Mitcham's tutors include a seasoned university teaching assistant in business and computer science, an experienced private tutor and visiting lecturer with a master's in public health, award-winning high school graduates with ATARs up to 99.95, peer mentors, youth coaches, and academic scholarship recipients passionate about helping K–12 students excel across maths, science, English, and more.
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.
tutor comes prepared and my daughter feels comfortable with him. tutor writes a report regularly focusing on where she has developed, knowledge gaps that still exist and what she needs to practise.Diana, Torrens Park
Year 8 student Harry reviewed the basics of trigonometry, including Pythagoras' Theorem and probability concepts, using diagrams to visualise problems.
In Year 11, Emily practised implicit differentiation as well as integration by substitution, working through several algebraic examples step-by-step.
Meanwhile, Year 6 student Sarah focused on converting between improper and mixed fractions and developed strategies for adding fractions with different denominators by finding the lowest common multiple.
A Year 9 student showed a pattern of messy or unclear written work during algebra and graphing—"needs to be a bit neater in creating the graphs, and needs to remember to label the axes," noted one tutor.
In VCE Chemistry, another student struggled with unit conversions and formatting when working from molar enthalpy to heat of reaction; setting out answers more clearly would have helped track steps.
A Year 8 student arrived without their textbook, losing valuable lesson time as a result.
In each case, these process habits made it harder for students to catch errors early or review solutions confidently.
A tutor in Mitcham recently noticed a big shift in a Year 11 student who started borrowing textbooks from school and now arrives at sessions with thoughtful questions, showing new independence compared to earlier lessons where she relied more on prompts.
In Year 10 maths, another student has begun challenging the tutor's explanations and openly asks for help when stuck—something he was hesitant to do before.
Meanwhile, a younger student made tangible progress by completing all 100 multiplication questions in five minutes with only eight errors, after previously struggling to finish them within the time limit.
