Tutors in St Peters include a university medallist in physics and maths (ATAR 98.5), a 25-year veteran English teacher and HSC marker, an award-winning chemical engineering PhD, experienced K–12 maths and science tutors, peer mentors, public speaking champions, programming and calculus specialists, plus compassionate educators with expertise supporting diverse learning needs.
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Outstanding Darren is a great tutor and I'm extremely happy. Fletcher has made amazing progress in the few lessons that he had had. Fletcher likes Darren and is comfortable with his teaching style.Rachael, Marrickville
Year 4 student Scarlett practised breaking up four- and six-digit numbers in non-standard ways to build place value understanding, and explored how rearranging digits changes number size.
Year 11 student Sam worked through algebra basics, graphing linear equations, and used the law of cosines to solve trigonometry problems involving similar triangles.
Meanwhile, Year 11 student Ella focused on quadratic equations—factoring and solving—and applied her knowledge to real-world contexts like calculating tax and depreciation.
A Year 8 student expressed feeling overwhelmed by multi-step word problems, often unsure how to break them down; as one tutor noted, "she stated that she is often overwhelmed at all the information given to her."
In Year 10, missing key details in finance and algebra questions led to incomplete answers—skipped questions on a practice test remained unattempted until prompted.
For Year 11, not reviewing all test topics resulted in missed easy marks in rates and ratios, simply because those areas were set aside.
When reading exam questions too quickly in senior years, students lost points from overlooked instructions or misapplied formulas.
In Year 11, Kiera had struggled to confidently set up algebraic equations, but she filled out an entire interest table on her own after just a bit of prompting—she even tackled several practice test questions she'd previously avoided and got half of them right without guessing.
Raphael (Year 7) used to need help for every step with algorithms; now he completes most questions solo and explains his reasoning clearly when asked.
Meanwhile, Scarlett in Year 3 has started asking how to spell unfamiliar words instead of skipping them, showing new initiative during writing tasks.
