California Gully's tutors include a Master of Teaching candidate with regional K–12 classroom experience, VCE Dux and Olympiad distinction holders, seasoned university lab instructors, volunteer maths and literacy mentors for refugee students, an award-winning science researcher, published scientific authors, and high-achieving graduates with extensive peer tutoring and leadership in youth programs.
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Standard David has been a fantastic tutor for my Year 10 daughter so far. He is patient and gentle, which motivates her to engage and try hard. I've noticed she has more confidence with maths already.Georgi Manger
Year 7 student Ethan worked through solving linear equations and practiced reading comprehension by summarising text passages in his own words.
Year 8 student Mia revised Pythagoras' theorem using diagrams and tackled linear equations, while also developing her skills in writing research findings independently.
Meanwhile, Year 5 student Sam focused on identifying equivalent fractions on a number line and used spelling lists to build vocabulary by writing new words into sentences.
A Year 9 student, after missing some English homework, struggled to keep up with text analysis tasks—"coming up with original ideas for text analysis was tough without the prep," noted a tutor.
In Year 11 maths, one student became flustered switching between addition and multiplication of fractions, particularly when written work was messy and steps were skipped.
At the primary level, incomplete spelling assignments led to weaker recall during lessons.
In each case, forgetting materials or not completing assigned practice meant confusion lingered longer and confidence dropped mid-task. This left more time spent catching up than building new skills.
A California Gully tutor recently noticed a Year 10 student who used to freeze up when facing composite functions now confidently works through them and even volunteered to try harder examples after grasping the basics.
In Year 8 English, one student who previously hesitated to share ideas during poetry tasks has started using similes and metaphors independently in her writing, actively seeking feedback instead of waiting for prompts.
Meanwhile, a Year 5 learner—who would often forget spelling words—managed to recall every word from last week's list without any hints and asked for extra ones to practise at home.
