Author: Damien Patterson

2025’s ATAR Physics Changes

Posted on by Damien Patterson

Big changes are coming to the Physics ATAR Year 11 syllabus in 2025! If you’re a student (or a teacher trying to keep up), don’t worry—I’ve got you covered. Let’s break down what’s different.

Out with the Old, In with the New

The School Curriculum and Standards Authority (SCSA) has decided it’s time to shake things up. They’ve reorganised the syllabus to make it flow better, removed some outdated material, and added a bigger focus on real-world applications.

This is great news, and I love the fact that I get to talk about some of the biggest Physics projects going on around the globe – such as the ITER fusion reactor.

What’s Changing?

  1. More Logical Topic Order

Topics are structured in a way that helps build understanding step by step.

  • Motion and Forces
  • Mechanical and Thermal Energy
  • Waves
  • Ionising Radiation and Nuclear Reactions
  • Electrical Forces and Energy

Teaching programs do not have to follow the same order as the SCSA syllabus, as long as the content is covered. However, I think this is a great sequence.

  1. Updated Content

Some concepts that are covered well in lower school (methods of heat transfer) are gone, while newer topics—like advancements in nuclear physics—have been beefed up.

  1. Stronger Focus on Investigations

Physics isn’t just about solving equations on paper—it’s about discovery. The new syllabus puts a bigger emphasis on hands-on experiments, data analysis, and critical thinking. Less memorisation, more doing.

  1. Assessment Tweaks

The way students are assessed is changing slightly to better reflect the new learning approach. Expect more emphasis on scientific reasoning and application through investigations.

What This Means for You

If you’re a student, this means a smoother, more engaging physics journey. If you’re a teacher, it’s time to brush up on the new content and maybe say goodbye to those outdated examples that don’t quite resonate with today’s learners.

And please don’t buy older/2nd hand versions of textbooks! One of my students who tried to get ahead unfortunately complete a chapter irrelevant to the new course from a now outdated resource.

Is it worth getting a head start before school begins?

Posted on by Damien Patterson

I’ve seen tutors advertise they can cover a term, semester, or even an entire year of syllabus content in January before school starts. Is it a good strategy? Will this pay off in reducing the workload and stress in the middle of the school term? Improve results in that subject? While I admit a tutor could “teach” a year’s worth of material in a month, the real focus should be on what a student can learn in a month and scientific research suggests that cramming just before an exam is not a good strategy. A head start in January might just doing the cramming at the beginning of the year, rather than at the end.

Why cramming the course into a short time is not a strategy

The cognitive load theory suggests that working memory has a limited capacity, and when too much information is presented at once, it can lead to cognitive overload, impeding learning. Sleep plays a role in memory, requiring that new information is consolidated while we sleep between sessions. In summary, everyone has a limit as to how much can be learned on any one day.

Anecdotally in my 15 years of teaching and tutoring, I have not seen a benefit from cramming a course into a short time at the beginning of the year – just as I don’t see a benefit to cramming it in at the end! ATAR courses require students to synthesize and apply knowledge, not simply recall knowledge.

There are just not enough hours as a teacher nor tutor to cover every fact, strategy and tip that can assist in exams – our ATAR courses require students to apply knowledge and there are too many unique ways a question can be varied to cover everything in the classroom or tutoring sessions.  Instead, I let the practice problems I leave for students do the heavy lifting. Well designed and sequenced practice problems will gradually introduce complexity and new challenges that will let the student grow in their understanding. In a compressed timeframe, students are deprived of the opportunity for any reinforcement of concepts before moving on to a new topic. Without adequate practice, the knowledge gained is often fleeting, and students are likely to forget much of what they have learned shortly after the intensive course ends.

Furthermore, a tutor who agrees to condense a year’s curriculum into a month won’t be able to provide the high-quality instruction necessary for deep learning. Effective teaching involves more than just delivering content. A good tutor will take time to check for understanding with strategic questioning and foster enthusiasm for the subject. In a rushed schedule, these important aspects of teaching are often sacrificed, resulting in a subpar educational experience.

"The mediocre teacher tells. The good teacher explains. The superior teacher demonstrates. The great teacher inspires."

William Arthur Ward

So no tuition in January? Not so fast....

Despite these issues, I’m in favour of getting a head start in January but only if it is done the right way. I recommend only one or two hours of tutoring each week in January, where the student has some practice problems to reinforce the content between sessions. Getting between two and four weeks ahead of the school program is ideal. The classroom teacher’s delivery of the same content will be easier to follow in the fast-paced classroom environment. This also takes advantage of the spaced repetition effect.

In conclusion, while a tutor can “teach” a year’s worth of material in a month, tutoring should be focussed on what a student can learn in a month. Effective education is a gradual process that requires time and effort from the student, which means in January a tuition schedule with opportunity to practice between sessions is an effective choice to improve student academic achievement in the long run.

