Tutors in Eveleigh include a university tutor with a decade of K–12 and undergraduate experience, an IB 43/45 (ATAR 99.70) school dux and childcare mentor, ATAR 99.75 achievers, International Olympiad participants, award-winning science and maths scholars, peer mentors, experienced English teachers for primary students, and subject specialists across psychology, engineering, medicine and veterinary science.
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I think Velvet and Kirsten are starting to work well together. The book is really helpful to learn about the theories and what works in a practical sense.Lian, Erskineville
Year 6 student Olivia practised converting between fractions, decimals, and percentages and also worked on finding percentages of quantities in everyday contexts.
Year 8 student Mason focused on expanding and factorising algebraic expressions as well as solving quadratic equations using the completing the square method.
Meanwhile, Year 9 student Aisha tackled trigonometric identities and began introductory differentiation, reinforcing both with targeted practice questions.
A Year 9 student showed a tendency to "jump to what he thinks is the answer—often a guess if he doesn't follow a logical process," especially in pattern and word problems.
In Year 7, one learner often avoided writing working out on paper, preferring mental calculation, which led to repeated basic errors ("Writing his working out on paper rather than doing it all in his head").
At senior level, hesitation with new types of questions surfaced: as noted in Year 11, "she hesitates to try and asks me how to do it rather than try it herself first." This can leave students feeling uncertain when independent problem-solving is required.
One Eveleigh tutor noticed a big shift with a Year 11 student who, after struggling to complete differentiation problems independently, managed to work through tricky questions on her own and even explained new methods back to the tutor.
In another high school session, a Year 10 student—who used to rush through area and perimeter questions without checking—has started pausing to think through each step before answering, leading to more accurate solutions.
Meanwhile, a younger student has begun asking for help when stuck rather than guessing quietly, showing much more openness during problem-solving.
