Echunga's tutors include a seasoned K–12 school teacher and OSHC director with a psychology degree, multiple maths and science duxes and ATAR 98.85–99.15 graduates, experienced university-level physics demonstrators, published researchers, primary specialists in literacy and numeracy, music and coding educators, accomplished peer mentors, competition winners, and STEM leaders with postgraduate credentials.
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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.
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Veteran 
Impressive Minh aka Truc has been fabulous in the short amount of time I have worked with her. She really has given me the confidence I needed to have a better mindset going in to an exam. From the start she was approachable and understanding. I never felt like I was being judged, she was able to answer all my questions with an explanation on how she got the answer.Vanessa
Year 4 student Sophie worked on equivalent fractions, simplifying them using visual models, and also practiced applying multiplication strategies for large numbers and times tables through games.
In Year 5, Annabelle tackled probability concepts by completing her school worksheet and created graphs from data tables to strengthen her data interpretation skills.
Sydney, another Year 4 student, focused on building confidence with multiplication and division fundamentals using worksheets, then explored fraction equivalence and represented fractions on a number line.
In Year 6 maths, one student frequently rushed through questions, often "trying to rush the answers and making silly mistakes," which led to imprecise number placement on tasks like number lines.
In Year 8, another student felt overwhelmed by multi-step worded problems and sometimes gave up before attempting a solution; as noted, "she feels overwhelmed by questions with lots of information."
Meanwhile, in Year 10, a lack of confidence showed when the student sought constant reassurance at each step during algebra exercises. During one session, fatigue after sports day meant focus was lost early and work was left unfinished.
One Echunga tutor noticed Jay, a Year 8 student, is now much quicker to spot his own mistakes and willingly corrects them—last lesson he caught an error during division work and fixed it without prompting, a big change from earlier sessions when he'd wait for help.
Sophie in Year 9 recently started preparing her own revision "cheat sheet" before tutoring began, showing initiative she hadn't shown previously.
In a primary session, Annabelle showed new independence with problem-solving: she tackled multi-step percentage questions by breaking them down herself instead of waiting for hints, then explained her process out loud.
