Wallacia's tutors include a seasoned primary school teacher and maths committee member, an HSC dux and school captain now studying medical science at Sydney Uni, a university chemistry facilitator, peer mentors in software design and debating, rugby and coding coaches for K–12, International Baccalaureate graduates, and multiple academic high-achievers with STEM and leadership backgrounds.
Seasoned 
Standard
Skilled
Standard Mary has been tutoring my daughter for about 2 months now. She is very knowledgeable and is able to explain concepts in a way she understands and is clear before moving on. It's also great that she is able to teach different subjects, and depending on what my daughter has on that week is what they go through at that lesson. Highly recommend Mary.Susana
Year 5 student Lily focused on converting fractions to percentages and solved word problems involving perimeter using worked examples.
For Year 9, Jake practiced simplifying surds and rationalising denominators before moving into introductory quadratic equations.
Meanwhile, Year 10 student Sarah worked through expanding brackets, perfect square factorisation, and applied the null factor law using step-by-step algebraic methods.
A Year 8 student often arrived without a calculator or clear knowledge of current school topics, making it difficult to progress beyond repeated revision—"never brings his calculator and refuses to bring new topics."
In Year 10, homework was incomplete and home practice neglected; this led to forgotten steps in equations and surface area tasks.
A Year 3 learner struggled to remember the order of operations for addition, subtraction, multiplication, and division.
During one session with a senior student, over-reliance on memorized formulas (not on the provided sheet) caused confusion when faced with unfamiliar exam problems.
A tutor in Wallacia recently noticed a Year 11 student who used to avoid asking for help now actively requests clarification when stuck on quadratic factorisation, leading to fewer mistakes and more independent problem-solving.
Meanwhile, a Year 9 student who previously rushed through worded volume questions is now carefully identifying key information before applying formulas—showing real progress in understanding rather than guessing.
In a primary session, one younger learner who struggled with multiplication tables is starting to recall them unaided, completing several volume problems without needing the usual times table chart.
