Bracken Ridge's tutors include a Master's-qualified engineering lecturer with 8.5 years' experience, an OP1 Dux and medical student, a mathematics scholar with a Vice Chancellor's Award, primary school teaching specialists, seasoned teacher aides, high-achieving recent duxes in STEM and English subjects, and peer mentors recognized for academic excellence, leadership, and competition success.
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Veteran 
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Exceptional Jane is great. She is easy to talk to and seems very keen to help Tanner. Tanner also likes her and he already seems to have learnt things from her and is remembering it. While kids generally don't like any form of school work, Tanner seems to enjoy being tutored by Jane. She makes things fun for him.Jodie, Bracken Ridge
Year 4 Hugo focused on subtraction with borrowing the ten and matched, named, and ordered basic fractions to build understanding of size; he also recapped time.
Year 8 Ruby practiced solving algebraic equations and factorising expressions, then worked through ratio problems for an upcoming test.
Meanwhile, Year 10 Aidan concentrated on applying Pythagoras' Theorem to problem-solving questions and finding missing lengths using scale factors in geometry.
In Year 7 algebra, a student avoided showing working steps—"he skipped showing steps in equations, which hid sign errors"—making it harder to spot and correct small mistakes.
Meanwhile, a Year 10 learner revising trigonometry relied heavily on calculator shortcuts for routine questions, missing chances to strengthen mental recall of ratios and angle rules.
At the senior level, one student faced test planning issues in calculus: time spent reworking earlier answers meant rushing through the final question without checking logic or units.
During primary lessons on subtraction with borrowing, some written work was messy and difficult to follow when carrying tens across columns.
One Bracken Ridge tutor saw a Year 11 student who previously hesitated with trigonometry finally tackle mensuration problems independently, applying the right formulas without prompting.
In a recent high school session, another student who used to get stuck on boxplots not only constructed them correctly but started explaining their reasoning out loud while working through data sets.
Meanwhile, in primary maths, Hugo—who often waited for hints—chose to attempt trickier division questions on his own and wrote out all his working without being asked.
