Tutors in Macquarie Park include a Monash teaching assistant with a PhD scholarship and international math awards, a seasoned K–12 Kumon tutor, an experienced university physics and engineering mentor, primary specialists for Years 2–6, multilingual high-achievers with top board exam results, accomplished peer mentors, published researchers, and Olympiad-placing graduates from globally ranked universities.
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Skilled
Standard Olivia is doing GREAT! She gets on well with Alex and he is very good at making it fun and keeping it interesting. (she is easily distracted so this isn't easy!)Annie, Gordon
Year 4 student Zara focused on place value and rounding to tens and hundreds, then practiced addition strategies for multi-digit numbers.
In Year 8, Daniel worked through surface area of cylinders, applying the formula in worded scenarios and reviewing volume calculations for a range of 3D shapes.
Meanwhile, Year 10 student Lily tackled trigonometric ratios with bearings and solved angles of elevation and depression questions using diagrams to visualise real-world contexts.
A Year 10 student in algebra needed reminders to show working, especially when forming equations—needs to start independently form equation of question for which a revision test is scheduled for next class.
In Year 11, time management emerged as an obstacle during exam strategies; planning responses more efficiently was discussed after rushed answers cost marks.
For a Year 6 geometry assessment, "test score 18.5/40" reflected gaps in both content and exam confidence.
One Year 7 learner hesitated to attempt questions due to fear of mistakes, leading to less written practice and slower improvement each session.
A Macquarie Park tutor recently noticed a Year 11 student who, after previously hesitating to ask for clarification, now actively seeks help when stuck on trigonometry problems—this shift has led her to solve more complex questions independently.
In another session, a Year 9 student who struggled with quadratic equations last term managed to work through several examples without errors and even identified areas he wanted extra practice in.
For a younger learner in Year 3, reading aloud became smoother; she now tackles unfamiliar words by sounding them out instead of skipping over them, finishing her first storybook without prompting.
