Glendale's tutors include a university mathematics PhD and ex-Assistant Professor, an English specialist with 13 years' global classroom experience, ATAR Dux and academic award-winners in science and maths, experienced K–12 tutors from leading programs, early childhood educators, and accomplished peer mentors with top 10% HSC results across multiple subjects.
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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.
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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.
Currently my son has received two lessons which has been successful. The set up has been good and the tutor is friendly, flexible and knowledgeable for the subject. Therefore so far very successfulcustomer, Glendale
Year 11 student Emily explored hydrocarbons and the IUPAC system for naming organic molecules, working through examples of structural formulas.
For Year 12, Jayden tackled HSC Physics by breaking down the photoelectric effect and Einstein's postulates, then practiced detailed responses to long-answer exam questions.
Meanwhile, Year 9 student Chloe focused on financial maths key terms and applied the simple interest formula using real-life scenarios.
In Year 12 Chemistry, a student's written responses to HSC-style questions were described as "too shallow," with notes highlighting a need for greater depth and clearer structure.
One Year 10 student, when faced with algebraic equations, often skipped showing working—"she needs to make sure she thoroughly reads the questions, write out the equations she is going to use and checking over answers"—which led to repeated errors in expanding and factorising.
Another senior student had difficulty organizing revision effectively before exams; missed practice opportunities left them less confident interpreting formula-based problems under time pressure. These patterns left valuable marks unclaimed during assessments.
One Glendale tutor noticed that a Year 11 student who previously hesitated to ask for clarification now openly requests help when stuck, which means she's tackling more challenging chemistry questions without shutting down.
A Year 9 student has started writing out every step while solving worded maths problems—a shift from his old habit of skipping ahead and getting lost—which led him to independently interpret multi-step questions by the end of their session.
In Year 7 maths, a student who used to guess at equations can now expand brackets correctly on her own and even asked for extra practice with negative numbers.
