Wongawallan's tutors include a UK-trained Deputy Headteacher and science leader with 16 years' primary experience, a secondary maths and chemistry teacher-in-training, a HSC dux with ATAR 99.45 and perfect Maths Extension 1, experienced K–12 English specialists, Olympiad participants, and accomplished academic mentors in mathematics, science, engineering, debating, sport coaching and creative arts.
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Standard she has a very good approach teaching my daughter yr 11 to easily understand complex topic on her math subject and friendly.sherla
Year 8 student Daniel worked on the index laws and simplifying expressions with negative indices, then practiced solving linear equations and identifying parallel lines from graphs.
Year 10 student Mani focused on quadratic equations, including factorising and using the quadratic formula, as well as applying these methods to solve practice questions.
In Year 7, Waimania reviewed balancing double and single replacement chemical equations in Chemistry and also tackled angles of elevation and depression using diagrams for clarity.
A Year 8 student often skipped reading key parts of algebra questions, leading to confusion—"does not backcheck at times so instilling this would help solve small errors," noted one tutor.
In Year 10 Chemistry, incomplete note-taking and a reluctance to rewatch classes meant important concepts about electron configurations were missed, making assessment tasks harder to approach.
Meanwhile, a senior student preparing a maths report struggled with organizing observations and mapping out steps, which slowed progress on assignments.
Not bringing calculators or necessary materials also disrupted lesson flow for some high schoolers, leaving them scrambling during problem-solving sessions.
A tutor in Wongawallan recently noticed Waimania, a high school student, proactively starting her assignment earlier than usual after previously leaving tasks to the last minute—she's now aiming to reduce stress ahead of next term.
Daniel, also in high school, showed real progress by tackling simultaneous equations first time; he used his own previous answers as references and was able to model solutions with less prompting than before.
Meanwhile, a Year 3 student who often guessed quietly during maths is now raising their hand when unsure and asking clarifying questions instead of struggling in silence.
