Year 12 is often described as a “make or break” year—full of pressure, deadlines, and high expectations. With so much riding on these final assessments, it’s easy for students to feel overwhelmed, confused, or even disheartened. That’s where tutoring comes in—not just as academic support, but as a real game-changer.

First, tutoring creates space. Space to ask questions without judgement. Space to go over something again without the fear of slowing down a whole class. In a one-on-one or small group environment, students can work at their own pace, target their weaknesses, and stretch their strengths. It’s personalised, which is the exact opposite of how most students experience school.

Tutors can also offer strategies—not just subject content, but how to study, how to revise, how to plan. These are the tools that often get overlooked in busy classrooms but can make a huge difference to confidence and performance. Sometimes, it’s not about explaining what to learn, but how to approach it.

And maybe most importantly, tutoring adds a human element to the madness of Year 12. A good tutor becomes a consistent presence in a chaotic year—someone who understands the pressure, who can offer encouragement, and who helps students stay accountable without burning out.

Of course, tutoring isn’t a magic fix. But for many students, it’s the difference between floundering and finding their footing. Between barely scraping through and actually understanding what they’re learning.

In a year that asks so much of young people, having someone in their corner—who believes in them, challenges them, and teaches them how to back themselves—can be one of the most powerful tools they have.

Because success in Year 12 isn’t just about marks. It’s about mindset.

Tom Gloster

Math anxiety is something I encounter often in tutoring sessions. Many students come in believing they are simply “bad at math,” but in reality, their struggle is often rooted in past negative experiences or a lack of confidence rather than actual inability. Over time, I’ve learned that my role isn’t just to teach concepts—it’s to change the way students perceive their own potential.

One of the most memorable tutoring experiences I had was with a student who was convinced she could never understand algebra. Every time she saw an equation, she would tense up and shut down. Instead of diving straight into problem-solving, I started by breaking down her fears: What about math made her anxious? When did she start feeling this way? Simply acknowledging her frustration helped her feel heard, which was the first step toward building her confidence, and it ensured I helped her come out of her math-hatred shell.

From there, I introduced a strategy I often use: breaking problems into small, manageable steps. Instead of overwhelming her with entire equations, we worked on recognizing patterns in numbers and practicing simple manipulations. I also encouraged her to verbalize her thought process; breaking down to the basics helped her to build up her own confidence, and getting questions right slowly brought her to enjoy math, to enjoy the process.

One day, after solving a particularly tricky problem on her own, she looked up at me and said, “Wait… I think I actually get this.” That moment—that spark of realization—is what makes tutoring so rewarding. It’s not just about mastering formulas or passing a test; it’s about proving to students that they are capable.

Now, whenever I work with a student who struggles with math anxiety, I remind them that learning is a process, not a performance. Mistakes are not failures but stepping stones. The goal isn’t just to solve problems, but to build confidence in their ability to think and reason through them. Seeing a student transform from doubtful to determined is why I love what I do.

Samin Hossain

Throughout my time as a tutor, I’ve experimented with many different pedagogical practices to determine what works best for both my students and me. While it’s important to recognise that what works for one student may not work well for another, it’s equally important to experiment and learn about each student’s specific learning needs. In this piece, I will discuss a particular method of questioning that I believe works well for the majority of my students and, in turn, helps me as an educator as well. You may or may not have used this method before or had your teacher or tutor use it with you. It is the method of asking your students to teach back to you what you’ve just taught them. I believe that this method is mutually beneficial for several reasons.

It Increases the Likelihood of Information Entering Long-Term Memory

Of course, it’s incredibly difficult to ensure that the information and knowledge you’re providing to your students is entering their long-term memory and not just their short-term memory. When you ask your student to relay the content that you’ve taught them, it signals to their brain that the information is important and should be stored for future use. The more you do this and the more you ask your students to teach you the same content, the more likely it is that they’ll begin to remember it, often without realising it. I’ve found this works well when asking students to recount the details of the plot of the prescribed text they’re reading. I tell them that I have no idea what the plot is about (which isn’t true), and they often surprise themselves with how well they know it!

It Provides Educators with Valuable Insight into Our Students’ Knowledge and Gaps

When asking our students to recount the information they’ve learned, we can listen carefully and pinpoint what exactly they understand and what might not be clicking as well as it should be. This is a subtle and gentle way of testing their knowledge without them even noticing!

Sophie Marchant

One of the most effective ways to immerse readers in these realms is by engaging their five senses: sight, sound, smell, taste, and touch. By incorporating sensory details, writers can create vivid, memorable scenes that resonate deeply with readers. When crafting pieces of imaginative writing for the Year 11 module ‘Reading to Write’ or the Year 12 module ‘The Craft of Writing’, this language is what markers are on the hunt for.

Sight is often the most utilised sense in writing but it is often not used enough by students. By describing the visual elements of a scene, the colours, shapes, and movements, it helps readers picture the setting and characters. For instance, instead of saying “the garden was beautiful,” a writer might describe “the vibrant hues of blooming roses, the delicate flutter of butterfly wings, and the golden sunlight filtering through the leaves.”

