Your Child's Maths & Science Tutor

 

I'm Scott Simms. I've been teaching Maths, Physics, and Chemistry in Perth for over 30 years.

 

My background:

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• Bachelor of Science (double major: Mathematics & Physics)

• Published science and mathematics textbooks

• 30 years tutoring primary, secondary, and university students

• Founded Accelerated Learning Tutoring Centre in 1999 (over 25 years ago)

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I don't hire other tutors. When you book a session, you get me.

 

How I Teach

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I don't teach shortcuts. I teach understanding.​​

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Most students memorise formulas and hope for the best. That works until the exam question looks different from the practice problems—then they're stuck. I've seen it thousands of times in 30 years of tutoring.

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The fix isn't more practice. It's understanding why a method works—not just how to apply it.

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Concept Development

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Every topic starts with the fundamentals. Before a student touches a formula, I want them to understand where it comes from. We build concepts step by step—from basic principles to the result—so the formula becomes the natural conclusion of reasoning, not a rule to memorise.

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This matters because exams are designed to test understanding, not recall. A student who knows why a method works can adapt when the question looks unfamiliar. A student who memorised it cannot.

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Proof and Reasoning

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I show students how ideas are derived—the logic, the proof, the reasoning behind the result. In Maths and Physics, this means working through derivations carefully rather than skipping to the answer. In Chemistry, it means understanding the mechanism, not just the equation.

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Students often find this surprising. Once they see where a formula actually comes from, it stops feeling arbitrary—and it sticks.

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Pen-and-Paper Work

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Most of the students' tutorial work is done by hand. Generally, I discourage calculator use, particularly for primary school students. No calculators unless the topic specifically requires one.

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This isn't stubbornness about technology. Writing out steps by hand forces students to slow down and see exactly what's happening at each stage. It strengthens memory, makes problem-solving systematic, and makes errors easy to spot and correct—before they become habits. It also requires students to show their reasoning, which is precisely what exam markers are looking for.

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Neat presentation and logical structure are non-negotiable. Not for aesthetics, but because clear working reflects clear thinking—and messy working hides errors that compound over time.

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Students Explain, Not Just Solve

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In tutorials, students need to be able to explain concepts in their own words. Not to recite a definition—to actually explain the idea.

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This serves two purposes. First, it reveals whether a student has truly understood something or only memorised it. Second, the act of explaining deepens understanding. Students who can articulate why a method works retain it far longer than those who've only practised applying it.

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Practice and Progression

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Once a concept is understood, practice follows a deliberate sequence. We start with straightforward problems—enough to confirm the method is clear—then move to more complex questions drawn from varied sources. That variation matters. It develops the flexible thinking that exams actually test: applying a method to a question that doesn't look exactly like the practice problems.

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This is also where fluency comes from. With genuine understanding and structured practice, speed and confidence develop naturally over time. They're not drilled separately—they're the natural result of knowing the material well. Students who've earned their fluency this way don't fall apart when an exam question is unfamiliar.

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Foundational Arithmetic

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For younger students especially, I place significant emphasis on arithmetic fluency—without a calculator.

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Strong mental arithmetic isn't just a primary school skill. It's the foundation on which all higher mathematics is built. Students who are shaky on arithmetic struggle with algebra; students who struggle with algebra struggle with calculus. We address gaps wherever they exist, at whatever level, because fixing the root is faster than continually patching around it.

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What happens in a session?

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1. I explain the concept clearly (no jargon, no assumptions)

2. I show where it comes from (the proof, the logic, the reasoning)

3. Students work through problems and explain their thinking

4. We fix gaps before they become bigger problems

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The result? Students don't just pass exams—they actually understand Maths and Science.

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Why Small Groups?

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I run tutorials in small groups (2–4 students) because it's the best way to learn.

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Here's why:

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• Students get individual attention without the cost of one-to-one tutoring

• They learn faster when they need to explain ideas

• Problem-solving builds deeper understanding

• I can tailor explanations to each student's level

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If a student needs intensive support, I offer one-to-one tutorials (weekdays 11 AM–3:00 PM).

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Who I Work With

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Primary students: Building strong foundations in Maths, Science, and English. Preparing for NAPLAN, GATE (ASET)

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Secondary students: Preparing for NAPLAN, ATAR exams, school tests, or getting ahead of their class

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University students: Breaking down complex Maths, Physics, and Chemistry concepts

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What Makes This Different?

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1. I teach ahead of school

Capable students can work ahead of their class. When they've already seen the material, school feels easier and their confidence grows.

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2. No rote learning

I don't teach students to memorise. I teach them to think, explain, and solve problems independently.

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3. Pen and paper, not calculators

Students work through problems by hand. They show their steps. They learn the method, not just the answer.

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The Centre

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Accelerated Learning Tutoring Centre is located in Nedlands, Perth. Most students come from the western suburbs (Nedlands, Dalkeith, Claremont, Subiaco, Wembley, etc.), but I also work with students from across Perth—and online students.

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We've been operating since 1999 (formerly Perth Academy of Science and Central Tuition).

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What's available:

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• Small group tutorials (afternoons, evenings, Saturdays)

• One-to-one tutorials (weekdays 11 AM–3:00 PM)

• Online tutoring (for students who can't attend in person. Weekdays 11 AM-3:00 PM)

• Library of textbooks, notes, and practice materials

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What Parents Say

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"I must say that my kids have improved a lot in their academic learning after joining your teaching classes."

— Kamakshi G.

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​"My son ... was really struggling with his university class... After just one session everything was so much clearer to him"

— Kyla S.

 

Ready to get started?

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Call me on (08) 9471 9036 or email info@acceleratedlearning.com.au

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I'll answer your questions and find a tutorial time that works for your child.​

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