Tutors in West Leederville include a Head of Science with seven years' school teaching and Olympiad coaching, a Premier's Prize-winning mathematician (TER 99.8) with over a decade's tutoring experience, high-ATAR graduates mentoring peers in maths and science, experienced international private tutors, competition award-winners, Kumon-trained educators, and active youth mentors and athletics coaches.
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Exceptional Everything is going very well, thank you very much, we are very happy with the tutoring Harshdeep is providing to Manon, he is very thorough.Magali, West Leederville
Year 6 student Ava focused on converting between decimals and fractions as well as practising division with decimals.
Year 10 student Lewis worked through practical applications of quadratics, creating a page of summary notes to prepare for his exam.
For Year 12, Emily tackled calculus skills such as maximising and minimising functions using differentiation, along with kinematics problems involving motion graphs.
In Year 8, one student often skipped drawing diagrams for trigonometry questions, which made it harder to spot angle domains and led to repeated errors.
During a Year 10 test, forgetting to keep track of units meant extra time was spent correcting conversions rather than moving forward with the main problems.
A senior (Year 12) learner "missed feedback from earlier attempts," as a tutor noted, resulting in the same algebraic sign mistakes showing up again when working through quadratic factorisation.
In each case, small process gaps snowballed—turning manageable tasks into lingering hurdles.
One West Leederville tutor noticed a big shift with a Year 11 student who had struggled to connect graphs and equations—now, he's confidently drawing linear and piecewise graphs from their equations and can also work backwards, deriving equations from the graphs.
A Year 9 student who used to mix up mean, median, mode, and range is now able to find each one correctly in different data sets without hesitation.
Meanwhile, a younger student in Year 5 began asking for help when adding or subtracting negative numbers instead of guessing, especially after working through the ladder analogy together.
