First Education

Exam season has a way of turning even the most confident students into last-minute, coffee-fuelled panic machines. But it doesn’t have to be that way. With the right approach, studying can be effective, manageable, and a lot less stressful.

The single biggest mistake students make is leaving everything to the night before. Cramming might get information into your head temporarily, but it rarely sticks. Start reviewing material at least a week out, and spread your sessions across several days. Shorter, regular study blocks beat one long marathon every time.

Highlighting your textbook and rereading notes feels productive but it’s one of the least effective ways to learn. Instead, test yourself. Close the book and try to recall key concepts from memory. Use flashcards, practice questions, or simply write down everything you remember on a blank page. This technique, known as active recall, forces your brain to work harder and dramatically improves retention.

Study for 25 minutes, then take a 5-minute break. Repeat. After four cycles, take a longer break of 15–30 minutes. This method keeps your focus sharp and prevents burnout. It also makes a daunting study session feel far more approachable when you’re only committing to 25 minutes at a time.

A well-rested brain outperforms a tired one, full stop. Sleep is when your brain consolidates memories and processes what you’ve learned. Sacrificing sleep for extra study time is almost always a bad trade.

Alexander Nikitopoulos

During this session, Nabil worked with his Year 11 English student on Module B, focusing on Shakespeare’s King Richard III. The lesson was centred on developing the student’s understanding of the play’s key themes, characters and how Shakespeare’s techniques shape meaning.

Throughout the session, Nabil guided his student through important sections of the text, encouraging them to think beyond the plot and consider Shakespeare’s purpose and the impact of Richard’s character to the audience. They discussed themes such as power, ambition, manipulation and the consequences of unchecked ambition/authority, helping his student build a deeper understanding of the play.

Nabil encouraged his student to explain their ideas and interpretations, helping them build confidence in discussing the text. Through questioning and discussions the student was able to make a stronger connection between quotes, themes and techniques.

Nabil’s student remained engaged throughout the lesson and contributed well to session discussions. Nabil provided guidance and feedback where needed, helping his student refine their analysis and develop more detailed responses. His supportive approach created a comfortable learning environment where the student felt confident asking questions and exploring different interpretations of the text.

Overall, it was a productive session that helped strengthen his student’s understanding of King Richard III and further develop their analytical skills. Nabil’s clear explanations and thoughtful questioning support his student’s ability to engage critically with the text and build confidence in their English studies.

Isabella Naumovski

Whats the secret to doing well? Stop trying to memorise the textbook word for word. HSC Chemistry isn’t about regurgitating facts; it’s about understanding how concepts works so you can apply it when NESA throws a practical question at you in the exam.

Year 11 was all about the basics, figuring out the periodic table and understanding the concept of the mole (I would argue most of the oxidation stuff you learnt will never show up in year 12). Year 12 takes those tools and throws you into the deep end with four big modules; equilibrium, acids and bases, organic chemistry, and more complicated applications of chemistry.

In exams the questions won’t just ask you to define a term. They’ll ask you to connect the dots between an abstract formula and a real world reaction. You have to practice breaking down those long response questions and writing clear, logical answers.

For the specific modules:
Mod 5: I’d focus on being able to comprehensively explain shifts in equilibrium, for normal reactions and precipitation reactions using both LCP and Collision Theory. After that you should probably focus on the calculation questions, specifically to do with common ion effect, Ksp, Keq and all else.

Mod 6: Understand the premise and practicality of acid-base and precipitation titrations. Practice all the calculation questions over and over, theres no way around it really.

Mod 7: Unfortunately there is a lot of memorisation to be done here. Simply put, theres no way around memorising the reaction pathways and identifying organic molecules. Don’t forget polymers and soaps too.

Mod 8: A small portion of this module (Industrial processes etc) isn’t worth spending too much time on, a lot of this can be memorised relatively quickly, especially if you are struggling to find time to study for chemistry. Otherwise I’d prioritise practicing the 7-10 markers that are pretty common in trials and HSC exams, (the cryptic ones that give you HNMR CNMR)

Matthew Kuskoff

Artificial intelligence (AI) is becoming more common in schools, with many students using tools such as ChatGPT and other AI programs to help with homework, assignments and study. While AI can sometimes be useful for brainstorming ideas or explaining difficult concepts, relying on it too heavily in schoolwork can be dangerous and may negatively affect a student’s learning.

