First Education

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

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