Tutors in Petwood include a seasoned K–12 teacher with a psychology background, university-trained physicists and mathematicians (including ATAR 99+ scorers and research award recipients), experienced piano and sports coaches, peer mentors, primary literacy specialists, childcare educators, Olympiad medallists, and academic prize-winners—each bringing impressive expertise and genuine passion for working with students.
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Impressive Meera is a great tutor, patient and explains well. She takes a keen interest in her student's learning and progress. Keep up the good work!Shirin
Year 4 student Sydney worked on building confidence with multiplication and division using textbooks and worksheets, then moved to fraction fundamentals and equivalence, including representing fractions on number lines.
Year 9 student Josh focused on algebraic manipulation, tackling more challenging problems involving multiplication, division, and common factors before revising trigonometry basics such as SOH CAH TOA through both written examples and visual aids.
Meanwhile, Year 12 student Sophie concentrated on calculus skills by practising differentiation from first principles for functions involving square roots, alongside revision of integration techniques applied to definite integrals with unknown limits.
A Year 3 student working on fractions and decimals showed confusion when converting between representations, sometimes misidentifying 1/4 as 0.33, which slowed progress in related tasks. As one tutor noted, "she kept thinking it was 0.33 rather than 0.25."
Meanwhile, a Year 10 student tackling algebraic worded problems often struggled to translate scenarios into equations under time pressure, making multi-step solutions harder to construct and check for accuracy.
In senior maths (Year 12), difficulty arose when attempting unseen problem types without first reviewing underlying principles—this led to repeated revisiting of similar errors during practice exams.
One Petwood tutor recently noticed a Year 11 student who, after struggling with integration techniques, began exam revision early and managed to tackle complex integration problems by independently rearranging expressions—something she hesitated to attempt before.
Another high schooler made a real shift in his approach to algebra: last week he needed reminders for key steps, but this session he took on feedback and completed challenging questions without prompting.
Meanwhile, a younger student who used to guess when unsure now actively asks for help with times tables and checks her own work; today she filled out the multiplication chart up to 11 entirely on her own.
