was going up to print, I admired how she kept the student engaged, working on a challenging question so he would always be working over the course of the session.
I also admired how she used clear, plain language and asked specific questions to point him towards the correct answer. She defined all the terms she was using, and stopped to check if he was understanding and taking in the information. When he made mistakes, she wouldn’t immediately correct him, but would instead ask questions so that he understood where he had gone wrong. She would also work the questions out in real time in front of him, explaining as she went.
She was extremely efficient at planning the session time, and ensured they were moving on quickly from complex questions so they didn’t waste time on unnecessary content.
Finally, I was intrigued by how she managed the personality and unique needs of the student. The student was reasonably shy and not very communicative, and would not always make it clear if he was understanding something. Kate relied on aspects of body language and small comments he made, and made sure to check in quickly. She was sensitive to his signs of frustration, such as sighing, and handled them gently and empathetically. She attempted to motivate him by making jokes, and it was clear they had a close relationship.

Jemima Smith

The key to achieving high marks in your economics essay is to answer the question using relevant content, recent examples and presenting your argument in a concise and well structured format. I recommend you practice drafting some essays and asking your teacher / tutor to review them prior to your exams so you are ready when exam time comes. Below is a sample from a Band 6 essay that shows you the structure and level of detail required to get the best marks.

Question: Evaluate the effectiveness of fiscal policy in achieving economic growth and low unemployment.

Unemployment Paragraph (Using TEEL Structure)
Topic: “Fiscal policy has been very effective at achieving full employment.” A short topic sentence is all you need. Just remember to answer the question.

Explain: “Since labour is a derived demand, an expansionary fiscal policy can stimulate aggregate demand and reduce cyclical unemployment.” An ‘explain sentence’ is where you can add more detail and demonstrate your understanding of the content.

Example: “This was the case in the COVID-19 pandemic where the government implemented a $291 billion fiscal stimulus. Its centrepiece was the JobKeeper wage subsidy program. The subsidy program provided a $1500 per fortnight payment to an estimated 3.5 million workers. These measures stimulated aggregate demand and reduced cyclical unemployment.” The example must reinforce your topic and explain sentences. Ensure your example is recent (within the last 5-10 years) and has specific figures to show the impact of the policy.

Explain: “Moreover, the government’s immense efforts to reduce cyclical unemployment has lowered the possibility of hysteresis – individuals losing in-demand skills and becoming structurally unemployed in the future.” This additional explanation adds a sophisticated level of understanding. You can also write a ‘however’ statement here, where you identify a limitation of fiscal policy in achieving low unemployment. This extra layer of detail can change your essay from a Band 5 to Band 6 response.

Link: “This policy response was highly effective, as seen with unemployment peaking at 7.5% despite a forecast of 10%. And unemployment levels ‘beating’ pre-pandemic levels within 12 months of the federal budget stimulus being released.” The link sentence reinforces what you stated within your paragraph. Be sure to again answer the question and extra data can be used to demonstrate this point.

Benjamin Hickman

In the context of the English HSC, the term “unseen texts” often carries a sense of uncertainty and challenge. However, when we delve deeper, the idea of an “unseen” text becomes less about the unfamiliarity of its content and more about our ability to connect with it. Despite the newness of the material, we all share a universal trait — human empathy. This intrinsic understanding of emotions, struggles, and experiences transcends boundaries of time, culture, and personal background.

The beauty of this lies in our capacity to recognize and relate to human experiences, whether through literature, poetry, or other forms of expression. Unseen texts, then, are not entirely “unseen”; they merely require a conscious effort to bridge the gap between the author’s message and the reader’s understanding. The themes explored in these texts — such as loss, love, conflict, or triumph — resonate with the collective human experience, which is, in essence, universal.

When we approach a text with empathy, we step into the shoes of the characters or the writer, seeing the world through their eyes. This human connection helps us comprehend the underlying messages and the emotional weight carried by the text. It encourages us to appreciate the layers of meaning beyond just words, allowing us to draw from our own experiences and insights.

Thus, the challenge of unseen texts in the English HSC is not about confronting the unknown but rather about recognizing that, at a fundamental level, we already have the tools to understand and interpret them. Our shared human experiences make these texts more accessible than we might initially think. All it takes is a willingness to listen, reflect, and connect.

Mary Diamond

In today’s world, where phones buzz constantly and notifications appear every few minutes, one of the greatest challenges for students isn’t necessarily the content of their studies, it’s staying focused. Digital distractions have quietly become one of the biggest obstacles to effective learning.

Research shows that simply having a mobile phone in sight can reduce concentration, as the brain is primed to anticipate alerts. Each time a student checks their device, it can take several minutes to regain the same level of focus. Over the course of a revision session, these small interruptions accumulate, significantly reducing productivity.

Tutoring provides an opportunity to address this issue directly. by creating a distraction free environment, tutors can model what focused, high-quality learning looks like. Encouraging students to silence notifications, place devices out of reach, or use apps that limit access to social media can make a remarkable difference. These adjustments help learners experience the benefits of deep, uninterrupted focus.

Of course, the solution isn’t to ban technology altogether. Instead, students benefit from learning how to manage it. Setting clear study intervals with built-in “phone breaks” can reduce the constant urge to check messages. In this way, balance becomes the key as students gain the freedom to stay connected, while still protecting their study time.

Importantly, learning to manage digital distractions builds discipline and independence. In an age of constant stimulation, the ability to focus deeply is becoming a rare and valuable skill. Where at university, in the workplace or in everyday life, those who can concentrate fully will always have an advantage.

Ultimately, tutoring is about much more than grades. It’s also about helping young people to develop habits that allow them to thrive. recognising and managing distractions is one of the most powerful habits of all and sometimes, the most effective study strategy is the simplest – turn the phone face down and give your full attention to the task at hand.

Isabella Naumovski

I am learning about leadership in Uni and this is what interests me. When learning about leadership this week, I thought about the importance of pride in being a good leader. This came about when I was watching a video on social media about ‘Tall Poppy syndrome’ in Australia. It is the ‘social tendency to resent, criticise, or cut down individuals who stand out due to their perceived success, achievements, or ambition’. I think recognising the hard work of the people around you is so important to be a good leader. This not only encourages the people around you to continue the good work, but boosts team morale. It is also important not to downplay your own achievements and to lead by example, cultivating an environment where working hard and being proud of achievements is something to be proud of. This applies to my role as a tutor as it is so important to encourage students to put in the effort when their peers might find this embarrassing. I think humility is talked about as a key aspect of leadership, I do think this is vital, however I think it is also important to share your successes with the people around you and show that hard work pays off. I am excited to post this on the discussion page to receive my peers thoughts on this topic and the place that ‘Tall Poppy Syndrome’ has in leadership, specifically Australian leadership.

Charlotte Ellis