Chapel Hill's tutors include a qualified school teacher aide with five years' experience supporting diverse learners, a Bachelor of Educational Studies graduate completing her Master of Teaching (Primary), an award-winning biomedical scholar (OP 1, GPA 7), seasoned high school and university peer mentors, experienced K–12 English and maths tutors, and accomplished youth coaches and science communicators.
Washim was absolutely fantastic with our daughter Josephine! He was very patient and knowledgeable. Josephine went from a C student in Semester 1 to an A student in Semester 2 last year. The only variable that changed was tutoring with Washim during that period of time.Genevieve, Kenmore
Year 6 student Alex worked on division skills, converting fractions to decimals, and applying the order of operations through targeted practice.
In Year 8, Jamie focused on consolidating index laws—covering multiplication and division of indices—and practiced calculations with negative integers, reinforcing sign rules.
For Year 10, Sam reviewed simple and compound interest problems and revisited last year's finance topics for consolidation ahead of upcoming assessments.
Alex does rush through some of his multiplication which causes wrong answers.
In Year 8 algebra, a student struggled to break complex problems into manageable steps without support, making equation manipulation harder than necessary.
For a Year 11 student, forgetting to bring notes and not recapping past topics meant essential area formulas were inconsistently recalled during lessons.
A different senior student lost focus midway through multi-step problems and found it hard to re-engage, particularly when revising for exams in measurement and linear equations.
A Chapel Hill tutor noticed Lizzie, a Year 10 student, moving from hesitation with linear equations to tackling most questions independently after just a brief explanation.
In a recent high school session, Felix demonstrated genuine progress by recalling Pythagoras' Theorem accurately without prompts—something he'd previously needed reminders for—and even welcomed exam feedback, openly discussing areas he found tricky rather than brushing them aside.
Meanwhile, Alex in Year 7 has started breaking down word problems independently, showing much more independence than earlier in the term when he would wait for guidance before attempting new challenges.
