Great News Parents and Students!
Master Coaching is delighted to announce the commencement of our 2017 UMAT exclusive Saturday Special Tutoring classes. It is a 3-hour study program, which is scheduled to take place every Saturday afternoon. Students who wish to excel and perform their best in UMAT examination can enrol and make the most of our exclusive offer. The UMAT tutor offer – is a 3-hour study program!
Make Your Dream Come True
If you aspire to get into Medicine and wish to excel in UMAT examinations, you should trust in your conviction, belief and work hard. In the case of the UMAT exam preparatory process, you can trust us at Master Coaching. An additional insight and expert’s helping hand will definitely drive you to your goal. With our – Saturday Afternoon Special UMAT tutoring course – we guarantee to offer the required assistance to excel and crack the UMAT examination code.
The Competitive UMAT Examination
UMAT or undergraduate Medicine and Health Sciences Admission Test is administered by ACER – Australian Council for Educational Research. It is an Australia-wide test – utilised by public Medical Schools. The test is a process, whereby Premier Medical Schools in Australia – determines every candidate’s suitability and credibility to apply for the Undergraduate Medical Program. Candidates who give their best performance in UMAT and excel in the exams, secure a guaranteed position in a Medical Program.
Master Coaching Constructive and Exclusive UMAT Study Course – What You can Gain
Our Saturday UMAT Classes are administered by a certified, experienced and trained tutor – who focuses on a teaching strategy to prepare students via a targeted discussion and collaborative classroom setting. Instructor and students work together via every question in hand. The program is not about memorising and randomly brushing through the syllabus and curriculum.
We apply our focus on knowledge application, using every material – audio, video, content and pre-course preparatory material – to enable students to comprehend the concepts and their fundamentals to the core. Our appointed tutor will help students to apply focus to the development of their skills and work on strategies to excel in the examination. The 3 hours are solely devoted to the overall development of students, allowing them to maximise their progress through their experience.
Targeted Learning and Constructive Development
Each Saturday – our tutor at Master Coaching – collaborates with students to identify their strengths and weaknesses. It is done through assessment diagnostic and exam style preparatory questions. We provide our students with materials that they can use while studying at the centre – as well as – in their personal space.
Call us now for more information related to our Exclusive UMAT preparatory classes – held every Saturday afternoon.
To achieve top grades in HSC, you need to face some strict and severe academic competition. The outcome of your HSC exams determines the eligibility to tertiary education, a definite career, and obviously your independence to choose. This makes it vital for the students to excel in their HSC examinations. Master Coaching is one of the best HSC tutoring options available for all the students based in and around Hurstville. Our aim is to help children in their endeavours and bring out their true potential by offering the right guidance and support.
Are you afraid of your upcoming HSC trials or the actual high school certificate exam in the month of October? At Master Coaching, we design individual programs that provide students with a complete learning assessment and reports backed with everything a learner does not know and that they must recognise for their progress. Whether you are looking for HSC English coaching or HSC Biology tutoring, we can assure you the best educational support to face the cut-throat academic fight.
If your dream is to get enrolled in the Sydney University or University of NSW, our experienced tutors ensure that your dream comes true. We have existing students from schools and colleges such as Newington College, Trinity Grammar School, St Vincent’s College, Scots College and others. The success rate of getting through your first choice of the institution becomes quite high when you are with Master Coaching.
All our tutors are experienced in their respective subjects and hold an in-depth knowledge of the subject. Our HSC Chemistry tutor is highly qualified with experience of lecturing Chemistry at the University of Technology, Sydney and the University of NSW. With a B. Sc in Math & Statistics, our HSC Math tutor supports the students to pursue each question to observe their approach towards the problem and then give out instruction for the students to complete the solution themselves.
We also offer HSC Physics, and other subjects coaching like business studies and more. So, if you are confused and down, if you are unable to come to any proper decision, do get in touch with us to get a consolidated solution for all subjects under one roof. We help you to get your first Band 6 by boosting your confidence level and clearing the concepts which you were once scared.
Master Coaching offers both small groups as well as individual sessions as per the student’s requirement. Our sole aim is to recognize the inner strength of a child and hone their potential to the greatest use. We keep our teaching process simple and engaging for the students. We believe that every child is special and needs a little bit of positive nurturing to bring out the best in them.
