I'm Ben. I sat the HSC in 2023, finished first rank in Physics, and am now studying Medicine at UNSW. Medicine's volume broke my old study habits inside a month, so have since rebuilt my studying into a system I wish someone had handed me at sixteen. The thought that keeps coming back is that if I'd had it in Year 12, I'd have gone further for far less effort. Tutoring is me handing it over. I take a small number of Year 11 and 12 Physics students, online and one-to-one, and run that system personalised to each of them.
| Code | Concept | Mastery | Review due |
|---|---|---|---|
| 5.1.1 | Projectile Calculations | Mastered | L19 |
| 5.2.5 | Torque | Developing | L12 · DUE |
| 5.3.4 | Kepler's Laws | Secure | L15 |
| 6.2.1 | Conductor in a Magnetic Field | Introduced | L12 · DUE |
| 6.3.2 | Lenz's Law | Developing | L13 |
| 4.2.2 | Work and Ohm's Law | Mastered | L18 |
Every lesson is built for the exact student in front of me, from a record of what they have and haven't yet mastered, mapped to the NESA syllabus down to the dot point. I teach from first principles, so an unfamiliar exam question becomes reasoning rather than memory. Two things carry it through to exam day:
Spaced repetition is the most well-tested idea in the science of memory, and it's simple enough. You remember something for good when you come back to it just as it's starting to fade, then again a while later, with the gaps stretching out each time. Study it once and set it aside, and in a few weeks it's gone. That's the problem with most tutoring, honestly. It covers whatever school covered that week, and the topic from March isn't seen again until trials.
So I've built everything around it. I keep a record of every concept I've taught your child and how solidly they're holding it. The first half hour of every lesson is review pulled from that record, and one of the two weekly homework sheets is pure review as well. Shaky topics keep coming back until they're not shaky. Solid ones drop back to the occasional check-in. Nothing gets a chance to quietly disappear before the exam.
A decent slice of every physics paper doesn't ask you to think at all. It just asks you to remember. Definitions, the prescribed practicals, the standard derivations, which physicist showed what. They're the easiest marks on the paper, and they're the ones bright students drop most, because they'd rather solve problems than sit there memorising. I was the same.
So I take it off their plate. I build the flashcard decks myself in Anki, the free app half my med school cohort runs their study on, and email them out as we cover each part of the course. It's a few minutes a day, best stapled to a habit they already have. Kept up, every one of those recall marks is banked well before exam day, and we never burn lesson time on memorising.
| Deck | New | Learn | Due |
|---|---|---|---|
| HSC Physics | 17 | 6 | 28 |
| M5 · Advanced Mechanics | 0 | 4 | 12 |
| M6 · Electromagnetism | 5 | 2 | 9 |
| 6.1 Charged Particles in Fields | 0 | 0 | 2 |
| 6.2 The Motor Effect | 0 | 2 | 4 |
| 6.3 Electromagnetic Induction | 5 | 0 | 3 |
| 6.4 Applications of the Motor Effect | 0 | 0 | 0 |
| M7 · The Nature of Light | 12 | 0 | 3 |
| M8 · From the Universe to the Atom | 0 | 0 | 4 |
Before the first lesson, I send a two-hour exam-style paper spanning everything the course has covered so far. I mark it myself.
Send an enquiry through the form, or text or email me directly. We'll talk through any questions about how it all works.
Your child sits the paper under exam conditions in their own time. It shows me precisely where understanding is secure and where it isn't, before we've spent a minute of lesson time.
We set a standing 90-minute weekly lesson, built from day one around the right things rather than a guess. There's no lock-in and no contract; you're free to stop at the end of any week.
I take a limited number of students so every lesson is built around the individual. The diagnostic is free, and there's no obligation to continue.
Request the free diagnostic