Gisborne South's tutors feature a former VCE Maths teacher with mentoring experience, multiple peer mentors and academic high-achievers including ATAR 96.9 and 95.7 scorers, an Australian Table Tennis national squad member, Science Olympiad and Maths Competition awardees, accomplished musicians, student leaders, and passionate STEM university students—all bringing proven skills in teaching, coaching, and inspiring K–12 learners.
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Reach goals and improve grades faster with private, 1-to-1 lessons.
High school or primary, you'll get a tutor that fits your needs.
Our tutors show WHAT to study + HOW to study
You'll get feedback on each lesson, so you know how your child gets on.
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The tutoring with Matthew is going well. Finn had his first test in class since starting tutoring and he scored 95 percent, which is a significant improvement. It is also helping with his confidence, which is key to him doing well.Nathan
Year 7 student Ava revised algebra basics and number patterns, using worked examples to build fluency.
Year 9 student Ella focused on solving simultaneous linear and quadratic equations as well as exploring families of quadratic polynomial functions through targeted practice problems.
Meanwhile, Year 11 student Oscar practised applying the derivative formula from first principles and worked on drawing derivative graphs, with support from textbook chapters and visual aids.
A Year 11 student was often over-reliant on the CAS calculator for index laws and rationalising denominators—"needs to be less reliant on calculator"—which meant fluency with algebraic steps lagged behind conceptual understanding.
In Year 10, another student's written work in simultaneous equations sometimes lacked clear layout, so "reviewing basics of algebra such as rearranging equations must be done consistently."
Meanwhile, a Year 8 learner focused revision mostly on easy material, avoiding more challenging problems; this led to strong speed but gaps when facing novel exam questions.
In creative writing (Year 9), hesitation about experimenting with structure slowed progress.
A tutor in Gisborne South noticed one high school student who had struggled with drawing derivative graphs now confidently sketches them without prompting, showing real independence compared to earlier sessions.
Another win came from a Year 11 student who used to hesitate when planning essays; she's now able to articulate her vision for creative writing and independently connect ideas across body paragraphs after focused brainstorming.
In the middle years, a student who once mixed up profit and discount concepts now quickly applies the correct formulas for both during practice problems—finishing all assigned questions without hints.
