Tutors in Currimundi include a former Head of Mathematics with decades of classroom experience, a K–12 maths and science specialist from leading local schools, an accomplished learning support teacher with postgraduate credentials, a peer mentoring Dux (ATAR 95.5), experienced primary educators, creative writing coaches, and youth leaders skilled at engaging students across all academic levels.
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Rueben has been a great fit for Gabrielle. He is an excellent tutor and goes through the steps for the maths problems. Gabrielle feels he explains things so she can understand. Rueben is very easy to talk to and he communicates with us. He is also up with the curriculum.Monette
Year 4 student Summer worked on addition and subtraction using number lines and reading analogue clocks, focusing on problem areas from recent classwork.
In Year 10, Ryan completed a maths assignment requiring him to develop a dinner menu for a party, applying percentages and calculations around costs.
Meanwhile, Year 11 student Joshua practiced differentiation and sketching cubic functions, including work with tangents to equations in preparation for his PSMT task.
In Year 11 Engineering, there was a noticeable reluctance to seek clarification from teachers or adapt assignment strategies to teacher expectations; as one tutor observed, "he must actively ask and bombard his teachers with questions."
Meanwhile, a Year 8 student struggled to keep subject notes organized—mixing different topics together and facing IT issues that blocked access to online homework.
In Year 5 Maths, incomplete homework and missing multiplication practice meant key skills didn't get reinforced at home.
During senior calculus revision, skipping written steps in differentiation led to repeated sign errors and time lost hunting for mistakes instead of consolidating new techniques.
One Currimundi tutor saw a Year 11 student move from uncertainty with calculus rules to confidently applying product, quotient, and chain rules independently—he even remembered tricky trigonometric equations from the previous lesson and solved them without prompting.
A Year 8 learner who used to hesitate now openly asks questions about problem-solving steps, especially when rearranging equations; previously he'd stay quiet if unsure.
Meanwhile, a younger student in Year 4 started working through money and subtraction problems without help for the first time, after weeks of needing frequent guidance. She finished her worksheet on her own this week.
