Tutors in Medindie include a classroom teacher and boarding tutor with a Master of Teaching and experience across Years 4–13, a seasoned secondary maths teacher and university lecturer, an ATAR 99.75 scholar and scholarship recipient, current Bachelor of Teaching students, Kumon-trained tutors, STEM graduates, peer mentors, and passionate subject specialists with academic awards and hands-on K–12 teaching expertise.
She is great , lovely and kind. Plus she has the positive energy to deal with the kids. She is generally good with the little ones and has the tactics to keep them engage. I am happy with her. She gives the right amount of hone work for the rest of the week.Sarah, Medindie
Year 4 student Ava focused on measuring using millimetres and centimetres with a ruler, and also practised converting between these units.
For Year 9, Mia worked through Pythagoras' Theorem applications and calculated the circumference of circles using formulas.
Meanwhile, Year 10 student Lucas explored trigonometry concepts alongside tree diagrams for probability, tackling practice problems to strengthen his understanding.
In Year 9, a student relied mainly on memory for times tables instead of developing flexible multiplication skills, which slowed progress in more complex problems—"relies too heavily on memory at times," one tutor noted.
In Year 12 Maths Methods, the use of a graphic calculator became a stumbling block; unfamiliarity with entering equations meant extra lesson time spent troubleshooting instead of focusing on underlying concepts.
A Year 7 student sometimes left working poorly set out, making errors harder to spot and correct ("Page format could be improved on!"). In the moment, this led to missed steps and confusion when reviewing solutions later.
One Medindie tutor noticed a Year 11 student who had previously struggled with surds and powers become much more comfortable expanding brackets, showing clear improvement after working through exercises together.
In a recent session with a Year 9 student, the tutor observed her tackling area problems in irregular shapes—she learned to break them into rectangles and triangles, which was a big step from needing help at every stage.
Meanwhile, a Year 4 student, who used to rely heavily on times tables charts, started attempting multiplication exercises independently and got most answers right without looking up the chart.
