Tutors in Piesse Brook include a 33-year veteran science and maths teacher with a doctorate, a peer mentor who achieved ATAR 99.55 and multiple academic scholarships, school Duxes, university medalists, seasoned K–12 educators, national competition winners, and passionate youth mentors with experience spanning classroom teaching, early learning, and specialist coaching roles.
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Standard The tutor connected really well with my son. My sons' grades increased significantly within the six months of tutoring.Orla, Kalamunda
Year 8 student Eliza focused on index laws and solving equations involving negative numbers, also practicing subtraction of fractions with different denominators.
For Year 9, Sam worked through trigonometry—specifically SOH CAH TOA and its inverse functions—and reinforced skills in factorising quadratic expressions using guided practice problems.
Meanwhile, Year 10 student Daniel revised linear systems of equations by both graphing and substitution methods, then explored quadratic graph transformations such as vertical and horizontal shifts.
A Year 7 student was observed relying on copying previous steps without understanding why, which led to confusion when tackling new types of algebraic problems.
In Year 9, one learner's tendency to write messily—"he mistook a 36 for 30 after rewriting the 6 to look more like a 0"—caused errors that slowed progress during equation solving.
A senior student (Year 11) hesitated to start trigonometry questions unless prompted, stemming from low confidence and fear of mistakes.
Meanwhile, a Year 10 session revealed skipped working in linear equations; this made it hard to spot sign errors or check reasoning under time pressure.
One Piesse Brook tutor noticed a big shift with a Year 11 student who used to hesitate on factorising quadratics—last week, he jumped straight in and started checking his answers by multiplying out, a strategy he picked up independently.
In another session, a Year 9 student who'd previously struggled to explain her reasoning began talking through each step when working with linear equations, making fewer errors as she verbalised her process.
Meanwhile, a Year 4 student surprised the tutor by connecting his own ideas to solve worded maths problems without prompting, showing new initiative and logic beyond memorised methods.
