Tutors in Para Hills West include a 20-year veteran early childhood educator with curriculum design expertise, an ATAR 98.65 graduate and school dux, university-level STEM mentors, seasoned K–12 learning support specialists, Maths Olympiad awardees, experienced peer and youth mentors, and academic high-achievers recognized for excellence in science, maths, and leadership roles.
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Impressive Alicia, is softly spoken and paced and this appeals to my teen Rose. Alicia picks up when Rose hasn't understood and works to explain it differently until she does. We are very happy with the confidence Rose has gained in maths & the skills she can now apply at school.Ali, Para Hills
Year 4 student Chloe practiced **simplifying fractions** and worked on comparing and ordering fractions using visual number lines.
Year 7 student Ali focused on **solving algebraic equations** and completed maths homework involving both short and long multiplication and division methods.
For Year 9, Ethan revised **area and perimeter calculations** by tackling a mix of worded problems and practice questions from school homework.
A Year 7 student repeatedly forgot to complete assigned homework, particularly for fractions and time problems; as a tutor noted, "forgets to do homework," which led to missing vital practice between sessions.
In Year 10 algebra, confusion with rearranging formulae became apparent when steps were forgotten or skipped—resulting in errors that compounded across questions.
A Year 5 student sometimes hid mistakes by erasing working instead of reviewing them, especially in subtraction exercises. These patterns left gaps unaddressed and created frustration during lessons when previous content needed re-teaching before moving forward.
One Para Hills West tutor noted a Year 9 student who used to avoid asking for help now speaks up when stuck on algebra, showing more independence.
A Year 7 student who'd struggled with division moved from scoring 40% to 85% on worksheets after regular practice and now attempts harder problems without prompting.
Meanwhile, a primary student recently began reading aloud and spotting her own mistakes—a shift from last term, when she would read quietly and skip tricky words.
Last session, she chose to read the next chapter out loud on her own initiative.
