Clyde's tutors include a VIT-registered senior secondary maths teacher, Kumon specialists and experienced private tutors, early childhood educators with classroom and special needs expertise, school leadership award-winners, an ATAR 98+ AMC high distinction achiever, youth camp leaders, and passionate mentors recognised for academic excellence and student support across K–12 subjects.
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.
We are extremely happy with Thir And Jack is off to a great start and has shown early signs of improvement so we are very thankful for the assistance we have received.Glenn, Clyde North
Year 8 student Keerat focused on algebra by practising substitution and working through exercises on simultaneous equations using both substitution and elimination methods.
Year 9 student Mary revised linear relations, summarising key concepts for an upcoming test and drawing graphs to consolidate understanding.
Meanwhile, a Year 7 student worked on fractions—reviewing equivalence and practising addition and subtraction with different denominators—to strengthen foundational skills.
A Year 10 student showed a pattern of skipping written working in algebra and probability, as noted: "she had marked as correct but hadn't actually asked if it made sense or checked the answers carefully." This led to repeated errors going unnoticed until feedback was given, resulting in lost marks on tests.
In Year 7 maths, another student completed revision only for school requirements but left some assigned practice unfinished—extra English work took priority.
During essay writing in Year 9, informal structure persisted; despite reminders, arguments weren't clearly set up, making ideas harder to follow when drafting under time pressure.
A Clyde tutor noticed that a Year 9 student who used to wait for hints now brings her own questions to each session, having completed all her revision independently.
In senior maths, one student previously lost marks by skipping written steps but has started showing every part of her working, which led to fewer errors in her latest trigonometry set.
Meanwhile, a Year 5 learner who struggled with fractions last term surprised his tutor this week by quickly adding and simplifying fractions with different denominators—he even asked for some harder extension problems at the end of the lesson.
