First Education

What came first the chicken or the egg? On one hand, mathematical patterns clearly exist in nature, from the symmetry of snowflakes linking to fibonacci to planetary orbits elliptical ultimately suggesting we discover underlying equations that were always there linking the universe. On the other hand, the symbols, equations, and logical frameworks we use to describe those patterns must be human creations, meaning we also invent the language of maths to explain what we see around us.

The most balanced view is that math is both: the universe provides the structures, and humans design the tools to understand them using logic and our building framework. This perspective helps students see maths not as arbitrary rules, but as a creative and powerful way of making sense of the world.

Starsky

As a tutor working with Year 2 students, I’m often reminded that a full hour can feel like a marathon for a seven- or eight-year-old. Their minds are busy, their bodies are energetic, and their natural curiosity sometimes takes them in every direction except the one you planned. But that is developmentally expected. Hence why, It’s about shaping the hour so it works with their needs rather than against them.
One thing I’ve learned is that variety is crucial. Year 2 students rarely thrive when an activity drags on too long, so I break our session into manageable chunks. A typical hour might include a warm-up game, a focused task, a hands-on activity, and a short reflection. Each part has a different energy level, keeping the student engaged without overwhelming them.
Brain breaks are another essential tool. I’ve stopped seeing them as interruptions and started seeing them as investments. A two-minute movement stretch or a quick uno game can reset their attention far better than pushing through fading focus.
I also make the learning environment predictable. Young children feel more secure when they know what’s coming next, so I often use a simple visual schedule or a timer. It doesn’t just keep us on track—it gives them a sense of control.
Most importantly, I try to meet them where they are. Some days they’re fully switched on; other days, they’re distracted before we even begin. Instead of fighting it, I adapt: more movement, more hands-on learning, more encouragement.
Keeping a Year 2 student engaged for an hour isn’t about demanding focus—it’s about designing it. And when we get that balance right, the hour not only becomes manageable but genuinely enjoyable for both tutor and student.

airi yamanaka

Building strong foundational maths skills in high school is incredibly important because these basics act like the building blocks for everything students will learn later. Without a solid base, more advanced topics can feel confusing, overwhelming, and frustrating. But when students really understand the core ideas, harder concepts make much more sense, and they become far more confident learners.
Foundational skills include things like working comfortably with fractions, decimals, percentages, basic algebra, equations, and understanding how numbers behave. These may seem simple, but they show up everywhere in high school maths—often in hidden ways. For example, solving quadratic equations requires confidence with algebra. Understanding rates of change in calculus depends on a strong sense of functions and graphs. Even statistics relies on clear thinking about ratios, proportions, and averages.
When students master these basics early, they can focus on the actual ideas behind advanced maths instead of feeling lost in the steps. It’s a bit like learning to walk before trying to run. If you skip ahead too soon, you spend more time trying not to fall than actually moving forward.
Having strong foundational skills also boosts problem-solving abilities. Students learn to break problems down, recognise patterns, and choose the right tools to solve them. These skills don’t just help in maths class—they’re valuable for science, technology, finance, and everyday decisions.
Most importantly, confidence grows when the basics feel easy. Students are much more willing to tackle challenges when they trust their own understanding. This can turn maths from something stressful into something genuinely enjoyable.
In short, investing time in foundational maths skills gives high school students the best chance to succeed. It creates a strong base for future learning, reduces frustration, and builds the confidence needed to take on more complex ideas with success.

Jemima Smith

Digital literacy is often described as a useful skill, but in today’s education landscape it has become a fundamental requirement. Students interact with digital environments in almost every aspect of their lives, yet many schools still treat digital literacy as an optional add-on rather than a core component of the curriculum.

Digital literacy extends far beyond the ability to use devices or navigate apps. It involves understanding how information is produced, how algorithms influence what people see, and how to evaluate sources for reliability. Without these skills, students can struggle to distinguish credible information from misleading content. As online misinformation becomes more sophisticated, critical evaluation is no longer a niche capability – it is part of everyday decision-making.

There is also a growing need for students to understand the basics of data privacy. Many young people share personal information online without fully recognising how platforms store, track, and monetise their data. Teaching students to assess privacy settings, recognise digital footprints, and understand consent in online spaces equips them to participate safely and responsibly in digital environments.

Integrating digital literacy into mainstream subjects creates powerful learning opportunities. For example, analysing online sources in history classes can help students understand bias and perspective. In science, evaluating the quality of online research helps students apply the scientific method beyond the classroom. Embedding these skills across disciplines, rather than isolating them in a single ICT lesson, reflects the realities of modern information use.

