Willetton's tutors include a senior IELTS examiner and published Oxford author with 22 years' teaching experience, multiple ATAR 97+ and academic award recipients, school-based Academic Extension Program and private tutors, experienced K–12 English specialists, peer mentors, youth event leaders, early childhood educators in training, and high-achieving university students in STEM and the arts.
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Our tutoring with Mahmud is going well, he is very personable and knowledgeable and has established a good rapport with Jessica over the three sessions we have had. Jessica has felt more confident in class too.Melissa, Canning Vale
Year 8 student Sam focused on simultaneous equations and was introduced to basic trigonometry, working through example problems step by step.
Year 10 student Jessica tackled quadratic equations and factorising perfect squares, with extra attention given to identifying the differences using guided exercises.
Meanwhile, Year 6 student Lucas practised area and perimeter calculations across different shapes, applying formulas in written tasks for reinforcement.
In Year 10 maths, a student often skipped showing steps in algebra and rushed through content without asking questions—"he tends to jump over many aspects of working out," as one tutor observed. This led to confusion when tackling harder problems solo.
Meanwhile, a Year 12 student struggled with timing during exams, finishing with no chance to check answers, which meant errors sometimes went unnoticed.
In lower years, one learner used a calculator for simple times tables like 5x8 instead of recalling facts by memory; another hesitated to attempt questions due to second-guessing herself and low confidence after mistakes.
One Willetton tutor noticed a Year 10 student who previously avoided showing working in maths now consistently writes out each step, which has helped him score above 85% on a recent English assessment and tackle tougher maths papers more confidently.
In Year 9 science, another student began asking thoughtful questions about anatomy—linking new content to personal experiences like bronchitis—and later explained those concepts back without prompting.
Meanwhile, a Year 3 learner who once hesitated with times tables now eagerly searches for patterns and self-corrects number reversals during sessions, recently getting through multiplication drills without reminders.
