Tutors in Coburg North include an ATAR 99.7 graduate, a university mathematics major, a VCE maths and physics tutor with research credentials, a Master's-qualified early childhood teacher, PhD and Honours scientists, seasoned K–12 tutors and mentors, school educators, creative writing specialists, and accomplished academic prizewinners across science, engineering and the humanities.
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Impressive It is only one week since we commenced Grade 6 maths tutoring but so far I have been extremely happy with the overall service, communication levels, speed of commencement and we now have a lovely tutor that I think my daughter will enjoy working with on a weekly basis.Shelley Barrett, Coburg
Year 4 student Sarah focused on phonics and common spelling words, practicing through reading exercises.
For Year 11, Michael worked on applying Newton's laws to cars with trailers involving friction, as well as inclined plane calculations using F=ma.
Meanwhile, Year 12 student Alex explored electromagnetic fields—covering ratios, dot and cross products—and extended this into Lenz's and Faraday's laws by analyzing flux changes using diagrams.
In Year 12 Physics, Erin's exam and SAC performance has often been affected by time management and confidence when translating worded problems into equations—one session noted, "she wasn't fully able to answer a 3-mark written response about Air resistance…and seemed a little rattled."
Calculator entry errors have also recurred, with correct formulas but inaccurate final answers.
Earlier in the year, she occasionally arrived without worked homework questions due to organization lapses.
In contrast, a Year 4 student's work revealed frequent issues with handwriting clarity and layout when tackling Venn diagrams or reading comprehension tasks, making their reasoning difficult to follow during review.
A tutor in Coburg North noticed a high school student who, after previously losing marks to small errors and timing issues on her SACs, now confidently explains her maths reasoning out loud and has started critiquing and defending her solutions—something she used to avoid.
Another older student recently took the lead in sessions by setting the agenda herself, bringing up integrals and wave problems she wanted help with, showing a new level of independence compared to waiting for guidance.
Meanwhile, a younger primary student who once rushed through reading is now pausing to sound out words before moving on.
