Mount Louisa's tutors include a university lecturer and PhD in civil engineering, a former school Dux with ATAR 99.90, an experienced K–12 Kumon instructor, seasoned maths and English tutors, qualified primary teachers, peer mentors, sports coaches, and accomplished graduates in biomedical science, engineering, psychology and architecture—many with awards for academic excellence or leadership in youth programs.
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Seasoned 
Proven
Seasoned
Proven
Seasoned
Proven Ara and Steven are getting on well. I think it has helped just having someone to ask questions of outside the classroom setting. Also getting an alternate explanations is helping her really click on concepts. She is well advanced on her assignment which she has worked through with Steven. Seems to be more confident to back herself as well.Julie
Year 11 student Isaac focused on naming ionic and covalent compounds in Chemistry, as well as balancing chemical equations through practice questions.
For Year 10, Sophia worked through complex algebra by expanding brackets and solving equations, with additional attention given to factorising quadratic expressions.
Meanwhile, Year 7 student Eve reviewed Pythagoras' theorem for finding side lengths and tackled basic trigonometry concepts, using diagrams to clarify angle relationships in triangles.
A Year 9 student missed several homework tasks in algebra and graphing, which led to gaps in practice—"Sophia could not finish her assigned Homework again."
In Year 10 chemistry, one student arrived unprepared without the online textbook open; this slowed progress through gas laws.
A senior English student's drafts showed issues with cohesion between sentences and paragraphs, making arguments less clear.
Another senior struggled to locate the latest version of an assessment during a science planning session, delaying targeted feedback.
When homework or resources are incomplete or disorganised, valuable lesson time is lost chasing basics rather than building mastery.
A tutor in Mount Louisa noticed that a Year 11 student, Eve, has started pinpointing her own mistakes on test questions—she now actively recognises where she went wrong after reviewing exercises together, rather than just accepting errors.
In another session, Jacinta (Year 10) brought a revised essay draft that clearly reflected feedback from both her teacher and the tutor; this level of initiative hadn't been shown before.
Meanwhile, a younger student, Sophia, recently solved all her division problems without any prompts for help—a real shift from needing step-by-step guidance last term.