If you truly want your child to score high in the HSC, call us today and let us pave the path to success for your child.
Under the NSW reforms, students will have to achieve band 8 or higher at year 9 NAPLAN tests to qualify for their HSC. Currently, 24% of year 9 students are at or below the national minimum standard for reading and about 19% fall below the minimum standard in numeracy. As a result, the new reforms introduce higher requirements for Year 9 NAPLAN and those who fail first time will be supported to take further tests before and/or after the HSC. For more information see, Sydney Morning Herald “HSC revamp puts system on the right course” – 21st July 2016
NAPLAN classes at Master Coaching are aimed at students sitting for the NAPLAN test in Years 3, 5, 7 and 9 who are interested in improving their skills to be more efficient in both the literacy and numeracy aspect of the test. The test itself consists of multiple choice and short response questions in literacy (Reading, Writing and Language Conventions) and Numeracy (Number, Algebra, Pattern, Space, Measurement, Probability).
Literacy for NAPLAN
- Develop student’s scan-reading abilities to quickly and correctly pick out main points within long passages
- Focus on new vocabulary, common language conventions, grammar and punctuation which will build up over time, enhancing their language use
- Our units will involve both factual and creative writing that boost their written expressions. Students will become persuasive, descriptive and critical writers, a skill that is very crucial to success in later years of schooling).
Numeracy for NAPLAN
- Advancing student’s understanding in most mathematic concepts (such as algebra, area and volume, shapes, patterns, time & distance, money, unit conversions etc) that appear in NAPLAN tests every year
- Individual help is given for students to ensure they completely understand unfamiliar concepts
- Once foundation skills are built, they are then applied to practice questions
- Constant revision is given to refresh and consolidate student’s knowledge
Regular practice tests are set up to familiarise students in the format of the test. Exam skills will be taught for time management and self-confidence in the test. Results from these tests are analysed to turn into useful information to plan the next lesson.
For more information on NAPLAN, visit http://www.boardofstudies.nsw.edu.au/naplan/.
At Master Coaching Hurstville we endeavour to prepare Year 5 students for success in the NSW Department of Education Selective High School Placement Test held annually in March. The NSW Department of Education states on their website that the Selective High School Placement Test is designed to measure ability rather than mastery of the school curriculum. Students undergo multiple-choice tests in reading (45 questions), mathematics (40 questions) and general ability (60 questions). Each multiple-choice test is 40 minutes in duration with answers recorded in black pen on computer marked answer sheets. There is also a writing task which is 20 minutes in duration and is marked by trained markers using pre-determined criteria. Two pages are provided for the writing task. The writing stimulus may be an image, a statement, a heading or a question to which students have to respond in writing. The writing will be judged on the quality of the thinking about the topic, the organisation of ideas and the control of language demonstrated in developing the piece of writing.
Students are assessed on a moderated result out of 300. Each student will receive a school-based mark out of 100 for English and Mathematics, the tests conducted in March makes up 200 marks. English and Mathematics results are combined from school scores and Placement test scores of 50% each. General Ability results are obtained from the 60 question test only, thus one-third of each student’s result comes from General Ability score. Mastering General Ability is vital to doing well in the Selective School Placement Test and the skills required to master this test are not taught in schools.
Our Selective School courses aim to skill each student to obtain maximum results in their Placement Test. We do this through practising mock exams, modelling solutions and learning and revising effective methods for finding answers. Once students start to achieve success in mock exams, we teach them the strategies required to manage their time allocation for each subject area. Without this vital skill, for example, the average student would realistically struggle to complete a 60 question General Ability test in 40 minutes. Success in this course requires an undertaking on behalf of students to complete weekly homework tasks to reinforce concepts learnt weekly. Students will find that they will be able to confidently sit for mock exams after thoroughly going through previous mock exams with their tutor conducted during the first two or three terms of the course.
The OC (Opportunity Class) is aimed for academically gifted & talented students for a two year program in year 5 and 6. The placement test is done in year 4 (July or August), testing student’s mixed ability in English, Mathematics and General Ability.
Currently, there are 75 schools with OC placements in NSW.