Sound adds another layer of depth. The rustling of leaves, the distant hum of traffic, or the melodic chirping of birds can bring a scene to life. Sounds can also convey emotions and set the tone. A sudden, loud bang can create tension, while soft, soothing music can evoke calmness.

Smell is a powerful, often underutilised sense in writing. Scents can trigger memories and emotions, making scenes more relatable. The aroma of freshly baked bread, the pungent scent of rain-soaked earth, or the faint whiff of perfume can transport readers to a specific time and place.

Taste can be challenging to incorporate but is incredibly effective when done well. Describing the tangy sweetness of a ripe apple, the bitterness of strong coffee, or the spicy heat of a curry can make readers’ mouths water and enhance their connection to the story.
Touch involves the physical sensations characters experience. The rough texture of a wooden table, the warmth of a cozy blanket, or the chill of a winter breeze can make scenes more tangible and immersive.

Incorporating the five senses in imaginative writing not only enriches the narrative but also creates a multi-dimensional experience for markers. It transforms simple descriptions into vivid, sensory-rich scenes that linger in the mind long after the story is over.

Sophie Marchant

Year 12 is often described as a marathon, not a sprint. It is a time of high expectations, pressure and change. However, during this time some students neglect their wellbeing and self-care. As tutors, one of the most powerful things we can do is help students find balance between academic success and prioritising wellbeing.

Balancing starts with recognising that the rest, healthy routines and social time is necessary. Encouraging students to maintain regular sleep patterns, eat proper food and exercise does not just support physical wellbeing, but also improves focus and memory. A student who has slept well is far more likely to retain what they revise than one pulling all-nighters.

Equally important is emotional wellbeing. Year 12 can feel overwhelming, so it is extremely important to remind students that asking for help is not an issue. Whether it is chatting with a friend, reaching out to us as a tutor can help cultivate openness, helping reduce stress and normalising the ups and downs of Year 12.

Helping students plan their study schedule by moving sessions forward or setting goals and breaks during the school term can help prevent burnout and feeling exhausted. Encourage short, focused study sessions and stress the importance of maintaining hobbies and connections with others. Although they might be distractions, they can help re-fuel a student to keep going.

Most importantly, remind students that their worth is not tied to a single number or result. Success looks different for everyone, and Year 12 is just one segment of their bigger life. If you do have a student that struggles with maintaining balance, celebrate the small wins along the way. Remind them that if they find Year 12 a breeze and there wasn’t at least one little set back, they might not have truly pushed themselves.

By supporting a balanced approach, we can help our students not just to survive Year 12 but do as best as they can through it.

Annie Bulkeley

If I look back on my time at school, its not the 2pm physics classes that dragged on for what felt like 4 hours, nor the wave of relief that I felt after “Pens Down!” rang out in my final HSC exam or even the canteen’s cheese and bacon rolls (which were still pretty damn good) that I reminisce on, but rather the relationships I cultivated day-in-day out over the course of my schooling. Whether that be with my closest friends, who I still see weekly 4 years out of school, my teachers; especially my year 12 maths teacher and even my tutors, I can say with full confidence that these people have molded me into the person I am today.

That is the type of approach I take with my tutoring, because I know that trig formulas end up fading into the abyss after school but the impact consequential people have does not.

Whilst of course, ensuring that my students DO understand why they need to know that the hypotenuse is equal to the square root of (a^2 + b^2) is still very important, it’s the way they approach learning, problem solving, and even challenges that really lasts. I always try my best to foster an environment where students can feel supported to ask questions, and confident in their abilities, and thats not just to ace their exams, but to develop skills that will serve them well beyond the classroom.

As a tutor, I really strive to help students grasp the confusing and occasionally convoluted content but also to instil a sense of curiosity to get them to ask themselves why are they learning, for example, that a simile can manipulate the readers’ mood. Whether it’s breaking down a tricky concept, giving the real life application of the importance of media literacy, or simply being someone they can rely on to find advice and support in, I want my students to leave each session knowing that they are more than capable and understand the reason WHY they are learning what they are learning. Not only does that help clear up their understanding and spark interest in the content, it also assists in students connecting the dots between theory and real life; an invaluable skill.

Because in the end, schooling is not just about memorising facts, it’s about learning how to think, adapt, and grow and that is something that doesn’t just simply fade with time.

Teg Philmara

Year 12 English is more than just an academic requirement—it teaches students how to think critically, interpret complex ideas, and engage with texts on a deeper level. Literature is not just about storytelling; it reflects the human experience, exploring themes that transcend time and place. By studying English, students develop the ability to analyse texts beyond their surface meaning, uncovering the universal messages embedded within them.

A prime example of this is the poetry of T.S. Eliot. His works are deeply layered, filled with symbolism, intertextual references, and philosophical questions about modern life. Without a strong foundation in literary analysis, it’s easy to miss the depth of his poetry.

