Tutors in Gooseberry Hill include a science faculty head and teacher with 33 years' experience and a doctorate, a primary education master's graduate who was also a school principal, an ATAR 99.55 college dux and peer mentor, experienced K–12 maths tutors, accomplished engineers and software developers, and passionate early-years specialists.
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Outstanding The tutoring is going really well. Olivia absolutely loves working with Sarah. Sarah's attitude and approach to Olivia is wonderful and Olivia is already showing signs of improvement.Rachael, Gooseberry Hill
Year 7 student Alice worked on converting between percentages and decimals, then applied these skills to real-life word problems.
For Year 9, Liam practiced solving linear equations and explored how to graph straight lines, using diagrams to reinforce the link between algebraic rules and their visual representation.
Meanwhile, Year 10 student Maya tackled factorising quadratics and learned how to use the quadratic formula for finding x-intercepts in parabolic graphs.
A Year 8 student often skipped writing intermediate steps in algebra, which led to hidden sign errors and lost marks—"he can do it in his head, but missed a negative when expanding."
In Year 11 trigonometry, not showing working or reading questions carefully caused confusion about SOHCAHTOA and incorrect answers.
For a Year 5 lesson on fractions, messy layout made it hard for both the student and teacher to follow his reasoning; "his 6 looked like a 0," the tutor noted.
Memory lapses after short gaps meant that previously mastered concepts like box plots and power laws had to be re-taught instead of moving forward.
One Gooseberry Hill tutor noticed a real shift in Remy, a Year 10 student who used to avoid linear equations due to past frustrations; this week, she chose to tackle them first and worked through her initial annoyance, even asking deeper questions about their purpose.
Meanwhile, Niru (Year 9) started showing initiative by trying out his own methods on problem-solving instead of relying solely on memorised steps—something he hadn't done before.
At the primary level, Josh (Year 5) has begun clearly talking through his algebraic reasoning aloud rather than just writing answers quietly, making it easier to catch mistakes together.
