Tutors in Battery Hill include a seasoned K–12 teacher with decades of leadership across elite schools, an English and EAL/D specialist supporting diverse learners at St Columban's College, award-winning peer mentors and music tutors, youth camp leaders, and university scholars with advanced degrees in education, science, maths, creative writing, engineering and health.
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Absolutely couldn't be happier with this service. My daughters grades have improved leaps and bounds. The tutor she has is amazing.Very friendly people,also reliable. Also the price is reasonable and easy payment methods. Highly recommended LesleyLesley
Year 4 student Summer worked on addition and subtraction using number lines and reading analogue clocks, focusing on real-life scenarios.
In Year 8, Rebecca tackled simplifying algebraic terms and finding rates through homework questions she'd missed or found tricky in class.
Meanwhile, Year 10 student Joshua reviewed surface area of 3D shapes and applied Pythagoras' Theorem by working through targeted revision questions from his maths textbook.
In Year 11 Engineering, a student relied heavily on school resources and needed to clarify teacher expectations, especially for assignments—he must actively ask and bombard his teachers with questions, one tutor noted.
A Year 10 learner's note-taking in Maths was inconsistent; annotation-making for equations also needed work, leading to repeated small errors in algebra.
Meanwhile, a Year 4 student skipped homework for multiplication tables, making it harder to build confidence and fluency during sessions.
In senior Maths, over-reliance on calculators meant difficulty with rounding/significant figures—when asked to solve by hand, the process broke down.
One Battery Hill tutor noticed a Year 11 student who previously hesitated to ask questions now actively requests clarification when stuck, especially with rearranging equations—a big shift from earlier sessions where he'd stay quiet and guess.
In Year 8 maths, another student had struggled with indices but, after some targeted practice, was able to solve these problems independently by the end of the lesson.
Meanwhile, a younger learner who used to get distracted during writing tasks stayed focused for an entire session and typed out her assignment introduction without reminders.
