Tutors in Trinity Gardens include a university mathematics specialist with over 10 years' experience, an ATAR 98.35 graduate and award-winning science writer, a school music teacher and youth coach, and multiple postgraduate scholars in engineering and biomedical sciences—offering proven expertise across STEM, English, creative arts, and mentoring young learners from primary to tertiary level.
Skilled 
Standard Thanking you kindly for all the “specialised” attention you have given me and my son (Jack). Our involvement with both your business and Kimberly has only been positive. With Kimberley’s help, Jack has become more aware of the effort required to make certain of a bright future. He has also gained confidence in his abilities and in his communication with others.Jayne, Adelaide
Year 6 student Pranavi worked on multiplying decimals by 10, 100 and 1000 as well as tackling new statistics topics like understanding populations and samples.
In Year 8, Milly reviewed angle terminology and applied supplementary and complementary angle rules, also revisiting negative numbers from a recent test.
Year 9 student Harrison focused on solving quadratic equations using the null factor law, working through examples to consolidate his understanding for upcoming assessments.
A Year 7 student's written algebra often omitted the sign in front of terms, leading to confusion over positive and negative coefficients—"she sometimes forgets that the sign in front of the number (- or +) is included in the term," as noted after an exercise with expressions like 5-4x.
Meanwhile, a Year 10 student tackling factorising quadratic equations hesitated between manual methods and calculator use, resulting in lost time and incomplete working on paper.
During primary revision, a Year 4 learner mixed up number columns when adding four-digit numbers—one answer placed '3' in the thousands instead of hundreds, causing errors throughout the task.
A tutor in {SUBURB} noticed a big shift when a Year 10 student, Milly, began tackling reflex angles—she'd struggled to classify them before but now confidently identifies acute, obtuse, and even tricky reflex types.
In another session, Harrison (Year 11) started showing his working for trigonometry problems and could recall side relationships without prompting; he previously hesitated to write steps or relied heavily on hints.
Meanwhile, one of the younger students now asks for help when confused about converting mixed numbers to improper fractions instead of guessing—last week she solved every practice question on her own after just a quick reminder.
