Tutors in Campbelltown include a 9-year NESA-accredited teacher with degrees in education and science, an HSC Dux with multiple first-in-state subject awards, tutors with ATARs up to 96.60 and Olympiad distinctions, seasoned K–12 specialists in maths, English and science, plus peer mentors, after-school leaders, and youth science forum participants.
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Carefully screened, fewer than 10% are good enough to work with us.
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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.
Seasoned 
Proven Michelle is great, very patient, gives encouragement, explains it the way the child understands. Would highly recommend.Silvia
Year 6 Ethan worked on solving linear equations and building algebra skills through targeted worksheets.
For Year 9 Lilian, sessions focused on mastering the sine rule and cosine rule for triangles, along with practice on finding sides and areas using textbook exercises.
Meanwhile, Year 10 student revised applications of calculus, particularly derivatives from first principles, and tackled school sheets covering end-of-chapter problems to prepare for assessments.
In Year 8 mathematics, "he should do more on his own"—tutor notes revealed that practice outside of sessions was limited, which meant new problem types in algebra weren't reinforced at home.
Meanwhile, a Year 10 student showed "good understanding of basics," but independent revision before tests was minimal, so confidence wavered when unfamiliar questions appeared.
For a Year 6 learner, skipping extra exercises after lessons led to gaps resurfacing in later topics.
In each case, the lack of regular self-practice became clear during review: progress slowed when faced with tasks not already covered together.
A tutor in Campbelltown noticed a Year 11 student who previously hesitated to review mistakes now actively asks to go through wrong answers, using them to self-correct before moving on.
In another session, a Year 9 student who used to quietly follow along started asking clarifying questions and contributed ideas during problem-solving tasks, showing new engagement.
With a Year 6 student, after several revision sessions, she independently identified her own errors on practice problems and explained how she fixed them before the tutor prompted her—finishing the set without needing reminders.
