Fern Tree's tutors include an assistant professor with a decade of university lecturing, a Dux and ATAR 99.7 achiever now studying medicine, a PhD biochemist and seasoned VCE maths/chemistry tutor, primary and secondary school teachers, Olympiad participants, peer mentors, STEM gold medallists, and youth coaches skilled in engaging students from early years through to advanced levels.
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JJ has been fabulous so far, he has just the right disposition for Annabelle, he is patient, calm and informative and Annabelle has already developed new strategies and enjoying maths more than when she first started.Simone
Year 12 Aimee focused on revising Organic Chemistry for her upcoming SAC, tackling practice exam questions and consolidating IUPAC naming skills.
Year 12 Alissa worked through Food Chemistry revision, discussing content she felt less confident about and practising exam-style questions on topics like equilibrium and thermochemical equations.
Meanwhile, Year 12 Charli reviewed immune system concepts from Unit 4 Biology, applying her understanding to multiple choice and short answer questions while also recapping CRISPR-Cas9 gene technology.
In Year 10 English, Scarlett sometimes rushed through reading aloud, skipping words which can alter the meaning of what she is reading, as a tutor noted. This led to confusion in sentence structure exercises and difficulty forming detailed sentences with unfamiliar vocabulary.
Meanwhile, Aimee (Year 12 Chemistry) often became overwhelmed by complex exam questions, occasionally missing marks for not labelling units or breaking problems into manageable steps. When stressed by lengthy equations or data interpretation tasks, her written workings lacked detail and accuracy, causing repeated small errors during SAC preparation.
One Fern Tree tutor noticed Aimee, a high school student, now regularly speaks up when something doesn't make sense—she used to hesitate but has begun raising questions during chemistry sessions and even attempted new types of problems before they're covered in class.
Charli, also in high school, has started highlighting her weaker areas at the start of lessons so they can be tackled directly; this shift from passively working through tasks to active self-reflection is making her understanding much deeper.
Meanwhile, Cameron (Year 7) recently wrote a creative story with enthusiasm and quickly took on feedback about grammar, showing more independence than in earlier weeks.
