Tutors in Freemans Reach include a university mathematics lecturer with expertise from algebra to actuarial science, an HSC Extension 1 Maths dux and academic excellence awardee, a selective school graduate with a 98 ATAR and tutoring experience, seasoned Kumon assistants, disability support mentors, and dedicated K–12 specialists spanning law, nursing, psychology, and education pathways.
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You taught my daughter how to be a good student, and those skills will serve my daughter in all other classes in the future. Thank you.Nigel
Year 4 student Ava worked on breaking numbers into tens and ones for addition and subtraction, as well as reading longer passages to improve fluency.
For Year 9, Tom focused on financial mathematics with an emphasis on calculating interest, then reviewed simultaneous equations and inequalities from school lessons.
In Year 11, Sarah completed revision of algebraic factorisation before moving on to indices and solving linear equations using practice questions from her recent exam.
A Year 8 student repeatedly needed reminders to focus during English lessons, often chatting instead of working; she seemed to distract herself to avoid doing tasks, one tutor noted, which slowed progress and meant some homework was left incomplete.
In senior Business Studies (Year 12), another student struggled with organisation—relying on last-minute revision and not maintaining notes or consistent practice, leading to bottlenecks before exams and gaps in applying theory under timed conditions.
A Year 10 maths student avoided writing out full solutions for algebra problems, making it hard to catch errors and slowing their improvement with factorising.
One Freemans Reach tutor noted a Year 12 student who, after previously hesitating to tackle past HSC questions under time pressure, successfully answered multiple-choice and extended response items with much greater accuracy during their session.
A Year 10 student, who once struggled to independently solve algebraic equations, now routinely applies the distributive law without prompting and even checks his own working for errors.
Meanwhile, a younger primary student has begun reading longer texts aloud with noticeably less hesitation, breaking down tricky words into smaller sounds and self-correcting when she gets stuck.
