Tutors in Upper Swan include a university mathematics instructor with over a decade's experience, seasoned primary and secondary teachers with postgraduate education credentials, high-achieving recent Dux and award recipients, experienced youth mentors, camp leaders, and specialist educators skilled in supporting diverse learners—including students with special needs, disabilities, or advanced academic ambitions.
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Seasoned 
Proven Aryan has only just started working with Hallie but her confidence has already started growing. After her first session she seemed enthused and said she feels as though she's learnt more in an hour than she is in the last 2 years!! Aryan is able to break things down and explain problems in way Hallie understands.Stuart Johnson, The Vines
Year 6 student Caitlin worked on solving area and perimeter problems involving abstract shapes, with extra focus on breaking down complex worded questions.
Year 9 student Olivia revised adding and subtracting decimals, completed teacher-assigned classwork, and tackled more advanced problem-solving through her online homework.
For Year 10, Shania practiced OLNA-style division questions and reviewed past exam problems to strengthen her maths fundamentals.
A Year 9 student was observed repeatedly skipping note-taking in maths, leading to confusion when revisiting formulas for circles and measurement.
"He still tries to complete questions with minimal working shown," one tutor noted, which made multi-step problems harder and left errors unnoticed until late in the process.
In Year 11 Physics, difficulty selecting the correct equation meant extra time spent searching rather than solving—confidence dropped as questions grew more complex.
Meanwhile, a Year 4 writer struggled to concentrate on spelling while forming sentences, resulting in frequent misspellings of non-phonetic words.
Missed homework also limited opportunities for targeted feedback.
One Upper Swan tutor noticed a big shift in a Year 10 student's approach to algebra—after struggling with simplification, he started highlighting like terms on his own and no longer needed reminders.
In Year 11 physics, another student who used to miss flaws in experimental setups is now independently identifying issues that could impact results, showing much stronger analytical thinking.
Meanwhile, a younger primary student who previously rushed perimeter problems now takes time to write out working clearly and checks answers for errors; last session, he solved every worded perimeter question without any help.
