Bardon's tutors include a secondary maths and science teacher with international experience, an ATAR 98.8 graduate and multi-subject tutor, university medalists in engineering and IT, experienced K–12 mentors and coaches, peer support leaders, music scholars, published researchers, and seasoned educators—each bringing impressive academic records and a genuine passion for teaching young people.
We are very happy with the tutoring and our tutor is very good with my children. They are really enjoying it and this speaks volumes as they were both very opposed to the idea!Sarah, The Gap
Year 5 student Oskar worked on algebra and number patterns using his Year 5 Maths Resource book, with extra practice set for homework.
A Year 7 student used real-world Kokoda Challenge event data to calculate average speeds between checkpoints, applying rate and time calculations in a practical context.
For a Year 10 student, recent lessons included probability concepts, normal distribution curves, and an introduction to derivatives and exponential distributions.
In Year 7 algebra, skipping the habit of back-checking led to "a few minor errors which checking could easily fix," especially when fractions were involved.
A Year 11 student tackling derivatives sometimes began new questions before finishing previous ones, causing confusion and unfinished working.
In upper primary, homework in multiplication was occasionally left incomplete or not attempted with pencil and paper, despite reminders.
For a Year 8 word problem set, rushing to answer before fully understanding the question resulted in misinterpreted tasks; as one tutor observed, "he needs to work on fully understanding what a question is asking before attempting it."
One Bardon tutor noted a Year 10 student who used to quietly guess through division questions now talks aloud while working, and has started double-checking answers with pencil and paper—something he'd never done before.
In Year 8 maths, another student who often avoided larger worded problems has begun breaking them into steps using new strategies, showing clear independence in tackling multi-part questions.
A Year 4 learner, previously hesitant with subtraction, now solves bigger addition and subtraction tasks out loud, explaining her thinking as she works. Last week she completed her homework without any reminders or prompts.
