Tutors in Narara include a university lecturer and resident high school tutor with international experience, seasoned K–12 specialists—such as an Honours science graduate and university medallist, medical students with ATARs above 97, a Master of Teaching candidate, peer mentors from Gosford Selective and Central Coast Grammar, maths competition awardees, and passionate youth coaches and camp leaders.
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Proven Jack's tutoring has resulted in a huge improvement for my Year 5 son. In the space of 3 months my son has gone from being taken out every day from his regular class to perform Year 2/3 maths, to being integrated to Year 5 maths. My son's confidence in his ability has improved so much. He said to Jack that he has learnt more in 3 months than he has learnt in over 4 years of school. Highly recommend Jack as a tutor.Michelle Bruhn
Year 6 Rudy focused on long division using word problems and practiced two-step equations in algebra with worksheets for extra support.
In Year 8, Yillen tackled Pythagoras' Theorem in both right-angled and isosceles triangles, then moved onto volume and surface area of composite shapes with revision for an upcoming test.
For Year 9 Chloe, recent sessions addressed formulae and equations—specifically revising speed, distance, and time—and she worked through challenging questions from her practice materials to prepare for assessments.
A Year 8 student left his notes and school workbook at school before an exam, so revision lacked structure and clear guidelines.
In Year 11, a student struggled to keep up with HSC preparation due to low confidence across the syllabus; "she needs prompting at the moment," noted one tutor, making independent problem-solving slow.
Another high schooler repeatedly logged into tutorials late or distracted, once arriving 12 minutes late and needing "almost 80% of the answers given" just to stay engaged.
For a Year 6 student, messy column layout in long division led to calculation errors that interrupted progress mid-task.
A tutor in Narara recently noticed a big shift in one high school student who, after struggling with algebraic fractions, started explaining her own steps and could tackle tougher questions without prompting.
Another win came from a Year 10 student who had always hesitated to ask for help; this time, he openly requested extra homework for more challenge and discussed his mistakes from an assignment, showing real initiative.
On the primary side, one younger student created his own mnemonic for long division and checked answers independently—something he'd previously avoided—then finished all the worksheet problems without needing reminders.