Treating digital literacy as a core subject prepares students for an increasingly complex world. It enhances academic performance, supports responsible citizenship, and reduces vulnerability to manipulation or misinformation. As technology continues to shape social, economic, and political life, ensuring that students are digitally literate is not optional – it is essential for equitable and informed participation in the future.

Oliver Fletcher

A good tutor does far more than help a student get through homework or prepare for an exam. Tutoring can transform the way a young person views learning altogether. When students feel supported, heard, and capable their relationship with education shifts. Growing from something they must do into something they can genuinely enjoy and feel empowered by.

One of the most significant impacts a tutor can have is building confidence. Many students come to tutoring believing they’re ‘bad’ at a subject, or that they’re so far behind and simply can’t keep up. By breaking concepts down, celebrating small wins, and modelling a calm, patient approach to problem-solving, students realise that ability is not fixed. Over time, challenges become less intimidating, and students begin to back their own thinking.

Confidence leads to curiosity, naturally. When a student no longer feels overwhelmed, they can start exploring subjects more deeply and begin to actively look forward to their own learning. This shift from passive learning to active engagement can stay with a student long after the tutoring may end.

Most importantly, a positive tutoring experience can shape a student’s future view of learning. Instead of seeing education as a series of obstacles, students begin to see it as their own journey, something they look forward to tackling. They learn that questions are valuable, mistakes are part of the process, and improvement is always possible. These lessons build resilience and independence, qualities that support them well into adulthood.

In this way, good tutors don’t just teach content. They help students rewrite their own academic narratives and step into the future with confidence, curiosity, and a genuine love of learning.

Lewin Fairbairn

Hey everyone, today I had the great opportunity to observe Kate.

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 Kate ! They had a great relationship and they got along really well.

They started by going through her students common mod assessment task. They looked at the notification and started going through the work her student had done so far. They worked on edifying her students work and making sure her essay aligned with the task notification. They went through the common mod syllabus to make sure she was using syllabus words throughout the essay. They then started to plan what she would need to do to finish the assessment task.

They worked through any questions her student had. They also went through her students homework from last session, which was to work on the essay.

It was great to hear Kate’s explanation of the text and her advice. Her explanation was very clear and detailed. She also made sure her student stayed focused and engaged with the topic for the whole session. When her student got distracted, she would guide her back on track.

It was great to see how engaged Kate’s student was. Kate’s student was doing a great job answering all of her questions. When her student got stuck, Kate for a great job explaining to her why the sentences didn’t flow properly or make sense.

Kate did a great job helping her student pick appropriate quotes and techniques. She would ask her student to determine wha technique the quote uses and the to analyse the impact of the technique. If her student needed help, Kate would do a great job explaining it to her student so that she could understand how to apply a technique and to analyse it herself.

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

Ashley Cohen

Tutoring Year 10 English involves guiding students through a crucial stage in their academic development, where analytical thinking, independent learning, and effective communication begin to take centre stage. At this level, students are expected to engage more deeply with texts, exploring complex themes, language techniques, and contextual influences. A tutor’s role is to help them build the confidence and skills needed to meet these expectations while fostering a genuine appreciation for literature and purposeful writing.
One of the most valuable aspects of tutoring Year 10 English is supporting students in developing strong analytical reading skills. Many students can identify techniques, but they often struggle to explain how these techniques shape meaning. Through modelling detailed responses, breaking down exemplar paragraphs, and guiding students to form clear, well-supported interpretations, a tutor can help them progress from simple observations to sophisticated analysis. Close reading exercises, scaffolded questions, and discussions about authorial intent all contribute to strengthening these skills.
Writing is another key component at this level, and tutoring provides an opportunity to refine a student’s ability to produce coherent, compelling work across a range of forms. Whether crafting analytical essays, persuasive speeches, or creative pieces, students benefit from learning how to structure their ideas logically, vary their language choices, and edit their work effectively. Focused feedback, practise with planning, and targeted skill-building—such as improving thesis statements or sharpening vocabulary—can dramatically improve a student’s written expression.
Equally important is helping students prepare for assessments. Many Year 10 students feel overwhelmed by exam-style questions or timed writing tasks. A tutor can ease this pressure by teaching strategies for unpacking questions, planning under time constraints, and approaching tasks with clarity and confidence.
Ultimately, tutoring Year 10 English is about more than improving grades. It’s about equipping students with the critical thinking, communication skills, and self-belief that will support them not only in senior English but throughout their academic journey.