Take The Waste Land (1922), often regarded as one of the greatest poems of the 20th century. At first glance, it may seem fragmented and confusing, but with careful study, its themes of despair, disillusionment, and the search for meaning become clear. Eliot weaves together historical, religious, and literary references—from Shakespeare to Hindu scriptures—to create a poem that speaks to the fractured state of the modern world. Without the analytical skills developed in Year 12 English, appreciating the significance of these references and the poem’s broader commentary would be nearly impossible.

Beyond Eliot, Year 12 English equips students with the tools to engage with all forms of literature, from novels to films. It teaches them to recognise themes of identity, power, and morality, skills that extend beyond the classroom into everyday life. Strong communication and interpretation skills are invaluable, whether in university, the workplace, or personal relationships.

Ultimately, studying English in Year 12 is not just about passing an exam—it’s about learning how to engage with ideas, think critically, and understand the world in a more meaningful way.

Emily Mackay

For students in Years 11 and 12, the HSC can feel pretty overwhelming. There’s so much content to learn and remember across multiple subjects, and it can be hard to know where to start. But one of the best tools to make studying easier and more effective is the syllabus. It helps you focus on exactly what you need to know, reduces unnecessary stress, and makes your workload feel more manageable.
First off, the syllabus lays out all the content you need to learn for each subject. Instead of guessing what might be important, you can go straight to the source and study only the material that will actually be assessed in your exams. This means you’re using your time wisely and not wasting energy on things that won’t even be in your exams.
The syllabus also helps you stay organised. Since it breaks down topics and subtopics clearly, it’s the perfect tool for planning your study schedule. You can tick off topics as you go, making sure you’re covering everything without last-minute cramming before exams. A solid plan based on the syllabus makes studying way less stressful.
Another huge advantage? It helps with note-taking. I always tell my students to use the syllabus as a guide when making their notes. If you structure your notes around the syllabus dot points, you can be confident that you’re covering everything you need. Plus, it makes revision so much easier, as you’ll be able to find key information quickly rather than searching through pages of unnecessary details.
And here’s something a lot of students don’t realise: HSC exam questions come directly from the syllabus, and they even use the exact same wording at times. So, if you’re familiar with the way the syllabus phrases things, you’ll find it much easier to break down exam questions and figure out exactly what’s being asked. This makes answering questions more straightforward and can really boost your confidence.
At the end of the day, using the syllabus is one of the best study strategies for Year 11 and 12 students. If you haven’t already, start making the syllabus your best friend; it’ll make a massive difference when it comes to your HSC exams!

Lily Powell

The syllabus is an essential tool for Year 11 and Year 12 students, offering a roadmap for what to learn and how to apply it in assessments. It provides a structured framework for students that defines the knowledge that is required to completed exams and assessments. Having a strong understanding of the syllabus allows students to align their study with requirements of their subjects and to succeed academically.

Foremost, a critical component of the syllabus is its division into two areas: the “learn about” and “learn to” sections. The “learn about” section focuses on the content students need to understand for the subject. It provides the foundation of their learning, offering clear guidance on the topics and concepts they will learn about and need to know. This component can be compared to a map, showing the key knowledge areas necessary for mastering each topic.

On the other hand, the “learn to” section, is where students apply what they have learned. This section forms the basis of exam questions, as it focuses on demonstrating understanding and practical application. It typically includes directives such as “analyse”, “evaluate” or “discuss”, which hint at the skills students are expected to develop and have. For example, if a Religion syllabus has taught students about the significance of religious practices (“learn about”), then the “learn to” will mention “evaluates the significance of religious practices”, and exam questions will directly reflect this, requiring evaluation not just recall of practices.

By closely referencing the “learn to” section when studying, students can anticipate the kinds of questions they may face in exams and prepare accordingly. Recognising the connection between the “learn about” and “learn to” will help students see what they are working towards. Therefore, effective students use the syllabus as a checklist, ensuring they understand the content and how to apply to different exam questions.

Ultimately, the syllabus is not just a list of topics and content for students but is a strategic tool for success. By stressing the importance to students about understanding it and how to use it will help students understand where to focus their efforts and how to prepare for exams.

Annie Bulkeley

The Year 12 Standard English Module C – The Craft of Writing is a key component in the English literature. It gives students the chance to express their creativity while also incorporating texts into their writing. It provides students with a way to emphasise the development of their writing skills as they have the chance to practice imaginative writing, persuasive writing, and a new writing skill – discursive writing. A discursive writing piece I find to be the most interesting as it gives students a way to present multiple perspectives of a topic in their writing. This is best supported with literature and real-life examples. Some great discursive topics include the impact of social media on the younger generations, the advantages and disadvantages of online schooling, and many more. Furthermore, discursive writing gives students the chance to demonstrate their ability to think critically and engage with complex issues.

Tamiah Mahoney