The test will be held on Wednesday July 2018.
This year’s application opens on April 2017 (second week of term 2) and closes on Friday 15th May. These applications are made online so parents should keep an eye out on the latest news from the schools. Please note that schools may not make public announcements for this test so it is best to contact the school personally to ensure you get the information in time. Students can choose up to 2 schools. For a map of the schools that offer OC classes close to your area, go to http://www.maptive.com/ver3/Opportunity
The test itself consists of Part 1 and Part 2. Both parts will have a mix of English, Mathematics and General Ability questions. Students are to fill in their answers onto an answer sheet with bubbles to colour in for the corresponding question. The overall mark students receive is out of 300 for each of the three areas. School assessment marks for English and Mathematics from year 3 and year 4 are also factored in for this final score. However, because General Ability is not a subject they teach at school, it is impossible for the school to provide a mark for it. Therefore, students must earn the 100 marks they are able to get for General Ability solely in the test. This is where we feel students are underprepared for the exam. In General Ability, most questions involve frequent decoding, pattern finding, specific vocabulary/phrases and logical deductions, creative and critical thinking.
OC test is a measure of ability for students in year 4, a time when the child is just starting to be aware of the things around them and the world they live in. For this reason, the OC test will prove to be harder than the Selective Test that they are able to sit for in year 6 when their cognitive ability is much higher.
Ideal candidates should preferably have and be
- Enthusiastic with an overall interest in learning
- Enjoys challenging problem solving work
- Use critical thinking to solve difficult patterns & problems
- Sharp eye for detail and durable memory
- Existing knowledge and application of algebra and other higher order algorithm skills
- Gains satisfaction after learning something new
- and generally, high aptitude to work beyond their expected level
Every week, homework is given and will be marked and returned weekly to not only help students understand their weaknesses and how to conquer them but also let the teachers plan their next lessons to tailor student’s learning needs. In time, students will be doing weekly trial test drills in the same format and conditions of the actual test. This will help them students will develop effective exam strategies such as time management and scan-reading to do well in the test. As time is limited for the test, these skills will provide student with the boost they need to achieve successfully.
Term Two Program, 2015
The term two program follows on from the introductory lessons in term one. These lessons gave each student an initial exposure to the type of Mathematics, Reading, Writing and General Ability questions that are part of the Selective School test each year in March. As students have found, the educational standard in these subject areas is quite high, in my opinion, they are at a late Year 7/early Year 8 level. This is done to differentiate average selective school candidates from higher-achieving ones.
In term one; we discussed in class the importance of becoming familiar with General Ability as a subject. In my opinion, what differentiates candidates the most is General Ability. Therefore we will spend more time in this area in term two. Each week’s class will involve a detailed discussion and explanation of each week’s homework and subject area (i.e. Reading, Mathematics, Writing or General Ability). Once, we cover these areas under my guided tuition, we will focus on doing sample tests in term three. We will then focus on improving speed in tests in term four. All this takes time, but the overall aim is to build and maintain confidence for each student in the course.
Term Two program
Week 1 April 22nd: Homework and guided Writing
Week 2 April 29th: Homework and guided General Ability
Week 3 May 6th: Homework and guided General Ability
Week 4 May 13th: Homework and guided Mathematics
Week 5 May 20th: Homework and guided Mathematics
Week 6 May 27th: Homework and guided General Ability
Week 7 June 3rd: Homework and guided General Ability
Week 8 June 10th: Homework and guided Reading
Week 9 June 17th: Homework and guided Reading
Week 10 June 24th: Homework and guided Writing
Students undertaking English tutoring at Master Coaching can expect high quality service, which is personalised and delivered by coaches that are passionate and genuinely care for the students that are under their mentorship. We understand the transition from Year 11 to Year 12 English can be overwhelming – whether you are undertaking Standard, Advanced or Extension levels – due to the expectations and amount of content involved. English is a subject that requires a level of dedication and effort in ensuring success and at Master Coaching, both parents and students can be ensured that we are here to help!
Upon enrolment, students are asked to undertake an initial assessment, which involves an essay attempt of a stimulus material. This will allow us to generate an idea of their range of abilities and understanding and thus cater for the individualised needs of all students.
