Sydenham's tutors include a seasoned K–12 maths and science specialist with years of VCE experience, multiple university education students with early childhood expertise, Kumon and peer mentors, accomplished academic award-winners, youth leadership coaches, and a senior school learning support officer renowned for guiding students to high ATARs in chemistry, physics and advanced maths.
Thank you so much for Vaiui and Jessica for the fantastic works of coaching and supporting during the NAPLAN program both tutors are so patience, knowledgeable and provide heaps of learning strategy that can be further used and develop.Vannasone Uebergang, Sydenham
Year 9 student Aaliyah worked through solving linear equations and inequalities, including graphing their solutions on number lines.
In Year 10, Ethan practiced using Venn diagrams and tree diagrams to tackle conditional probability problems and apply the multiplication rule for independent events.
Meanwhile, Year 11 student Sienna focused on properties of vectors—finding both magnitude and direction of vector sums—with visual support from diagrams.
In Year 4, one student repeatedly left multiplication homework incomplete and "needed to memorise multiplication tables," which made solving later word problems slow and frustrating.
A Year 8 learner in algebra struggled with linear equations but, as noted, "needs to practice more by himself"—missing independent revision meant mistakes kept recurring.
For a VCE Biology student, exam preparation faltered because practice exams weren't attempted between lessons: "Needs to attempt practice exams. We will be discussing them next lesson." This led to uncertainty with time management and gaps in applying key concepts under test conditions.
One Sydenham tutor noticed a Year 11 student who had previously hesitated to check their own work is now finding and correcting their own mistakes during problem-solving sessions.
In another recent high school lesson, a student working on biology exam techniques showed real improvement by using prior knowledge to answer more complex questions—something they'd struggled with before.
Meanwhile, in primary, one Year 4 child who often guessed at answers now openly asks for help when stuck instead of staying silent.
Last week, this same student chose to read out loud the next story chapter without prompting.