Angelique Lambrinos

Math can sometimes feel like a huge challenge for young learners, which can lead to frustration, lack of motivation and overall not attempting to the work or questions,. However, with the right approach, it can become an exciting and enjoyable subject! Here are some strategies I’ve discovered that work well for making math fun for Year 2 students:

1. Maths based Games: Board and card games are excellent tools for introducing mathematical concepts like addition, subtraction, and multiplication in a fun, engaging way. For example, using UNO cards to demonstrate addition or subtraction can help students understand the concepts through play which can the be reciprocated into worksheet problems.

2. Hands-On Learning: Using everyday objects such as coins, highlighters, or stamps helps children visualise math problems. For instance, when a student struggled to understand counting money, we used real coins instead of pictures on worksheets. This hands-on approach made it much clearer, and the student was able to grasp the concept more easily before returning to the worksheets.

3. Story Problems: Turning math problems into stories that incorporate the student’s interests or hobbies makes them feel more relevant and fun. For example: “Cathy uses 3 grams of butter to make 9 cookies. How many cookies can she make if she uses 12 grams of butter?” Story problems like this help Year 2 students see math as an adventure, and can even be used as a tool to help students create their own questions and solve them.

4. Using Whiteboards: Many students enjoy the interactive nature of whiteboards. Using different colors and allowing students to come up to the board to answer questions boosts their motivation and encourages them to engage more with the material.

Daniella Antoun

Today, I got to watch Pamela work with her kindergarten student (Luis) during their phonics session!! It was really enjoyable to watch. Luis had a lot of energy from the start; he moved around, talked about his day at school, and lost focus really easily. Despite this, Pamela stayed calm, warm and patient the entire time.

She handled his energy in a super accommodating way. When he drifted off, she gently brought him back with simple and playful cues. She said things like “let’s jump to the next sound” or “show me this letter with your hands!” These little prompts worked really well in keeping Luis involved without making him feel pressured.

Pamela introduced every letter and sound clearly. Her tone was inviting and friendly; she endearingly celebrated every answer Luis gave. She praised his effort, even when the answer was not correct and then guided him (step by step) to the correct one. Luis responded very positively to this as well. He smiled often and returned to the activity on his own, each time he started to wander.

I also noticed how flexible Pamela was!! She altered her strategy whenever Luis needed something different. When he seemed too restless, she added a quick UNO break. When he showed interest, she slowed down and let him explore the sounds a bit more. She matched his energy the entire time, keeping the lesson fun, productive and steady.

Pamela never seemed frustrated. She spoke kindly and with encouragement in every moment. Because of that, Luis stayed comfortable and engaged. He looked like he was having a ball of a time while still learning a bunch.

Overall, I was really impressed with Pamela’s skill as a tutor. She managed a very energetic child with patience, creativity and joy. She kept him focused, feeling supported and excited about learning his letters and sounds. It was a truly warm and positive session to watch!!

Thanks Pamela 😀

Thomas Koutavas

Taking effective and understandable notes can make a significant difference in your understanding of the topics that you learn throughout the year when it comes time to revise for exams. Having a clear layout allows you to quickly digest the information in a way that is specific to how you learn. It is important to try different techniques so that you are able to learn which way works best for you.

1- Using colours
Having bright colours throughout your notes helps important titles and specific terms to stand out, helping you to see what you need to easily. For example, having specific colours for titles, definitions, statistics and info that you forget makes your note taking more structured. Colours also makes your notes nicer to look at (not that it is all about aesthetics), which encourages you to look over the information with more care and interest.

2- Cornell method
The Cornell note taking method divides your page into three sections:
– Notes – main content from class, this should take up the majority of the page
– Key ideas- this should contain any definitions, simple but important content or any questions you have. This section should be on the left hand side in a large margin.
– Summary- contain the main takeaways from that lesson in 1-2 sentences at the bottom of the page
Doing this method each afternoon after a lesson ensures you are revising the content after first learning, which is the first step towards memorisation.

3- The Feynman Technique
This is a technique that makes sure that you fully understand a topic and can apply this when it comes to exams. It works through these steps:
1. Write the concept at the top of the page
2. Explain it as if teaching a younger student
3. Identify gaps or confusing parts
4. Simplify it even further
By doing this, it easily identifies any gaps in knowledge and grasp the most important parts of the content.

Maddie Manins