Lessons are one hour in duration and are developed per according to the needs and feedbacks of the students. The coaches at Master Coaching are high achieving individuals who have extensive experience and grasp of the necessary requirements and knowledge of the HSC English course that will enable their students to gain a competitive result.
Coaches often deliver their lessons centred around the purpose to strengthening students’ understanding their prescribe and related texts (including contextual ideas and techniques), essay construction and integration, analytical skills. Due to their own personal experience, students can also expect guidance in tackling questions under exam conditions and efficient methods of preparation for their school assessments and HSC papers.
Students are also expected to play an active role during these lessons. Coaching is a collaborative process and students are only able to maximise what they get out of their time at Master Coaching if they are willing to put in the work themselves as well! Whilst the polishing of skills is a progressive refining process, our friendly tutors will be right here helping the students, maximising their personal potential.
Term One Program, 2015
The term one introductory lessons give each student an initial exposure to the type of Mathematics, Reading, Writing and General Ability questions that are part of the Selective School test each year in March. The educational standard in these subject areas is quite high, in my opinion; they are at a late Year 7/early Year 8 level. This is done to differentiate average selective school candidates from higher-achieving ones.
In the first week of term one, we discussed in class the Selective School test, including a breakdown of marks according to subject areas. In my opinion, what differentiates candidates the most is General Ability. The main focus in term one is to allow the students to learn from their errors in sample tests and learn techniques to enhance improvement through practice. We will be doing sample papers and then analysing the answers methodically.
Term One program
- Week 1 January 28th: General Ability test and analysis
- Week 2 February 4th: General Ability test and analysis
- Week 3 February May 11th: Reading test and analysis
- Week 4 February 18th: Reading test and analysis
- Week 5 February 25th: Mathematics test and analysis
- Week 6 March 4th: Mathematics test and analysis
- Week 7 March 11th: General Ability test and analysis
- Week 8 March 18th: General Ability test and analysis
- Week 9 March 25th: Writing test and analysis
- Week 10 April 1st: Revision of Term One concepts and methods
At Master Coaching Hurstville we endeavour to give HSC English students of all levels personalised tutoring to best suit their needs. HSC English is the only compulsory course in Year 12, with every student in the state sitting either the Standard or Advanced English exams. Capable Advanced students may also take on English Extension One and Two after completing the relevant Year 11 course. Students undertaking HSC English at varying levels have different needs and desired outcomes upon commencing coaching. At Master Coaching every student is given a preliminary assessment based upon the level of English they are studying at school. The task combines elements from the Comprehension and Critical Response sections of the HSC Paper One. The one hour task takes the form of an essay, where students respond to a short unseen prose excerpt. Both the Standard and Advanced level questions are specifically tailored to illuminate problem areas for Standard or Advanced students. After completing the assessment, one of the English coaches will review the student’s work and discuss the student’s response with the student and their parents.
Coaching sessions for HSC English are held once a week for one hour on an individual basis. At their lesson students are encouraged to raise any questions they have from their work in class, including concepts they have not fully grasped or areas they feel were covered in a cursory manner. Students may also bring homework they are having difficulty completing. In the first few weeks, the coaching focuses on two key areas. Firstly, the ability to identify and meaningfully discuss a range of language, visual and film techniques is vital to success in all levels of Year 12 English. Techniques must be identified in the Discovery Comprehension and all four essays in Papers One and Two. Often students know the names of techniques but struggle to apply their knowledge to specific examples from texts and discuss the relevance of the techniques they have identified.
Secondly, essay structure is vital since all Year 12 students write four essays in the HSC exam, with an additional essay written by students in English Extension One. Most schools teach essay writing in the early years of high school. However, while markers expect that a student’s essays develop in sophistication, essay structure is rarely discussed in Year 12 at school. After these two key areas have been covered, coaching parallels what the student is covering at school, consolidating and extending what the student is learning. Students are encouraged to bring their school notifications for upcoming assessment tasks so the coach can help them prepare for class tests, assignments and exams. Year 12 students are set homework each week and regularly receive feedback based upon both exercises they complete in class and their weekly homework.
