Gungahlin's tutors include a former secondary school teacher with six years' experience, a Kumon centre assistant and cricket coach, an ANU Extension mathematics high-achiever, a Maths Olympiad top 1% awardee (ATAR 98.15), experienced peer mentors, English specialists with international teaching backgrounds, and multiple coaches and club leaders dedicated to guiding K–12 learners.
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Carefully screened, fewer than 10% are good enough to work with us.
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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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He is a good communicator and has deep subject knowledge of Maths and Physics topics and is very much competent in resolving difficult problems and explaining the concepts. Very punctual and take the full one hour and sometimes more to satisfy my child expectationNaresh Khanna, Amaroo
Year 8 student Alex worked on finding unknown angles using angle reasoning in triangles and practiced interpreting travel graphs to answer questions about motion and rest periods.
For Year 9, Emily focused on solving linear equations and graphing them on the Cartesian plane, including creating tables of values to plot straight lines.
Meanwhile, Year 10 student Marcus revised index laws and tackled exponential growth and decay problems, with extra attention given to applying these concepts in worded scenarios.
A Year 8 student often forgot to bring her maths notebook and did not complete homework, making it difficult to review mistakes or track progress. "She forgot to take notes for half the lesson," one tutor noted, so key working was missed in angle reasoning tasks.
In Year 11, another student completed homework at 3am but struggled with the working out until hints were given—her routine led to confusion on A-level problems and a lack of confidence under test conditions.
Meanwhile, a Year 10 student left many questions unfinished in a mock test due to time management issues; this meant less feedback could be discussed during tutoring.
One Gungahlin tutor noticed a Year 11 student who, after initially freezing under timed conditions, has started using positive self-talk during mock exams and now works steadily through questions even when the clock is ticking.
In Year 8, another student moved from simply memorising formulas to actually explaining each step aloud of her problem-solving process—something she'd never attempted before.
Meanwhile, a Year 5 student who used to rush and make careless mistakes began asking for more time on worded maths problems and now checks her work carefully before moving on, finishing all ten problems without errors this week.
