Marmion's tutors include a Vice Chancellor's List academic and high-retention maths/science specialist, a peer mentor who topped Mathematics Specialist ATAR and won the Defence Force Innovators Award, seasoned university engineers with 98+ ATARs and teaching experience, an Indigenous tutoring program leader, and multiple youth mentors, camp leaders, and K–12 specialists.
Love your tutor or it's free. Guaranteed.
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.
Veteran 
Impressive 
Kaylee is a wonderful tutor who Cara seems to connect with and understand. We are very pleased so far, and hope to continue with kaylee for as long as we can.Renee, Duncraig
Year 6 Paige focused on converting between fractions, decimals, and percentages, as well as practicing multiplying with decimals using test questions for extra reinforcement.
Year 9 Benji worked through all key algebra skills for his upcoming test and spent time mastering equations of linear graphs by tackling a comprehensive study booklet.
Meanwhile, Year 11 student Paige revisited challenging finance questions from a recent test and practiced applying clear steps to similar exam-style problems to boost confidence for future assessments.
Missed two consecutive homework assignments on midpoints and correlation, which limited their readiness for lesson activities ("Did not do homework set").
In Year 11, a student avoided writing out equations fully during algebra tasks, making it difficult to spot and fix calculation errors.
For one Year 10 trigonometry topic, overconfidence meant "he believes that he is OK" despite an exam result of just 33%, so gaps went unaddressed until the test.
In primary years, messy or incomplete working was noted in fraction simplification, sometimes causing confusion when revisiting problems later.
A tutor in Marmion recently saw a Year 10 student who had previously been anxious about index laws, but after working through each rule, he completed all the practice questions without making his usual mistakes.
In a senior high school session, another student surprised himself by quickly adapting to new types of graphs and data; where he once hesitated with interpreting features of parabolas, he now describes them confidently and solves factorising problems more smoothly.
Meanwhile, during a primary session, one student was initially hesitant with long division but persisted and managed to complete several sums independently before the lesson ended.
