Tutors in Colonel Light Gardens include a 50-year veteran teacher and arts coordinator, a university medallist with ATAR 99.95 and junior mentoring experience, accomplished high school and university educators in maths and science, recent Dux recipients, experienced youth mentors, an award-winning PhD tutor, and a specialist with extensive K–12 teaching credentials across Australia and overseas.
Seasoned 
Proven
Skilled 
Standard James has been a great tutor from the very beginning. Very professional, and I can see my son actively engage in the lessons. I'm very confident that he'll feel far more confident going into his exams, and tackling Year 12 Maths Methods next year.Michelle Evans, Colonel Light Gardens
Year 3 student Ava practised subtraction up to two digits without exchanging and strengthened her recall of number facts to 20 using quick games.
Year 6 student Charlie worked on converting fractions to decimals and compared, ordered, and placed them on number lines for visual understanding.
Meanwhile, Year 7 student Ella focused on revising the four laws of indices with examples and tackled NAPLAN-style practice questions targeting multiplication strategies.
A Year 9 student struggled to access homework reliably on OneNote via iPad, leading to incomplete tasks ("accessing homework from OneNote on iPad").
In a Year 8 maths session, overuse of the eraser showed avoidance of visible mistakes: "Does not like to make mistakes—uses eraser although being told that we learn from mistakes."
At the senior level, messy written work in cursive versus print hindered clarity for one student.
Meanwhile, a Year 10 student's lack of focus after a school event meant times tables recall faltered and revision suffered.
One Colonel Light Gardens tutor noticed a big shift in a Year 10 student who used to skip over complex algebraic equations—now, she's recalling BEDMAS rules and solving problems with parentheses on her own.
In a recent session, a Year 8 student who was previously hesitant about worded maths problems tackled several independently after learning to pick out only the relevant facts from each question.
Meanwhile, a younger student in Year 4 started verbalising his thinking when continuing number patterns, something he'd avoided before; by the end of the lesson, he was confidently explaining his reasoning aloud without prompting.
