Tutors in Rosebud West include an ATAR 99.2 dux with a perfect VCE maths score, a senior school leader with 33 years' teaching and curriculum-writing experience, veteran K–12 teachers and mentors, youth leaders and camp organisers, academic prizewinners, published STEM authors, university medallists, and inspiring young tutors with multiple subject awards and leadership accolades.
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Standard Luke really enjoyed his first lesson and based on first report, Baoji has gained an understanding of Luke very quickly.Marie Michaud
Year 4 student Damir focused on place value and building confidence with addition and subtraction using hands-on number activities.
For Year 8, Willow practised solving linear equations and tackled complex fraction operations, including multi-step algebraic problems.
Meanwhile, Year 9 student Tom worked through graphing linear equations alongside coordinate geometry questions, making use of diagrams to visualise relationships between variables.
In Year 4 maths, one student avoided writing out working for long multiplication and division, often saying, "I can do this in my head," but then lost track mid-problem—leading to errors that went unnoticed.
In Year 8 algebra sessions, another repeatedly left homework incomplete; as a tutor noted, "she skipped practice questions on solving equations," which limited her confidence and made new material more daunting.
For a senior student in Year 10, attempts at worded problems stalled because notes were messy and answers lacked units or final checks. This meant extra time was spent hunting for small errors instead of building fluency.
One Rosebud West tutor noted that Riley, a high school student, has made noticeable strides in algebra: he now confidently solves linear equations and interprets mathematical notation—an area that previously caused him hesitation.
Willow, also in high school, recently began tackling complex fractions and percentages in her head after initially needing step-by-step support; she's also started volunteering for the tougher questions first during sessions.
In primary years, Gracie has shifted from feeling overwhelmed by place value to independently working through problems with large numbers, finishing her latest set of perimeter calculations without prompting or reminders.