One major concern is that students may stop thinking for themselves. School is designed to help students develop important skills such as critical thinking, problem-solving and creativity. If students allow AI to complete assignments for them, they may miss the opportunity to practise these skills. Instead of learning how to write essays, analyse texts or solve maths problems independently, students may become dependent on technology to do the work.

Another issue is academic honesty. Many schools have strict rules about plagiarism and using unauthorised help. AI-generated work can sometimes cross ethical boundaries if students submit it as their own without editing or understanding it. This can result in serious consequences, including poor grades, disciplinary action or a lack of trust from teachers.

AI is also not always accurate. Although it can sound confident and convincing, AI can provide incorrect information, misunderstand questions or invent facts. If students rely on AI without checking sources, they may unknowingly submit inaccurate work. This is particularly dangerous in subjects that require research or factual evidence.

In addition, overusing AI may reduce communication and writing skills. Writing essays and responses helps students learn how to express opinions clearly and develop strong language abilities. If AI does most of the writing, students may struggle to improve these important lifelong skills.

However, AI itself is not entirely bad. When used responsibly, it can support learning by explaining concepts, generating practice questions or helping students organise ideas. The problem occurs when students depend on it instead of using it as a tool.

Overall, while AI offers many opportunities, students should be careful not to let technology replace genuine learning. Education is about developing skills and understanding, and those are things that cannot be fully achieved through AI alone.

Angelina Castelli

As an English tutor, one of the most rewarding parts of my job is helping students discover confidence in their own abilities. Many students come to tutoring feeling overwhelmed by essays, reading comprehension tasks, or public speaking assignments. Often, they believe they are simply “not good at English.” However, with the right support and guidance, I have seen countless students transform their attitudes and achieve results they never thought possible.

English is much more than just grammar and spelling. It is about communication, critical thinking, creativity, and understanding different perspectives. When I tutor students, I focus on helping them develop these skills in a way that is engaging and relevant to their lives. Whether we are analysing a novel, improving essay structure, or preparing for an upcoming exam, my goal is to make learning meaningful and enjoyable.

One of the biggest challenges students face is building confidence in their writing. Many are afraid of making mistakes, which can prevent them from expressing their ideas effectively. I encourage students to view mistakes as opportunities to learn rather than failures. By providing constructive feedback and celebrating their progress, I help them develop a growth mindset and become more independent learners.

Another aspect of tutoring that I enjoy is tailoring lessons to suit each student’s individual needs. Every student learns differently, and what works for one person may not work for another. By adapting my teaching strategies, I can create a supportive environment where students feel comfortable asking questions and exploring new ideas.

Seeing a student improve their grades is always rewarding, but the greatest achievement is watching them gain confidence in their abilities. When students begin to participate more actively in class, tackle challenging tasks with determination, and take pride in their work, I know that tutoring has made a positive impact. Helping young people develop essential literacy skills is not only my profession but also a privilege that continues to inspire me every day.

Kassandra Pegios

Today during Olivia’s session she worked with her Year 10 Mathematics student on preparing for their upcoming half yearly exam. The lesson focused on revising key mathematical concepts, working through exam style questions and developing strategies to approach different question types with more confidence.

Throughout the session, Olivia encouraged the student to think carefully about how exam questions are worded and what each question is actually asking. Rather than rushing straight into calculations, the student practiced identifying important information, planning their approach before solving the problem and highlighting key terms. This helped build confidence and reduce common mistakes that can occur under exam conditions.

Olivia provided guidance throughout the lesson while also encouraging the student to work independently where possible. When the student was unsure of a question, Olivia helped them work through the problem step. by step, focusing on understanding the process rather than simply finding the answer. This approach helped strengthen both problem solving skills and overall confidence.

A particular strength of the session was the focus on exam strategy. Olivia discussed practical tips for targeting exam questions, including recognising command words, showing clear working out, checking answers where possible and knowing when to move on from difficult questions to make the best use of exam time.

The student remained focused and engaged throughout the session, showing a positive attitude towards revision and a willingness to tackle challenge questions. As the lesson progressed, they became more confident in explaining their reasoning and applying the strategies discussed.

Overall, it was a productive session that balanced content revision with valuable exam preparation skills. Olivia created a supportive learning environment and provided clear explanations and encouragement throughout. The session helped the student feel more prepared for their half yearly mathematics exam and gave them practical strategies that can be applied across a range of exam questions.