Discovery is the new area of study topic common to both the subjects English Advanced and English Standard. It encompasses the compulsory study of a prescribed text and a multitudeof related texts in which are chosen by the student.
The Board of Studies define the concept of discovery as:
“Discovery can encompass the experience of discovering something for the first time or rediscovering something that has been lost, forgotten or concealed. Discoveries can be sudden and unexpected, or they can emerge from a process of deliberate and careful planning evoked by curiosity, necessity or wonder. Discoveries can be fresh and intensely meaningful in ways that may be emotional, creative, intellectual, physical and spiritual. They can also be confronting and provocative. They can lead us to new worlds and values, stimulate new ideas, and enable us to speculate about future possibilities. Discoveries and discovering can offer new understandings and renewed perceptions of ourselves and others.”
The ability for a student to fully comprehend the area of study takes place through a careful consideration of the students prescribed text. Through a consideration of this text it can be seen that an effective link can be found between the contextual framework in which the text has been written and how this fits into the wider ethos of the topic. Therefore the new area of study forms as a basis for a multifaceted view upon how specific texts fit into the world around us.
Students must consider ultimately the Perceptions and ideas presented in texts that are constructed through a variety of language techniques, forms, features and structures. These perceptions may be represented within a historical, social, personal, cultural framework and therefore impact upon individual interpretations of the text. At Master Coaching we are well prepared to help a student individually in the interpretation and consideration of these key concepts in the prescribed texts student’s are studying. Thus, with individualised help, students will find that they can delve into their prescribed text in great detail. Students will therefore build their knowledge through analysis and build further confidence through personalised feedback.
Being a newly introduced topic to the English syllabus Master Coaching is aware of the importance of students to build confidence in areas of the unknown and therefore has developed fantastic resources to assist students to fully achieve their best. This is mainly achieved through the one on one help given to every student allowing for specific areas to be targeted. This targeting of key areas ultimately allows a student to achieve their full potential and continue on a path of success in the area of English.
The maths workshops will have a focus on working mathematically, including teaching your child skills surrounding
They will also develop skills and strategies to help them with most content areas.
In particular, we will look at a small number of topics from number, measurement and probability, to make sure your child gets help where they need it.
The English workshops will have a focus on comprehension of texts, exploring how to break down information so your child can clearly understand any piece of text. There will also be a focus on communication of written ideas.
The workshop will include a study on a variety of text types, including how to plan and implement a good piece of writing. There will be an exploration of important grammar and punctuation rules and common errors including strategies for implementing and recognising when to use these.
Algebra is a complicated topic that is developed throughout the Mathematics course up until the end of year 12. Because the basics are so important for later years, MC has developed a holiday program to consolidate the subject and make maths as easy and fun as it can be!
In these holiday workshops we will work in small groups, running through the entire topic of algebra from basics to challenging questions. They will cover the topics of algebra and equations, which are commonly applied to many other topics in maths. At the end of the session, a few exam-style questions will be completed to check understanding of the topics covered.
This is a fun, easy way to get students interested and motivated in maths!
Parents desire their child to do well at school. Each parent will have their own definition of the term ‘well’. Whilst some parents expect their child to excel, others just hope that their child does not suffer the frustration and the lack of self-esteem that they experienced at school. Many parents and students find coaching is a method of assuring that their best expectations are met.
However, how do you, as a parent, assess a coaching organisation or a tutor.
Firstly, you should look for someone who has been registered with the Australian Tutoring Association (ATA). See web www.ata.edu.au. Also, that person or organisation should have a plan for your child.
Secondly, you need to consider whether tuition or professional coaching is best for your child.
Do you think a private tutor, perhaps a known teacher who has already worked all day in a subject area at school is best?
Where do you do this tuition, in your home or theirs with the accompanying daily noises and distractions? There are obvious ethical and moral dangers here as well as a whole host of insurance issues that could leave both parties vulnerable. Again, many parents do this, with greatly varied results.
What about the well known coaching centres? Some organisations subscribe to the cram method of more is better, and this does bring the right result most times, particularly early in the coaching. However, most educators and psychologists agree that cramming leads to an unbalanced childhood.