Predicting This Year’s Exam Questions: Unlocking the Exam Writer’s Algorithm

Posted on by Damien Patterson

In the high-stakes world of education, students often find themselves grasping at straws, desperately trying to get the slightest insights into questions that will appear on their exams. The allure of exam prediction is undeniable – the promise of a shortcut to success, a way to outsmart the system and secure a good grade with minimal effort. Having written a half dozen exams for commercial papers, I can assure you that there is no algorithm that exam writers follow and no way to predict exam questions. Sorry!

A client asked me for insights into which questions would be in the next exam. I gave my standard response, “Impossible to know, so let’s ensure a good foundation of knowledge across all topics”. My clients stick with me because I develop a good rapport with students, I make the sessions enjoyable, and students feel more confident after we work through challenging questions. Predicting exam questions is a cheap gimmick, and one that does not pay off overall. On this occasion I had the benefit of my client passing on one of these “predictions” from a tutoring business on the morning of this year’s (2023) Physics ATAR exam (pure happenstance). The predictions were likely handed out during a holiday revision program. I had the unique opportunity to compare the predictions to the actual exam questions (yes, I could access the ATAR exam one hour after students sat it, a small benefit of being a practising teacher).

Despite the predictions covering over 50% of the course (hedging bets, am I right?) the predictions were still 100% off.

Predictions for Section 3 of Exam:

  • Electromagnetism
  • Gravity and motion
  • Special Relativity

Actual Section 3 Topics:

  • Standard Model (Conservation Laws in Bubble Chambers)
  • Wave-particle duality and the quantum theory (Light Polarisers)

“Light” appeared in Section 3 in 2020, 2021 and 2022. Did that stop it from being in 2023? No. Is “light” guaranteed to be a topic in 2024? No. The “light” questions in past exams covered cyclotrons, LEDs, X-rays, and, this year, polarisers. Advising students to study “light” is vague and doesn’t add any useful insight. Advising students to study these particular applications is a waste as it’s just as likely the next “light” question in Section 3 could be on synchrotron radiation, faraday cages, spectroscopy or microwave shielding – topics not explicitly stated in the syllabus but as novel applications of the theoretical concepts covered in the “light” section of the course.

So, what’s my take-away? If any student of this tuition business followed the advice and devoted an unfair amount of time to specific topics over others, the student would have been worse off in the exam than another who just applied good study habits and revised the core course content. That hardly sounds like good advice to give to paying customers. To any tutors out there, don’t try to play the meta – even if you have honest intentions, focus on giving students useful study skills, not gimmicks.

Ultimately, if the hopes of doing better on the next exam are hinged on gambling that some topics will (or won’t) be in the exam, that is a very poor approach indeed. Be very wary of anyone who tries to sell you on the idea they have some insight into which questions will be in the exams – they are ignorant of how exams are produced at best and purposely deceiving clients to make some cash at worst.

Instead of succumbing to the allure of exam prediction, students should embrace the unpredictability of exam questions by focussing on critical problem solving. That’s hard to “teach” to a student but it comes from good approaches to study. Don’t rely on taking a photo of the teacher’s board or requesting a copy of the power point because you couldn’t be bothered to make notes yourself. Try your hardest to work out an answer to a practice question before peeking at the answers – even if this means you spend more time going back over notes and examples to get some clues. Being served up the answer on a silver platter skips the critical thinking stage so vital to being able to tackle any question that appears in the exam.

In conclusion, the foolishness of trying to predict exam questions lies in its inherent contradiction to the principles of true education. Learning is not a static, predictable endeavour; it is dynamic and when done correctly, empowers individuals to navigate the complexities of the topic. Instead of seeking shortcuts, students should invest their time and energy in understanding the subject matter deeply, honing their critical thinking skills, and cultivating a genuine passion for learning. By doing so, they will not only excel in exams but also acquire the invaluable tools necessary for success in the real world.

Guaranteed Results

Posted on by Damien Patterson

I understand how puzzling it can be to find the right tutor for your child. I have noticed an influx of social media ads from tutors claiming to “guarantee results”, and I want to bring to your attention that while it may sound tempting, it is important to exercise caution. As an experienced educator, I don’t make bold promises like these, as there is no magic formula when it comes to academic improvement. However, I can assure you that my commitment to helping your child reach their potential is unwavering. If you do choose to hire a tutor based on their promises, I recommend getting the details in writing to know exactly how improvement is evaluated and what compensation is offered if these targets are not reached. Ultimately, my focus is on providing quality education and helping your child reach their goals – let’s work together to make that happen.

As a tutor, I always strive to provide my students with the best education and support I can offer. However, when it comes to academic results, there are many factors at play that are beyond my control. For example, a more challenging assessment than the previous tests would show an immediate drop in marks. Therefore, my goal is to work together with my students to equip them with the necessary skills and knowledge to succeed to the best of their abilities.

