Fishing Point's tutors include a seasoned high school maths specialist with postgraduate teaching credentials, an inspiring School Captain and academic all-rounder with national competition success, an ATAR 95.7 advanced maths dux and peer mentor, a Bachelor of Education student experienced in primary learning, and university-trained engineers and scientists passionate about guiding young minds.
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Standard Simone's doing great so far with Ashleigh. Working on consolidating her existing knowledge and filling some gaps left by a poor teacher last year. She's giving Ashleigh some 'homework' at this stage which is useful during this consolidation phase.Geoffrey
Year 4 student Claudia worked on adding and subtracting like fractions, as well as multiplying fractions together in maths using visual aids.
For Year 9, Tiffany completed a diagnostic assessment covering key Year 9 maths concepts to pinpoint areas for improvement.
Meanwhile, Year 10 student Nina focused on financial mathematics by calculating gross and net pay and practiced applying percentages to real-world salary scenarios.
In Year 10 financial maths, a student struggled to recall weeks per year and fortnights—this slowed problem-solving as basic calendar facts had to be rechecked each time.
During a Year 9 indices lesson, formulas were repeatedly forgotten; "she kept asking which symbol goes with each step," noted one tutor, so progress on practice questions was limited.
For a Year 5 fraction exercise, untidy working made it difficult for her to track steps or spot errors later.
Meanwhile, a Year 11 student left homework incomplete before sessions, leading to repeated revision of the same concepts rather than moving ahead.
A tutor in Fishing Point recently noticed Tiffany, a high school student, move from hesitating to ask questions to clearly communicating when she's unsure—she now pauses and asks for clarification instead of pushing ahead silently.
Another secondary student, Aanika, had previously struggled with confidence when tackling new maths concepts but has begun attempting more challenging percentage problems independently after extra practice.
In the primary years, Claudia made a breakthrough by reading times on an analogue clock by herself after needing support for several weeks; last session, she confidently read "6:47" aloud without help.
