Hazelmere's tutors include a science PhD with 33 years' school teaching and department head experience, an ATAR 98.50 Dux and academic competition awardee, a primary school principal turned maths specialist, a university-level mathematician with years of K–12 tutoring, and subject duxes in physics, maths methods and specialist mathematics.
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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.
I can highly recommend Vivek. He kept our son engaged and pushed him when he needed a little push. Found him very professional.Renae
Year 5 student Ava worked on spelling using Sound Waves units and applied these words in procedural writing, also practicing reading comprehension from NAPLAN texts.
Year 8 student Ethan revised trigonometry by finding unknown side lengths and angles with the tangent ratio, drew diagrams to solve geometry problems involving congruency and similarity, and practiced applying concepts to worded questions.
For Year 9, Lucas focused on financial mathematics by calculating pay rates, wage differences, and taxation through real-life examples, then moved on to solving problems involving ratios and proportions.
A Year 9 student often left homework incomplete, even when instructions were clear and unchanged from the previous week. "Although didn't write down instructions for homework, had told him clearly and was the same as last week, just with different words but still forgot to do it."
In Year 10 science, one student lost marks because explanations in test responses were too vague—key terminology was missing.
A Year 8 maths learner struggled to show all working steps for algebraic proofs; skipping written steps led to errors being hidden until pointed out. These moments resulted in missed marks or extra time spent retracing thinking.
One Hazelmere tutor noticed a Year 11 student who used to avoid writing out their maths solutions is now talking through tricky algebra problems out loud and always writing down each step, which has led to fewer errors on worded questions.
In English, a Year 10 student who struggled with analysis is now confidently identifying techniques in texts and explaining how these influence the audience, rather than just listing them.
Meanwhile, a Year 4 student who often rushed through reading tasks slowed down this week, sounding out difficult words carefully without prompting and correcting several misspelled words independently.
