Tutoring Options Available:
This is the most popular tutoring option, as it allows flexibility in support and helps students to develop additional confidence. Students often work through initial course content and have deep dives into things like:
understanding the unit overview or module statements
understanding how to structure their study around the syllabus dot points (in relevant subject areas)
developing the relevant vocabulary to support students in understanding and meeting task requirements
diagnosing gaps in key learning (often structural issues/misunderstandings in their writing)
developing content knowledge and skills they lack confidence with (often discovered in class and brought to tutoring for help)
planning, drafting and reviewing assessments prior to submission (essential in improving grades and confidence)
developing a study plan suited to the student's needs.
Weekly sessions run for an hour via Google Meet video call, with live access to Google Drive resources and collaborative editing of students' documents a part of each lesson.
Please note: While I am happy when possible to review and provide feedback on students' work in between lessons, this is not combined into the price of the weekly lesson and would incur an additional fee. As such, students must always have parent approval (sent to me in writing) before I agree to provide additional feedback support between lessons, since there will be an invoice sent home following this work. Examples of this kind of feedback support can be provided upon request so that you can determine whether it would be valuable to you.
Also a popular option, these sessions are designed to support students in preparing effectively for school assessments. Often, students book in a planning session 1-2 weeks prior to an assessment deadline and a feedback session closer to the due date.
These sessions are designed for short-term, task-specific support focused on upcoming formative and summative assessments. Students receive targeted guidance to strengthen their planning, structure, and writing in line with task and marking criteria.
Sessions may include:
unpacking task notifications and marking criteria
developing a clear thesis, argument or line of inquiry
planning writing structures relevant to the form required by the assessment task
improving clarity, coherence and expression in writing
support in research if required for the task: including learning how to research, where to research, what to avoid when researching for their task
Sessions run for an hour via Google Meet with live, collaborative editing through Google Drive.
Please note:
additional written feedback or draft review provided outside of session time will incur an extra fee, with prior parent approval required
it is recommended that students only book this kind of session when they have an assessment notification and their teacher has officially introduced the task in class, to provide them with the introductory information we need to best approach the task in line with their class teacher's expectations.
Option B often results in more extensive feedback (line by line and/or detailed paragraph feedback, often with suggested rewrites or sentence starters). However, it can be visually overwhelming for students when they see dozens of comments.
If your child has a processing disorder or neurological conditionl like ADHD, this is possibly less effective OR would require the additional support of an adult at home working through each comment with them to avoid overwhelm. It is likely in such cases that Option A would be the better option.
Please note: I find that students often want to book two of these sessions, as they want to know whether they have applied feedback effectively. This is not an automatic part of the service, but can be booked for an additional, reduced fee (often a half hour check in video call is useful here).
These workshops provide structured guidance for students preparing for exams or consolidating course content (and just learning how to study for senior courses). Many students struggle with knowing what to study, how to study, and how much to study, and these sessions help them start strong and build confidence. We look at NESA suggestions about time allocations for study, what is common practice across many NSW schools, and key strategies that can be applied.
Not all strategies will work well for all students, so it is important to equip students with a 'toolbox' of strategies they can draw from in their study sessions.
Sessions may include:
developing personalised study plans and systems
revision of key content and concepts
exam technique practice and strategies
guidance on effective note-taking, memorisation, and organisation
discussion of habit formation and the importance of avoiding over-reliance on tech (AI generation) in producing their school work - short term struggle = long-term gain in the study space, but AI availability has shifted students increasingly towards 'easy' over 'effective' methods. We address this and work through some solutions to this in our sessions.
Sessions run for either 45 minutes ($68) or an hour ($90) via Google Meet, with access to resources and collaborative tools also provided through Google Drive.
Please note: Some students book solo sessions, while others include parents to help support their learning at home during exam periods. This is recommended but not required, as schedules may not always allow for parental participation.
Small group sessions are also available for study skills workshops at a reduced per-child rate. If your child has a friend who would like to join, this can be done for $35/student for a 45 minute session or $50 per student for a full hour.
Year 11-12 can be a stressful time for the whole family. These workshops (with combined Q+A sessions) are designed specifically for parents who want to better support their child through senior courses and the HSC. Many parents struggle with knowing how to guide study, maintain balance, and support organisation and wellbeing. These sessions provide strategies to help your child succeed academically while maintaining healthy habits and digital wellness.
We explore common challenges and evidence-based solutions, including:
fostering attention, focus, and effective time management
supporting organisation and study routines at home
how to know if your child is studying - what studying should look and sound like
building a personalised ‘toolbox’ of study strategies tailored to your child
understanding NESA recommendations for study time and school practices
encouraging healthy digital use and avoiding over-reliance on AI or shortcuts - how to approach digital distractions and help your child to develop attention
guidance on building resilience, motivation, and wellbeing alongside academic goals
how to approach schools/teachers for support or clarification for your child (e.g. about marks) when necessary in a respectful way which supports positive teacher engagement rather than defensiveness
Sessions run for either 45 minutes or 1 hour via Google Meet.
Individual/single-family parent or carer bookings cost $68 for 45 minutes or $90 for an hour
Small group multi-family options are also available at a reduced rate per person for those who want to book as a group. If you have parent friends or a broader community interest in these workshops, reach out to discuss options that work for your group. Pricing is as follows:
$35 per parent for a 45 minute session (this includes parent couples - two parents or carers can be charged at the same rate)
$50 per parent/couple for 1 hour sessions.
Please note: Prior to the session, you will receive a Google Form Questionaire to fill in. While it isn't necessary to fill this in, it helps me to tailor the session to your needs and concerns as well as providing generally useful information.
I find that parent workshops, student study workshops and assessment support is particularly useful in the 'post'-covid schooling context, where a lot of students feel behind in skills and don't know how to catch up, or indeed what they should be working towards. We are seeing a skills deficit and attention deficit emerging following years of interrupted schooling. These challenges have been compounded in many schools as a result of the teacher shortage which also emerged during this period (high staff turnover and difficulty replacing staff was a common challenge during these years, and this meant that students were often taught by inexperienced or out-of-area teachers in the early high school years). This has impacted skills development and confidence for many students, and has left many feeling confused about how to self-direct their learning in the senior years.
Having missed being immersed consistently in the physical context of schools where they see what effort, persistence and deep learning looks like in the classroom and during lunch periods, study periods and after school study clubs etc., study seems to be no longer a clear and understood norm for students. It is vital that we address this in order to set students up for success.