The weekly lesson is just the part you see. Behind it I keep a running record of what your child has and hasn't mastered, right down to the syllabus dot point, and that record decides what we work on every week.
Before our first lesson, I send a two-hour, exam-style paper spanning everything the course has covered so far. The student sits it under exam conditions in their own time and submits it back to me, and I mark it myself. This isn't a hurdle to clear, and it isn't something I charge for. It shows me precisely where understanding is secure and where it isn't before we've spent a minute of lesson time, so the very first lesson is built around the right things rather than a guess.
You don't truly own a concept until you've connected the ideas for yourself. Understanding that's handed to you can be repeated; understanding you reach on your own can be carried into a problem you've never seen, which is precisely what the HSC rewards. When a student is stuck, I don't supply the answer. I ask why they are confused, and why again, following the misunderstanding to its root and correcting it at the source rather than treating the symptom.
Material is retained far more durably when it is revisited at widening intervals, each time just as it begins to fade, than when it is studied once and set aside. This well-established principle is the backbone of how I tutor. I keep a running record of each student's understanding; every concept is rated as it is taught, and the weakest, most heavily-examined topics are prioritised. Material returns for review on a schedule tied to how securely it is understood, often while it is shaky, rarely once it is solid, so nothing quietly slips away before the HSC.
A standing weekly lesson at a set day and time, held over Zoom, with my handwritten working projected to the screen exactly as I would at a whiteboard. The first 30 minutes revisit earlier material from the spaced-repetition schedule. The remaining 60 consolidate and extend what your child is currently covering at school, worked up to exam standard using past HSC and trial questions.
Each week includes two homework worksheets, each meant to be done in a single one-hour sitting under exam conditions. One is pure review, consolidating earlier content, and the other is pure focus on the current topic. The worksheets are emailed after each lesson, and completed homework is returned two days before the next, marked line by line. None of this is an optional extra, it is the engine of the entire approach.
Alongside the reasoning, the HSC hands out marks for pure recall, for definitions, prescribed practicals, standard derivations, and the historical experiments and what each contributed to physics. Leaving those to chance is leaving marks on the table. I build digital flashcard decks myself on Anki and email them in batches as the course is covered. They ask only a few minutes each day, and done consistently they lock down every free mark the paper offers, so the real thinking gets the lesson time.
Take a Monday lesson as the example. We meet Monday, with the week's worksheets following by email. Across the week the student completes the two worksheets, returning them by Saturday, and keeps on top of the flashcards a few minutes at a time. On Sunday, the next lesson's worksheet and Zoom link arrive, built around what the marked homework showed. And on Monday we meet again. All told, between the 90 minutes of lesson time, the two hours of homework, and around half an hour of flashcards, the commitment comes to about four hours a week, which is what a subject as demanding as physics should be expected to ask.
This service suits a particular kind of student, one who is self-motivated and genuinely wants to do well, but who benefits from structure around that drive, a system that decides what to revise and when, so the effort lands where it counts. It suits a student who asks questions unapologetically, who would rather say plainly that they don't understand than nod along.
It isn't built for a student who needs to be chased, or who wants the answers handed over without the work. I won't guarantee a result, because the largest factor in it isn't me; it's the student. What I guarantee is the system, the preparation, and that I'll follow every gap to its root. The marks are earned in the commitment to the process.
The diagnostic is free, marked by me personally, and shows exactly where to start.
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