Daceyville's tutors include a UNSW PhD teaching assistant, an award-winning science graduate with university prizes and mentoring experience, a seasoned maths and science teacher for years 6–10, music educators with primary expertise, peer mentors from selective schools, Olympiad participants, and accomplished graduates in engineering, data science, nursing, and computer science.
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.
Eleena says he is great, he gives her homework sheets and he is very patient and explains everything she said.Stephanie, Kingsford
Year 5 student Despina worked on understanding the area and volume of 2D and 3D shapes, along with practicing perimeter calculations.
Year 8 student Michael focused on simplifying algebraic expressions and applying the Pythagoras theorem to geometry problems, using visual examples for clarity.
Meanwhile, Year 10 student Sophia tackled chemistry syllabus content by reviewing electron configurations (spdf notation) and exploring trends in periodicity, including atomic radius and first ionisation energy.
Frequent reliance on calculators for basic operations, such as times tables and simple addition, made it harder for the Year 9 student to build fluency in index laws ("less use of calculator and a more thorough understanding and memorisation of times tables…").
In Year 11 Chemistry, incomplete memorization of polyatomic ions led to slower progress during ionic equation tasks.
For a Year 5 lesson, one student jumped quickly to answers without fully writing out working or reflecting on key phrases from questions, which meant missed details when reading texts.
During a senior selective-style test, another student struggled with time management and needed extra practice under timed conditions—she finished late and felt frustrated.
A tutor in Daceyville recently noticed a Year 10 student who, after struggling with algebra, began working through examples independently and now occasionally solves problems without prompting.
In another session, a Year 9 student showed new initiative by finishing a research task on her own, whereas before she needed frequent reminders to stay on track.
Meanwhile, one of the younger students has started reading out loud more confidently during comprehension activities and now actively eliminates incorrect answers instead of guessing.
Last week, a high schooler completed her science report on time for the first time this term.
