Tutors in Hamersley include a Kumon instructor experienced with Year 3–12 maths, a former school lecturer and ATAR medalist, an award-winning Olympiad participant, a university STEM gold medallist, qualified Education Assistants with classroom experience, high-achieving recent graduates, seasoned peer mentors, and tutors with advanced degrees from UWA and Curtin—all passionate about supporting students' growth.
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You'll get feedback on each lesson, so you know how your child gets on.
Max really enjoyed the first session with Jayden. He found it helped to focus and understand his maths tasks.Karen, Carine
Year 8 student Alex worked on factorising algebraic expressions and solving equations using elimination and simplification strategies.
Year 10 student Olivia focused on interpreting memoir texts, specifically analysing simile, alliteration, organic imagery, juxtaposition, and tone in "Born a Crime" to prepare for a comparative essay on moving to a new place.
For Year 6 student Ethan, recent lessons included adding and subtracting fractions as well as converting between decimals and fractions through step-by-step examples.
A Year 9 student tackling algebra was observed skipping written steps in multi-part questions, making it difficult to catch sign errors—"needs to display working out for test situations or for long calculations with multiple steps."
In a Year 8 maths session, incomplete homework meant one learner hadn't practiced division methods before an upcoming test.
Meanwhile, a senior student preparing for binomial expansion leaned heavily on calculator checks instead of reviewing their own simplification process.
For a Year 5 lesson, drifting attention and distractions led to forgotten times tables mid-task, causing pauses as the student searched for answers already learned.
A tutor in Hamersley noticed a Year 9 student who used to freeze on algebra questions now working through equations with clear logic and even simplifying expressions without prompting.
Another high schooler recently handled a tricky science problem by independently explaining all the forces acting on a canoe, something he hesitated to do before.
In Year 3, one student—who often mixed up similar letters—was able to write most of the alphabet clearly by lesson's end, only flipping 'p' and 'q' once. The session finished with her writing neatly on lined paper for the first time.
