Tutors in Woy Woy include a high school teacher and seasoned K–12 tutors, university medallist and Honours scholars, a former university lecturer in maths and science, an HSC Band 6 achiever, several education degree students, experienced peer mentors, volunteer instructors, and child-facing leaders recognised for academic excellence and subject mastery across English, maths, and sciences.
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Jasmine and Bianca are the perfect combination. Bianca and I are so so happy with Jasmine and even after the first lesson Bianca is so motivated and enthusiastic about her improvement.Elena
Year 6 student Yillen focused on dividing fractions and applying operations with mixed fractions, using worksheets to reinforce these skills.
In Year 9, Emma worked through finding unknown angles in right-angled triangles using both the Pythagorean theorem and SOHCAHTOA, practicing with her homework questions.
Meanwhile, Year 10 student Alex tackled rearranging formulae to change the subject and substituted values into equations for problem-solving practice.
A Year 8 student was late to multiple online tutorials, often distracted by their phone or other devices—one session began with "Yillen was 12 minutes late and was not focused at all," forcing the tutor to supply most answers just to maintain engagement.
In a Year 11 maths lesson, leaving notes and schoolwork at school meant no materials for revision; as the tutor noted, this left them "without any guidelines for revision."
A senior student working on trigonometry regularly relied on mental calculations instead of writing out steps, which led to confusion with rearranging equations.
Time management issues surfaced in a recent session when only a few questions were attempted before the hour ended.
One Woy Woy tutor noticed a Year 10 student who previously hesitated to ask for help now openly requests extra homework and challenges himself, showing real initiative compared to his earlier reluctance.
In another high school session, a student who struggled with Pythagoras' Theorem managed to complete problems independently after just one lesson and could explain each step without prompting.
Meanwhile, a younger primary student who often waited for guidance started answering questions unassisted by the end of the lesson—tackling new problems before they were even explained.
