Fyshwick's tutors include a PhD mathematician and university lecturer awarded for academic excellence, a former secondary school maths and science teacher with international credentials, an experienced K–12 private tutor with distinction in maths and national history competitions, seasoned educators from primary through high school, and specialists in mentoring, STEM programs, and creative learning.
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.
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Exceptional My son has struck up a good rapport with Dylan. His feedback is that Dylan explains things extremely well and at Connor's level of understanding.Sean
Year 8 student Muhammad worked on crafting a collaborative crime fiction podcast, including character profiling and drafting scenes, while also reading and answering comprehension questions for "The Boy in the Striped Pyjamas."
Year 8 student Ari focused on statistics by interpreting box-and-whisker plots, identifying outliers, and practicing data representation with dot plots and column graphs.
Meanwhile, Year 3 student Josh completed an English reading assessment and tackled basic NAPLAN-style math problems to build foundational skills.
In Year 8 English, one student deleted a full essay after the teacher required a new format, but did not send a revised draft for feedback—"he may have been pressed for time or reluctant to share," noted the tutor.
Meanwhile, a Year 7 maths student repeatedly forgot to bring homework, impacting their ability to review concepts between lessons.
For Year 9 statistics, messy written work and skipped steps in finding outliers led to confusion during class discussion.
In senior English (Year 12), an unstructured approach to essay planning left responses underdeveloped and difficult to edit before deadlines.
One Fyshwick tutor noticed a Year 11 student who previously struggled with graphing linear equations now confidently using both elimination and substitution methods after targeted step-by-step guidance.
In Year 8 English, a student who was hesitant to ask questions about essay structure has begun sending through drafts independently and actively seeking feedback, showing new initiative in his writing process.
Meanwhile, a Year 4 learner who used to rush reading comprehension is now taking time to back up answers with text evidence, pausing to explain reasoning before moving on.
