Ben M.

𝗨𝗡𝗦𝗪 𝗠𝗲𝗱𝗶𝗰𝗶𝗻𝗲 | 𝟵𝟵.𝟭𝟱 𝗔𝗧𝗔𝗥 | 𝟵𝟳 𝗛𝗦𝗖 𝗣𝗵𝘆𝘀𝗶𝗰𝘀 | 𝗗𝘂𝘅 𝗼𝗳 𝗣𝗵𝘆𝘀𝗶𝗰𝘀 I'm a medical student at UNSW and sat the HSC in 2023. I was first rank in Physics at my school with a mark of 97, achieving a 99.15 ATAR. I am from Port Macquarie, a fair way from the city's tutoring machine, and played a lot of sport growing up. I know what it's like trying to fit study around a full week. Medicine broke my Year 12 study habits inside a month. There was simply too much content for the way I used to work, so have since rebuilt how I study from scratch and have been refining it ever since. That system is what I now tutor with, and the thought that keeps coming back to me is that if I'd had it in Year 12, I'd have gone further for a lot less effort. Handing it over is basically why I do this. I tutor Physics, and that only. Preliminary and HSC, one-to-one and online. I've put more than 400 hours of tutoring into 16 students across Years 7 to 12 in maths and the sciences, and eventually narrowed down to Physics - the subject I can genuinely do the most for someone in. Plenty of tutors list every subject they performed in, I'd rather learn to teach one really well. What I love about physics is how much of the world it makes you stop and question. You spend your whole life around motion and electricity and light, and then the course finally asks you how any of it actually works. Underneath nearly every dot point is Newton's laws wearing a different costume. Once you build a real intuition for those, the syllabus stops feeling so large and exams stop feeling like memory tests. That's the shift I'm trying to get you to. I teach by asking very deliberate questions. I've usually got a fair idea of the mistake you're about to make, and instead of jumping in and correcting you, I'll ask the question that lets you walk into it yourself and feel exactly where your reasoning gave way. The mistakes you untangle yourself are the ones that actually stay fixed. When a question isn't doing it, I'll come at the idea another way, an analogy, a sketch, or acting the whole thing out with whatever's in reach. One student was stuck on how acceleration can flip while velocity is still positive, so I ended up swerving side to side on my office chair to show him. As much as I looked ridiculous, it clicked straight away and he still remembers it. Lessons are 90 minutes, once a week, at a set time that's yours. The first 30 minutes are review, and I don't pick that content on the day. It comes from a record I keep of every concept I've ever taught you and how solidly you're holding each one, mapped to the syllabus right down to the dot point. Anything shaky comes back soon and often, anything solid drops back to the occasional check in. The other 60 minutes go on whatever you're covering at school right now, pushed up to exam standard with past HSC and trial questions. Then you get two worksheets for the week, each built for a single one hour sitting under exam conditions. One is pure review of older content, one is pure focus on the current topic, and both are chosen using that same record. I mark them line by line, and what I find goes straight back into the record, which then decides your next lesson and your next worksheet. That's the loop, and it closes every single week. It also means you're never the one who has to remember what needs revising or work out what to study next. That's my job, and it's genuinely the part most students tell me they didn't know they needed. Running alongside that, I build you custom flashcard decks in Anki for the stuff that's pure memory. The definitions, the prescribed practicals, the derivations, the experiments and who did what. Those are the easiest marks on the paper and they're the ones good students drop most, usually because memorising is boring and they'd rather be solving problems. I was exactly the same. A few minutes a day and they're banked, which is the whole point, because it means we never waste our lesson time on memorising and can spend all of it on the thinking. All up you're looking at about four hours a week between the lesson, the worksheets and the flashcards, which is honestly what a subject this demanding should be asking of you. The whole thing starts with a free diagnostic before we've had a single lesson. It's a two hour exam style paper covering everything you've done so far. You sit it at home under exam conditions and I mark it myself, and it becomes the first entry in that record. That's why the first lesson is already built around what you actually need instead of a guess. It costs nothing and you're not committing to anything by doing it. This works best if you genuinely want to do well but you'd benefit from someone else building the structure around that. It suits you if you're comfortable saying you don't understand something instead of nodding along, because that's the moment we can actually fix it. If you'd rather be handed answers, I'm probably not your person. I won't promise you a mark, because the biggest factor in it isn't me, it's you. What I will promise is that I'll be prepared for every single lesson, that I'll chase every gap right back to its root, and that you'll never feel silly asking me something. I only take a small number of students so I can build each week properly around them. If any of that sounds like what you're after, send me a message and we can have a chat.