Isabella Naumovski

I observed Shyla teaching a history lesson to her student. The session focused on historical figures, their lives and their significance. An example was the historical figure Ned Kelly and exploring the complexity of his life. She broke down the content step by step to help the student understand the order of Kelly’s life events and how it connected to the broader historical context. Using the booklet the student provided (which had the content in long paragraphs), she broke it down by constructing a timeline in order to make the information easier to follow and helped the student see Kelly’s story as a sequence of connected events rather than separate facts. After this, she quizzed the student on the facts to ensure she had understood and memorised all the key events in his life. She also asked her short answer questions which gleaned whether the student understood the significance of these facts. Her approach supported the students comprehension and helped make a complex topic more structured and accessible. She followed the same structure for other historical figures in the booklet. Overall, the session was specifically tailored the the students specific learning style by making large blocks of text much more accessible for the student to memorise and understand. Great job !

Annaliese Lakis

Today I got to observe Pamela tutoring a Year 8 English student she was covering. Their main focus was working on practicing essay paragraphs and developing the student’s ability to analyse the novel they had been focusing on in class in more depth. The novel was called ‘The Case of the Missing Marquess’.

Some of the areas they had covered included:
– Explaining quotes and their significance rather than simply retelling the story.
– Learning how to structure an essay paragraph clearly.
– Using evidence from the novel to support ideas.
– Looking at key characters, themes and events in the novel.

Pamela had guided the student through each step of writing a paragraph, helping her build on their ideas and provide more detailed explanations. Pamela had asked her student questions throughout the lesson to encourage her to critically think about the text and come up with their own interpretations and personal view.

The student was engaged during the session and contributed well to discussions. They had showed a willingness to challenge themselves and worked hard to develop stronger analytical responses. Pamela also had provided helpful feedback and encouragement throughout the session. This allowed to create a comfortable learning environment where the student felt comfortable asking any question they thought was worth sharing.

Overall, it was a very productive session which helped the student thoroughly build their confidence with essay writing and text analysis while developing a stronger understanding of the ‘The Case of the Missing Marquess’.

Isabella Naumovski

One of the most effective strategies I’ve found as a tutor is encouraging students to join in on the learning process instead of just listening to explanations. while at times it can be easier to just give students the answer, long term learning often comes when students are rather guided to find a solution on their own. Asking students to explain their thoughts or work through problems out loud can lead them to point out their own mistakes or allow the tutor to find the problem with their working more effectively, while getting the student to engage more with the content. This helps students move from recognising information to understanding it.

This approach is particularly important in subjects like maths and science. In these subjects, students may rely on memorising steps without understanding why they work. By providing guiding questions, students develop critical thinking and problem-solving skills that apply to more than just one topic or test. This is also valuable in english and social sciences. Encouraging students to justify their interpretations, analyse, and build their own arguments improves both their understanding and communication skills with arguments coming across stronger on the page by doing this.

Additionally it builds confidence. When students find the right answer through their own efforts and critical thought, they develop a stronger belief in their capabilities. This can lessen academic anxiety and make challenging questions on their own. Overall, effective tutoring isn’t just about passing on knowledge. It’s about creating chances for students to think, engage, and build confidence in their own learning. By promoting active participation, tutors can help students develop the skills they need for long-term academic success.

Aidan Prentice

Many students spend hours each week completing homework, studying for assessments and attending extracurricular activities. Despite being constantly busy, some still feel as though they are not making the progress they want. This is because being busy and being productive are not always the same thing. At First Education, we often help students shift their focus from simply spending time on schoolwork to using their time more effectively.

Being busy is about activity. A student might spend an entire afternoon at their desk, surrounded by notes and textbooks, yet achieve very little. They may reread the same pages multiple times, switch between tasks frequently or become distracted by their phone. Although they are technically studying, the quality of their learning is limited.

Productivity, on the other hand, is about progress. Productive students have a clear purpose when they sit down to work. They know what they want to achieve and choose strategies that actively improve their understanding. Rather than passively reading notes, they might complete practice questions, test themselves on key concepts or explain ideas in their own words. These methods require more effort but lead to stronger learning.

One reason students confuse busyness with productivity is that visible effort feels rewarding. Spending a long time studying can create the impression of hard work, even if the learning is not particularly effective. However, academic success is usually driven by the quality of study rather than the quantity alone.

Tutoring helps students recognise this difference. Tutors can identify study habits that are not producing results and introduce more effective techniques. They also help students set realistic goals for each study session, making it easier to measure progress and stay focused.

Learning how to be productive is an important skill that extends beyond school. Students who develop efficient study habits often experience less stress, greater confidence and better results. By focusing on meaningful progress rather than simply staying busy, students can make better use of their time and achieve more from their efforts.

Freddie Le Vay