Tutors in Bardwell Park include a university professor awarded by the Honduran Ministry of Education, an ATAR 99.65 North Sydney Boys graduate and peer tutor, a seasoned K–12 science tutor and pharmacy student, an honours pathology scholar with multiple Dean's List awards, and a recipient of a national piano teaching scholarship—each bringing real-world mentoring and academic excellence.
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Carefully screened, fewer than 10% are good enough to work with us.
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You decide where and when to meet. As little or as often as you want.
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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.
Carolina likes Deeba, whom she says is a gifted teacher, & continues to learn at what is to me an amazing rate.Robert, Dulwich Hill
Year 8 student Aimee revised exponents and prime factorisation, then practised converting between decimals, fractions, and percentages.
For Year 10, Emily focused on quadratic expressions by factorising both monic and non-monic equations using the PSF method and also worked through completing the square.
Meanwhile, Year 11 student Jason applied the sine rule to solve for unknown sides in triangles and explored its applications with practice questions.
A Year 8 student working on negative numbers often avoided writing out full workings, preferring to "do it in my head," which led to repeated sign errors and confusion—especially in worded questions.
In a Year 10 geography task, not having the assignment sheet or any class notes left her scrambling for requirements at the last minute; as one tutor observed, "she was somewhat unprepared as this assignment was left to the last minute."
Meanwhile, a primary student's tendency to write long run-on sentences made editing difficult and sometimes caused missed grammar corrections. These moments slowed progress and increased frustration during sessions.
One Bardwell Park tutor recently noticed a Year 9 student who had struggled with algebraic laws now working through commutative and associative law problems without needing reminders, showing real independence compared to earlier sessions.
Another high school student was initially hesitant about probability concepts but started asking for extra practice on sample space and could accurately explain the difference between theoretical and experimental probability by the end of the lesson.
In a primary session, a Year 4 learner who previously rushed their work began checking each answer before moving on—demonstrating new patience by catching their own mistakes in a fractions exercise.
