Kronkup's tutors include a 20+ year international school leader with advanced degrees in education, an ATAR 99.55 School Dux and physics graduate, experienced primary and special needs educators, university medalists, maths competition awardees, seasoned high school maths and science tutors, peer mentors, youth leaders, and accomplished writers—many holding distinctions or teaching credentials across multiple disciplines.
I am very impressed with how responsive the tutoring has been to our needs. We have been able to find a tutor that works well with my daughter and she had a positive attitude towards her tutoring sessions.Craig Wall
Year 10 student Lachlan focused on graphing and simplifying quadratic equations into double brackets, then moved on to surd simplification.
Year 11 student Olivia worked through organic chemistry concepts by practicing IUPAC naming conventions and constructing chemical equations, followed by a session tackling acids, bases, ions, and covalent bonding basics.
Meanwhile, Year 12 student Ava concentrated on redox reactions and oxidation numbers while also working through her assignment questions for deeper understanding.
In Year 9 Chemistry, one student tended to write and practice reactions only online or orally, which led to "silly mistakes" in balancing equations; as the tutor noted, "he needs to write and practice the reactions rather than only doing it orally or online."
A Year 11 student struggled with using vocabulary in context when writing essays—excellent word choices sometimes created confusion instead of clarity.
In Year 5 Maths, a student often guessed answers for subtraction problems rather than working through each step on paper, particularly when questions were phrased unusually. This guessing left her unsure whether she was right, slowing progress during revision.
One Kronkup tutor noticed that a Year 11 student who had struggled to choose the right formula for surface area is now confidently drawing out shapes and independently working through multi-step calculations, making far fewer mistakes than before.
Meanwhile, a high schooler who used to guess at answers in maths has begun talking through her thinking aloud and asking for clarification when unsure—showing more deliberate problem-solving rather than just guessing.
In a recent session, a primary student made a big leap by finishing his first long division question almost entirely on his own after weeks of needing step-by-step guidance.
