Elizabeth Vale's tutors include a university lecturer with 14 years' academic experience, a public school teacher with a Master's in maths education, a UK and Australian secondary maths specialist, an Honours neuroscientist, award-winning high school duxes, and dedicated primary support staff—offering deep expertise across teaching, mentoring, competition success and subject mastery for K–12 students.
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Standard Shan tutored my son for a term in year 9 math, specifically trigonometry, statistics and probability. Shan helped to explain concepts and worked with my son to improve his knowledge and understanding. My son got his first A in his statistics math test!Evlynn, Salisbury Heights
Year 10 student Lucy revised normal distributions and residual plots in statistics, working through practice questions using technology where needed.
Year 11 student Lorry focused on linear programming—identifying constraints for real-world problems and graphing feasible regions—as well as applying the cosine rule to solve triangle area problems.
Meanwhile, Year 12 student Keeta worked on chemistry notes about esters and amines, including discussions around intramolecular forces and their effect on melting/boiling points.
A Year 3 student often hesitated to attempt questions independently, needing frequent encouragement—"Alice needed assistance with money, but she also needs assistance with building up her confidence."
In Year 10 Maths, one learner did not bring a calculator as required, making it impossible to complete longer calculations and limiting lesson progress.
For a senior Chemistry student, missing key class notes due to illness left gaps that could not be filled in the session; she needed to ask for lab results before finishing her report.
When homework or preparation is incomplete (e.g., no brainstorm for an English task), precious lesson time is lost on basics instead of tackling higher-level skills.
One Elizabeth Vale tutor noticed a big shift in a Year 11 student who used to hesitate with worded chemistry problems—she now independently recognises binomial distributions, something that previously caused confusion.
In another session, a Year 10 student working on linear programming began self-correcting errors and identifying constraints without waiting for help, marking real growth from earlier lessons where he relied on step-by-step guidance.
Meanwhile, an early primary student recently started asking for help during multiplication practice instead of guessing, showing new openness and awareness of her learning needs.
