Marsden's tutors include a secondary school Dux and valedictorian with mentoring and club leadership experience, a Masters-qualified teacher with primary maths specialisation, an ATAR 99.95 achiever and multi-year school captain, experienced K–12 tutors with advanced degrees, and dedicated subject specialists in engineering, health sciences, English literature, and the creative arts.
Monique is a quiet tutor that suited my daughter. Monique took the time to build a relationship with my daughter building her confidence to ask questions she did not understand with her year 4 maths. Now Monique can see where Tayha needs support she has set tasks for her in these areas. I am very happy with the tutoring provided and can recommend Monique to other parents looking at tutoring for their child. LyndelLyndel
Year 7 student Zane worked on algebraic expressions and Venn diagrams, using visual methods to clarify set relationships.
For Year 11, Gurnoor analysed the control of society in both her main text and "V for Vendetta," focusing on evidence to strengthen her English assessment.
Meanwhile, Year 10 student Aryan tackled exponential and logarithmic functions, specifically practising the laws of exponents and logarithms through step-by-step problem sets.
Homework completion was inconsistent in both Year 4 and Year 9: one student "said that she had completed it" but hadn't, while a senior student left revision unchecked.
A Year 10 student relied heavily on cheat sheets for equations, slowing real mastery—"still needs to know how to find the time (seconds) for the functions."
In Year 12 Maths, lack of confidence led to hesitancy and missed opportunities to apply correct formulas, as noted: "there was a lot of self-doubt present when she would answer questions." In these moments, progress paused while reassurance or extra guidance replaced independent problem-solving.
A tutor in Marsden recently noticed some great shifts across different year levels. In Year 11, one student who used to hesitate during trigonometry review was able to identify her own exam mistakes and confidently correct them, showing real independence compared to earlier sessions.
Another high schooler worked through derivatives—after initially struggling with the concept of instantaneous rate of change, he ended up solving most questions on his own by the end.
Meanwhile, a Year 5 student who rarely spoke up now talks aloud while working through addition and subtraction problems, which has helped her catch errors herself; last session she completed nearly all sums correctly without prompting.
