Georgetown's tutors include a university mathematics lecturer with a PhD and decades of inspiring teaching, an HSC all-rounder with a 99.7 ATAR and major competition wins, veteran educators with degrees in English and Education, experienced school mentors, K–12 maths specialists, creative writers, peer coaches, and accomplished science students pursuing medicine and engineering.
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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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Impressive Richard is a lovely young man. Very patient and caring in his delivery of his tutoring. He has made my daughter feel better about her ability to problem solve her mathematics.Katie
Year 8 student Chloe reviewed algebraic techniques, including operations with indices and equations involving pronumerals on both sides, before tackling basic quadratic equations.
In Year 11, Erika practised questions on rates and ratios as well as bearings and trigonometry, then moved onto biology topics such as the male and female reproductive systems and the hormonal regulation of the menstrual cycle.
Meanwhile, Year 5 student Tyler worked through NAPLAN-style division and multiplication exercises alongside revision using Mathletics on the iPad.
A Year 12 student struggled to keep up with homework and independent study—notes were often undated, and only about an hour per week was spent revising. As one tutor put it, "he explained it was because of lack in knowledge to complete the questions," highlighting a cycle where missed practice deepened gaps in financial maths and trigonometry.
In Year 8, another student's workbook became disorganised over time, making it harder to review concepts or spot repeated errors.
Meanwhile, a Year 5 learner sometimes skipped homework entirely, saying she'd "give it a go next week"—leaving place value skills underdeveloped heading into new topics.
One Georgetown tutor recently noticed a big shift in a Year 12 student's approach to challenging maths problems: after struggling with question interpretation, he now underlines key data and circles verbs before solving, which means he's needing far less help and is getting through complex questions more independently.
Meanwhile, a high school student who previously left homework unfinished has started completing all assigned tasks and even attempts extra questions—demonstrating not just effort but genuine initiative.
In Year 8 science, another student showed new independence by identifying food chains in ecosystems without prompting and confidently explained how energy moves between organisms.
