Tutors in Punchbowl include a university medallist and ex-maths lecturer, an ATAR 97.65 scorer and peer leader in science, experienced K–12 tutors with awards for English and maths, a published biochemistry student, a research assistant with international teaching credentials, and multilingual mentors skilled in creative writing, STEM, dance, and academic coaching.
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Master
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Skilled
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Master
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Master
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Impressive
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Standard Jack is definitely gaining more confidence and Winyue is a very calming and her gentleness with him is a perfect match!Sev
Year 6 student Aisha worked on fraction operations including multiplication, division, and addition using step-by-step practice.
In Year 8, James focused on equations involving one-step and two-step problems as well as worded questions to strengthen algebraic understanding.
Meanwhile, Year 9 student Lily revised quadratic factorisation and graphed quadratic functions in preparation for her upcoming test.
Several high school students demonstrated significant process challenges impacting their progress.
One Year 10 student repeatedly arrived without essential materials like a calculator, leading to lost time and missed practice on circle applications ("she confessed that since online learning, she has not been writing any notes down as she can read it off the slides").
In Year 11, disorganization led to incomplete homework and last-minute exam preparation—Marie received her test notification two weeks late, leaving less than a week to revise four topics.
Meanwhile, a Year 8 student's messy working out in algebra made it difficult for markers to follow her logic, which meant confusion lingered even after getting correct answers.
Another senior student neglected revision schedules entirely after exams and avoided using feedback or resources provided by tutors, which resulted in knowledge loss between sessions.
One Punchbowl tutor noticed a big shift in Marie, a Year 10 student, who previously hesitated to attempt difficult maths problems on her own—now she gives each question an honest try before asking for help and even came prepared for a timed test by revising independently.
In another session, Sharla (Year 9) showed much more openness and responsiveness during discussions, moving from quiet observation to actively engaging and tackling new algebraic techniques without prompting.
Meanwhile, a Year 4 student finally started recalling the x2–x5 times tables consistently after struggling with retention for weeks and managed to reduce her time on the 12 by 12 multiplication table.
