Tutors in Campbell include a PhD-qualified secondary school maths and science teacher, university tutors with advanced economics and mathematics backgrounds, an ANU academic with K–12 results improvement experience and a 97+ ATAR, seasoned primary educators, award-winning STEM competitors, youth sports coaches, and mentors skilled at engaging students from diverse age groups and abilities.
Love your tutor or it's free. Guaranteed.
Carefully screened, fewer than 10% are good enough to work with us.
No booking fees, no hidden fees. Cancel any time, no lock-in.
You decide where and when to meet. As little or as often as you want.
All tutors have a valid working with children check
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.
Seasoned 
Impressive 
Veteran 
Outstanding 
Skilled 
Standard 
Seasoned
Impressive 
Master 
Exceptional 
Seasoned
Impressive
Seasoned
Standard
Seasoned
Standard
Seasoned
Standard Jaya has been absolutely wonderful with both our girls. So greatly appreciative for the way she can relate to both girls. Jaya was able to work with both girls and assist them at achieving their best. If I could rate Jaya she would clearly be a 10/10.Sasha
Year 8 student Angus worked on expanding brackets and solving linear systems of equations, including using geometric representations of binomials to visualise solutions.
For Year 10, Emily focused on simplifying fractions with exponents and tackled a range of simultaneous linear equations, practicing both substitution and elimination methods.
Meanwhile, James in Year 12 reviewed differentiation techniques relevant to his upcoming Maths Methods assessment and spent time analysing the domain of more complex functions to strengthen his understanding for exam revision.
A Year 8 student in Campbell was hesitant to begin worded algebra questions, often waiting for reassurance before translating the scenario into equations—"once prompted, he finished them," a tutor noted.
In Year 10 Physics, another student struggled to independently choose the correct trigonometric rule when faced with multi-step problems, hesitating over how to rearrange bracketed terms.
A senior student preparing for exams did not bring attempted problems to lessons, which meant opportunities for targeted feedback and problem-solving strategies were missed.
Each of these moments left valuable lesson time underused and reduced the chance for deeper confidence to build.
A Campbell tutor recently noticed a big shift with Thea (Year 11): after hesitating to speak up in earlier sessions, she now openly says when she's stuck and patiently works through tough concepts. Last lesson, she managed expansion questions entirely on her own for the first time.
In Year 10, Eliza has started catching her own mistakes while rearranging equations, a big change from before when she'd rush ahead and miss errors.
Meanwhile, a primary student remembered all their revision material straight away after struggling last term, confidently solving each problem without prompting.
