Tutors in North Brighton include a 10-year classroom teacher with multiple teaching awards, a university medallist and SACE Merit recipient (ATAR 99.40), seasoned K–12 maths and science tutors with national STEM accolades, an "Outstanding" UK-qualified secondary teacher, youth mentors, peer coaches, and several academic high-achievers across medicine, engineering, robotics and the arts.
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Standard We are very happy with everything and things are going well. James is a great tutor and my son has been very comfortable and getting a lot out of the tutoring every week.Christina, Somerton Park
Year 4 student Ben practised multiplication facts for 2s and 3s, strengthened understanding of place value up to 1,000 using visual aids, and worked on reading aloud narrative texts with a focus on literal comprehension.
In Year 6, Chloe reviewed how to express decimal numbers as percentages and vice versa, and solved problems involving percentages of amounts and simplifying ratios.
Meanwhile, Year 7 student Mason completed NAPLAN numeracy practice questions with calculator use, focusing on relationships between fractions, decimals and percentages as well as correct terminology for equivalence in fractions.
A Year 7 student struggled to organise written work clearly in maths, especially when labelling headings on the place value board—this led to confusion between hundredths and hundreds of thousands, as one tutor observed: "Headings were mixed up, making it tricky to keep track of values."
In Year 10 algebra sessions, skipping working steps meant sign errors went unnoticed until final answers were checked.
Meanwhile, a Year 3 student avoided reading unfamiliar words fully and guessed based on context rather than decoding; this slowed their progress with new vocabulary and affected comprehension during narrative tasks.
One North Brighton tutor noticed a Year 10 student, Brooke, who used to rely heavily on her calculator for complex equations now choosing to solve algebraic problems by hand and accurately explaining her steps—a real shift towards independent problem-solving.
In another session, a Year 8 student, Prajna, who was previously hesitant with division facts of 9 now recalls them instantly and recently completed BEDMAS exercises without errors.
Meanwhile, Jye in Year 4 has started self-correcting his reading out loud; instead of skipping tricky words as he did before, he now pauses to decode them using strategies discussed together.
