Tutors in Curramore include a 40-year veteran educator with primary, TAFE and international teaching experience, a seasoned secondary mathematics teacher with multiple degrees and HSC expertise, recent high-achievers who topped Extension Maths and Sciences, award-winning peer mentors, youth coaches, creative writers, accomplished music instructors, and passionate university students in neuroscience and education.
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Skilled 
Standard Maryam organised some activities in order to assess his knowledge and levels in Maths. My son connected with her.Getrudes
Year 8 student Ava focused on simplifying ratios and solving ratio problems from her classwork, using step-by-step examples.
In Year 10, Ethan revised algebra basics and surds through pre-test questions to strengthen his foundational skills.
For Year 11, Laaibah worked through network concepts such as shortest path and minimum spanning trees, tackling exam-style problems with diagrams to prepare for assessment tasks.
In Year 11, a recurring obstacle was incomplete or missing homework—such as financial maths assignments and network diagrams—which limited the chance to address gaps before assessments.
In Year 9, "she skipped showing steps in algebra, which hid sign errors," so her written work became hard for markers to follow and correct.
A Year 12 student tackling HSC finance questions often relied on calculators but avoided setting out calculations line-by-line; this made it difficult to spot where misunderstandings crept in.
Across several grades, not reading worded problems carefully led to misinterpreting what was being asked—especially with multi-step ratio and trigonometry tasks.
A tutor in Curramore recently noticed a Year 10 student who used to skip working out is now consistently showing each step for ratio problems, which has helped her catch errors before submitting answers.
A Year 11 student demonstrated a shift from relying on hints to independently completing several challenging network and critical path analysis questions—something she hesitated with previously.
In Year 6, one student who struggled to explain how she solved area questions can now clearly talk through her reasoning while working, showing more ownership of her process. Last session, she finished all assigned problems without needing prompts.
