Bangor's tutors include a qualified K–12 teacher with international classroom experience, award-winning HSC high achievers (ATARs to 97.2, state-ranked English), Kumon and Master Coaching veterans, school music leaders, seasoned maths and science mentors, accomplished sports coaches, peer supporters, and a university medalist in mathematics—offering deep subject expertise and genuine teaching passion across all levels.
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Reach goals and improve grades faster with private, 1-to-1 lessons.
High school or primary, you'll get a tutor that fits your needs.
Our tutors show WHAT to study + HOW to study
You'll get feedback on each lesson, so you know how your child gets on.
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Standard Erica is amazing. Cooper really responds well to her. From her report I see she gets him too. He says she thinks outside the square and gets him to look at Math differently.Kim
Year 8 student Daniel focused on algebraic techniques and practiced working with surds and indices, breaking down problems step by step.
For Year 10, Sarah tackled questions involving equilibrium constants and began exploring concepts from Year 11 Chemistry to get ahead.
Meanwhile, Year 7 student Mia worked through calculating the area of circles, sectors, and trapeziums using visual aids to reinforce understanding.
In Year 9 Maths, one student's habit of doing calculations in his head led to missed sign errors—"he tends to make some silly mistakes," as noted after skipping written steps on algebra problems.
A Year 11 Chemistry student struggled with confidence during report writing; doubting her own work slowed progress and made it hard for her to respond to feedback.
In Year 10 English, another student rushed through reading comprehension tasks, sometimes overlooking key information that affected paragraph structure and marks.
After disappointing test results, a Year 12 student lost motivation and stopped checking where errors had occurred.
One Bangor tutor noticed that a Year 10 student, Lily, has started bringing organised chemistry notes to each session and now adapts new concepts into her own words before tackling questions independently—a shift from relying on prompts in earlier lessons.
Meanwhile, Sam in Year 11 was able to spot and correct his own mistakes in compound interest problems with little guidance, showing real growth in self-reliance compared to past sessions where he needed step-by-step support.
In Year 5, Hunter has begun identifying his own weaknesses during maths tasks and takes the initiative to ask for clarification as soon as he feels unsure.
