Tutors in Lota include a 3+ year private tutor and UQ Academic Excellence Scholar (OP1, multiple state and national STEM awards), a Physics Honours student with a 99.1 ATAR and three years' tutoring, an experienced K–12 maths/physics coach, a seasoned primary teaching graduate, academic competition medallists, peer mentors, and dedicated youth coaches with Blue Cards.
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High school or primary, you'll get a tutor that fits your needs.
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You'll get feedback on each lesson, so you know how your child gets on.
Tutor was energetic, professional and dedicated. Trish, lifted and motivated our son as well. Best move we've made.Judy, Lota
Year 3 student Ava practised multiplication facts for 2, 3, 5, and 10 and solved true or false statements about these tables.
Year 10 student Sam worked on **quadratic equations** and explored exponential functions and their graphs to strengthen algebra skills.
For Year 11, Mia focused on arithmetic and geometric series, tackling sequence questions using **formulae and diagrams** to visualise patterns.
A Year 3 student was often eager to "rush through" addition and subtraction tasks, which led to skipped steps and confusion between operations—"Lucas sometimes draws an extra circle or misses one because he is really fast," noted a tutor.
In English, another child hesitated to read aloud challenging words, preferring comfort-zone vocabulary over unfamiliar terms; this reluctance limited confidence growth during reading sessions.
For a senior student in data handling (Year 10), plotting graphs became difficult when they forgot to double-check bracket placement in formulas, leading to incorrect results that had to be retraced from scratch.
A Lota tutor recently noticed Ruby, a high school student, now applies the seasonal index formula independently to identify trends—something she previously needed step-by-step guidance for.
Isaac, also in high school, was able to graph exponential functions on his own and accurately predict their behavior after struggling with this abstract topic just weeks ago.
In primary sessions, Lucas began asking for help when he didn't understand subtraction with borrowing rather than quietly guessing—he then completed all his subtraction exercises correctly without prompting.