What I can do to improve marks

  1. Be supportive, encouraging and motivating
  2. Adapt the content to the learning style of the student
  3. Create accountability for self-revision
  4. Give practical tips for effective study
  5. Provide constructive feedback
  6. Give an “exam marker” perspective to improve answers

Things beyond my control that influence marks

  1. External distractions
  2. Personal motivation
  3. Prior knowledge
  4. Home environment
  5. Classroom environment
  6. Difficulty of the assessments
  7. Time constraints

Guaranteeing marks adds uneccesary stress to students (and me!)

Every student has their own unique journey, with strengths, weaknesses, and learning styles that require understanding and adaptability. Education is more of a personalized experience than a one-size-fits-all solution. I believe that cultivating a positive relationship with my students and making them feel comfortable is the first step to successful tuition. While aiming for higher marks is always a goal, it’s not the only measure of success. I prioritize checking in with my students about their week, fostering a learning environment where students feel they can ask questions and explore without external pressures or unrealistic expectations. Exam results are important, but so is nurturing a student’s curiosity and fostering a love of learning that will last far beyond any one test.

Education is a journey, not a destination

Learning is an exciting and fulfilling journey that requires consistent effort, practice, and determination. As your helpful tutor, I can offer you guidance, resources, and support to make the process easier for you. However, the success of your learning ultimately depends on your dedication and commitment to it. My aim is not to put pressure on you to achieve higher grades, as I believe that this could distract you from the true joy of learning. Instead, I aim to equip you with the necessary skills, such as critical thinking and problem-solving, that will help you in your academic journey and beyond.

During the learning process, you will inevitably make mistakes, ask questions, and explore unfamiliar topics. I encourage you to embrace these challenges as they present the opportunity for true learning to take place. I believe in supporting you through every step of this journey, ensuring that you are free to express your doubts, experiment with new ideas, and make mistakes without fear of judgment.

My goal is not to guarantee higher marks but to support you in your academic and personal growth. I believe that by fostering a supportive and nurturing learning environment, you will feel more confident in your abilities, and I can help you achieve your full potential.

I guarantee improved confidence and enthusiasm for the subject

I believe that every business should offer some level of guarantee, and I strive to provide the best experience possible for my students. When it comes to tutoring, I measure my success not by the marks on a test but by the feedback that my students provide to their friends and family. It’s important to me that my students feel confident with the subject matter and have a strategy for continuing their learning outside of our sessions.

I want my students to feel that their time with me is worthwhile and that they are making progress. Although I do not guarantee higher marks, I am committed to fostering a love of learning and supporting my students in their quest for knowledge and personal growth. By emphasizing the learning process rather than just the outcomes, I hope to empower my students to become lifelong learners who can bring their skills and critical thinking to all areas of their lives.

More Than a Fountain of Knowledge: The Multifaceted Role of a Tutor

Posted on by Damien Patterson

Being a tutor is a role that goes far beyond simply dispensing information like a fountain of knowledge. While I have a deep understanding of the subjects I teach, my purpose as a tutor extends beyond just transmitting facts and figures. I am a motivator, a mentor, a facilitator and a leader of life-long learning, aiming to inspire my students and empower them with the tools they need to succeed academically.

Facilitator

I absolutely love being a tutor! One of the most rewarding parts of my job is being able to tailor my teaching methods to meet each student’s unique needs. Everybody learns differently, and it’s my job to adapt my approach accordingly. Whether a student thrives with visual aids and interactive exercises, or prefers in-depth discussions and critical thinking challenges, I’m committed to creating a supportive learning environment where my student feels I am helping them accelerate their learning.

I’m passionate about facilitating critical thinking and problem-solving skills, too. Education is not just about memorizing facts; it’s about developing the ability to think critically and approach problems with creativity and innovation. By honing these skills in my students, I empower them to tackle complex challenges both inside and outside the classroom.

Mentor

Additionally, I am a mentor, offering guidance and support beyond just that difficult topic from class. I’m here to lend a listening ear, supply encouragement, and offer practical advice for any obstacles or uncertainties that students may face in their academic journey.

Motivator

As a tutor, I’m also a huge advocate for sparking a passion for learning within my students. I believe that education is transformative and has the power to broaden horizons, foster curiosity, and instil a sense of wonder about the world. By igniting my students’ enthusiasm for the subject matter, I hope to inspire them to approach learning with eagerness and curiosity, ultimately sparking a lifelong love for knowledge.

Life-Long Learner

As a lifelong learner myself, I understand that knowledge is constantly evolving and appreciate the value of intellectual curiosity. I encourage students to embrace this mindset of continuous learning, showing them that education is a dynamic and ongoing process. Additionally, I see myself as a facilitator of personal growth and development, as I strive to shape not just successful students, but also inquisitive and resilient individuals who are prepared to face any challenge that comes their way.