At Master Coaching we find that we can achieve outstanding results with as little as one hour per week in coaching using experienced specially trained staff. Also our coaching centres are purpose-built to maximise the learning environment. Further, we have found that coaching in one subject, such as mathematics, will lead to improvements in all the students other subject due to our expertly designed programs and specialised coaching sessions…
How can we do this?
Our very experienced coaches, over many years of teaching, have learnt what educational researchers are now starting to confirm: That a child’s level of achievement is generally linked to their own subconscious evaluation of themselves. Raise a child’s level of expectation and their performance level will improve dramatically in every direction.
For this reason Master Coaching is much more than a coaching centre; motivation is very much a part of the strategy used in our tuition. We have created this letter to inform you, as a parent, as to our general approach and to encourage you to interact with us if you feel that we are not reaching our stated commitments. We do not make wild guarantees of success by our coaching systems, but we do promise that we will follow the guideposts to success outlined below. Your feedback at every stage is always welcomed and appreciated. Parents know when things are not going well with their child, but by using the Master Coaching systems you can be confident that your child will not only have the skills taught expertly, but motivation, attitude and confidence will be used in every session to maximise how well your child is achieving.
Guide Posts to success.
The aim at Master Coaching is to help students to achieve to their maximum potential in their schooling. However, while this is a stated aim we are realistic enough to appreciate the many factors involved in pursuing this goal – some of these factors are beyond our control and fall within the sphere of the family and the child’s own personal ambitions. Some of the more important guide-posts to success are:
1 Self Image.
Any child will only achieve the results that he or she realistically expects.
Parents should take advantage of every opportunity to raise a child’s level of expectation. Genuine praise and encouragement given liberally by a parent can often work miracles whilst sarcasm and/or negative comments can destroy a child’s confidence and ruin many hours of study and application no matter what the level of expertise the child is working at.
Master Coaching is always mindful of the importance of self-image and actively promotes this at coaching.
2 Goals and Objectives.
Children should aim for excellence in all their endeavours and to be continually moving towards the achievement of this goal. In pursuit of this ultimate goal many other more attainable goals can be set and reached in the process. (eg “achieving in the top half of the class,” or ” being promoted to the class above, “etc).
Homework is an important part of learning – often the ideas and concepts explained at school or at coaching are only fully mastered and understood by children later. Recall of work done previously is central to true learning. Every child should do some homework regularly.
All students enrolled at Master Coaching have the opportunity to take homework each week to reinforce the coaching lesson. In mathematics the homework takes the form of revision assignments which are marked and help to provide valuable information you, as a parent, will receive on your child’s Report Card.
4 Study Habits, Routines and Setting
It is important that children develop a good work-study, recreational routine, which allows them to make the best use of their available time.
Often much valuable study time is lost because students cannot organise their study notes or their study habits.
Neatness and correct setting out procedures are especially important in mathematics (and very important in every other subject as well). A child’s workbook is their study book and should be developed as such. Your child will remember and organise what they have learnt through one of , or a combination of , these three learning styles. There is the reader, about 60% of the population, who learn primarily through reading information. However, 40% of people, and your child may be in this large group, who cannot learn and retain information through reading. Most are auditory (hearing) learners, who need to hear the information. Have you noticed your child reading or mumbling when reading orally. Perhaps they need to be encouraged and learn auditory learning techniques. There is also the kinaesthetic learner who needs to manipulate the information in order to remember and learn. Master Coaching sessions involve all three methods of learning so that your child will experience the learning style(s) which will best help retention of information and learning. Many of our centres will conduct specialised study techniques courses to maximise exam results.
Television, radio or loud music are unwelcome distracters when studying. (Soft background music may actually help if it doesn’t intrude into the conscious state). Television or loud music can render study time to less than 20% efficiency. Other tips your child will learn are things like, people who cross their feet in examinations can make up to 20% more errors! Our coaching sessions not only deliver the learning, but how to maximise this learning to achieve their goals- like better marks in assessments and exams.
The guide-posts discussed above are the main criteria that lead to successful schooling. However, each child is different and quite often individuals have problems requiring unique and personal solutions. If you, as a parent, or your child, require individual counselling or advice then this can also be arranged.
Remember, at Master Coaching We really care about every student entrusted to us for coaching
MASTER COACHING HURSTVILLE