Hacketts Gully's tutors include a former Deputy Chief Program Officer and teacher with over a decade of classroom experience, an ATAR 99.55 school Dux and peer mentor, a primary specialist and ex-school principal, early childhood educators, high-achieving STEM graduates, and award-winning students recognised for leadership, academic excellence, and coaching in maths and the arts.
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Standard A dedicated, enthusiastic, and hard working teacher, Kevin prepares his lesson plans well with a tremendous amount of thought. He is a kind and patient teacher, who has been teaching at the IELTS school and at the best Universities in Northern China for 3 years. Kevin trains his students to achieve their best in their exams and his students speak highly of him.Roland
Year 6 student Jacob practised finding mean, median, and range for sets of numbers and used diagrams to visualise stem-and-leaf plots.
In Year 7, Mia focused on simplifying algebraic expressions by combining like terms and applying the distributive property to expand brackets.
Meanwhile, Year 8 student Alex worked through converting fractions to decimals and percentages as well as calculating long division with multi-digit numbers.
A Year 8 student struggled to complete assigned probability homework and was easily distracted by her laptop, with a tutor noting, "she wasn't cooperative and didn't want to involve herself in the lesson, even though she has a test the next day."
In Year 6 English, another student avoided writing answers herself, preferring the tutor to do it, which limited her preparation for upcoming essays.
A Year 4 learner often left homework unfinished and lost focus during tasks like story planning. Moments like these led to missed practice opportunities and reduced readiness for assessments.
A tutor in Hacketts Gully noticed Ava has begun tackling her maths homework independently and completed every set task this week without prompting—a big shift from last term, when she'd hesitate or leave questions blank.
In Year 10 science, Luana showed real growth by openly explaining where she got stuck on probability formulas, rather than staying silent as she did before; after working through examples together, she could confidently apply the method to new problems.
Meanwhile, Addison (Year 4) now volunteers answers for fractions and can convert improper fractions into mixed numbers on her own—last month she would only attempt these with step-by-step guidance.
