Tutors in Warners Bay include a university mathematics graduate with a 6.7 GPA, an Advanced Maths dux (rank 1/107, ATAR 95.7), and recipients of major academic prizes such as the Pearson Edexcel High Achiever Award and SLSM Physics top score, alongside qualified educators, youth activity leaders, school captains, and experienced mentors working extensively with children.
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Standard My daughter found Maths hard and she didn't' enjoy it. After a few sessions with Georgia (Tutor), she has now found Maths at school easier and found her confidence in Maths again....she actually said she LOVES maths! I am so impressed I actually recommended Georgia to another parent at my daughters school.Kerry Balestrin
Year 8 student Tiffany completed a diagnostic assessment to identify areas needing support in the Year 9 maths curriculum, and then focused on understanding volume and capacity for prisms using visual diagrams.
For Year 10, Charlotte worked through financial mathematics topics such as calculating wages, salaries, gross and net pay, and also practised essay structure in English.
Meanwhile, Year 11 student Lucy revised algebraic equations—particularly simultaneous equations—and tackled commonly asked HSC-style questions using past papers.
In Year 12 chemistry, shallow formal responses in HSC prep showed a tendency to avoid deeper analysis; as noted, "needs more depth and volume in practice questions."
In Year 9 maths, one student repeatedly forgot key formulas for indices and struggled to match symbols when multiplying and dividing, making revision inefficient.
A Year 5 learner hesitated to write down working in multiplication, worrying about errors—this slowed progress on new concepts.
Meanwhile, during a senior trial exam review, late arrival after rescheduling meant less time to plan revision strategy before the session ended.
A Warners Bay tutor noticed a real shift with one Year 11 student who used to rush through financial maths problems but now takes time to interpret worded questions and picks out the right variables independently.
In a recent session with a Year 9 student, the tutor saw her openly ask for clarification on indices—a big step from previous lessons when she'd stay quiet if unsure.
Meanwhile, a younger primary schooler who initially struggled with basic shapes surprised everyone by confidently naming all main 3D forms without any prompting during his last session.
