Lockrose's tutors include a Monash Dean's Honour List mathematician with specialist Year 9 exam prep experience, a youth mentor and pre-service teacher from USQ, an accomplished chess coach and club vice president, science undergraduates with tutoring backgrounds, and a psychology honours student skilled in early intervention for children with special needs.
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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.
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.
Washim has been great. Josephine received C/D marks last semester for Maths and has achieved an A- and a B+ for her most recent exams this term so her time with Washim has been very helpful.Genevieve
Year 9 student Cale focused on using Pythagoras' theorem and trigonometric ratios like sine to solve geometry problems involving perimeters, circumferences, and areas of 2D shapes.
For Year 7, Mia worked through adding and subtracting decimals and explored different methods for tackling maths problems to find what suits her learning style best.
Meanwhile, Year 11 student Emily concentrated on interpreting bivariate data in class assessments and developed critical thinking by analysing dependent and independent variables in real-world contexts.
A Year 10 student lost a major maths assignment due to computer saving issues, which led to a significant grade drop; as the tutor observed, "he will need to change the way he saves his documents."
In Year 11 maths, gaps in note-taking meant important formulas weren't easily recalled during revision.
Another senior student's algebra practice revealed that when she didn't write out steps, sign errors went unnoticed and corrections were missed.
A Year 8 student, feeling tired after school, struggled to maintain focus during grammar tasks—resulting in incomplete or disorganized written work by session's end.
A Lockrose tutor recently noticed a Year 11 student, previously hesitant to ask for clarification, now openly seeking help when stuck on schoolwork—showing real initiative compared to last term's reluctance.
In high school maths, another student who had struggled with algebra is now double-checking her solutions and identifying her own mistakes before the tutor points them out.
For a younger learner, getting into the habit of writing out working steps in traditional form was a breakthrough, as he used to skip this process entirely; last session he finished all his exam revision questions using full written methods.
