Marsfield's tutors include an IB examiner and international classroom teacher with a Master's in Applied Linguistics, a Premier's All-Rounder awardee and biomedical engineering student, high-achieving STEM mentors from Macquarie and USyd, experienced K–12 maths specialists, selective school exam coaches, university peer leaders, and Olympiad-level competitors in mathematics.
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Proven Richard is a really lovely young man. He is very patient and good at explaining concepts. He is working really well with Annah and I think even in the 3 weeks we have had so far her understanding and confidence is growing.Katie, Pymble
Year 8 student Lea focused on algebraic techniques, working through expansion and factorisation questions, as well as discussing accuracy and limits of accuracy using examples from homework.
In Year 10, Jack tackled trigonometric identities and proof-based questions to strengthen understanding ahead of assessments.
For Year 11, Sienna concentrated on solving combinations and permutations problems by breaking down multi-step scenarios, ensuring she could apply these skills to new contexts.
In Year 9 algebra, one student "didn't do homework," which meant new methods in inequalities were not reinforced outside of lessons—gaps showed up when tackling unfamiliar problems.
In Year 10 trigonometry, a reluctance to ask questions led to guessing answers instead of clarifying confusion; as noted, "she needs to be more active in asking questions."
Meanwhile, a senior student repeatedly avoided writing calculation steps in vector proofs, leading to sign errors and lost marks.
Another struggled with exam integration tasks due to careless corrections, erasing rather than confronting mistakes—a habit that cost marks under time pressure.
One Marsfield tutor noted that a Year 11 student recently moved from completing almost all homework correctly, showing she now checks her understanding and attempts problems even when unsure.
In a senior session, another high school student improved her correction rate on HSC-style papers—she now revisits mistakes independently and answers more quickly than before.
Meanwhile, a Year 5 learner who previously hesitated to share ideas is now volunteering her thinking aloud during lessons, making visible steps toward greater classroom participation.
