Tutors in Greenhill include a PhD-qualified science educator with secondary teaching experience, national robotics and science competition winners, multiple ATAR 97–99.6+ graduates, university students in medicine, law and engineering, seasoned K–12 music and debating mentors, peer leaders in maths and English, accomplished youth sports coaches, and award-winning creative writers.
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Josh has got off to a good start with Owen. He is always much happier once he has had an hour with Owen going through his Math. We see it is helping Josh with his confidence. At this point, thumbs up and wish we had done this a year ago...hindsight is a gift.Paul
Year 4 student Alyssia focused on adding and subtracting mixed number fractions with different denominators, then practised creative writing using commas and exclamation points.
In Year 9, James revised coordinate geometry by graphing points in different quadrants and determining if given points lie on specific lines.
For Year 11 Chemistry, Alyssia tackled titration calculations by applying molar ratios and rearranging n = m/M and C × V equations to solve practical problems.
A Year 4 student's session highlighted ongoing challenges with handwriting—mid-sentence capital letters and rambling sentences made their work hard to follow, sometimes causing ideas to get lost.
In a Year 10 algebra lesson, the tutor observed: "He preferred to look at what he'd already done rather than try new questions," revealing an over-reliance on prior answers instead of attempting unfamiliar problems.
Meanwhile, a senior chemistry student repeatedly referenced formulas instead of applying concepts independently during multi-step calculations; this slowed progress when adapting methods to new types of exam questions. The hesitation lingered even as test deadlines approached.
One Greenhill tutor noticed that Oscar, a Year 5 student who previously hesitated with fractions, was able to work through fraction problems almost independently this week and started using commas correctly to separate ideas in his writing after reminders.
In a recent high school session, Alyssia showed real progress in chemistry: after needing step-by-step support with titration equations at first, she completed mixed-ratio questions entirely on her own by the end of the lesson.
Meanwhile, Lucy, also in high school, demonstrated new initiative by identifying her weak points in statistics and tackling practice questions with far less reliance on previous examples than before.
