Modbury North's tutors include a primary school learning support specialist with over 13 years' experience and postgraduate credentials, an ATAR 98.3 high-achiever mentoring senior students in maths and science, university STEM scholars, a Kumon-trained maths mentor, Ignite Program participant, peer coaches, seasoned private tutors, and passionate volunteers supporting literacy and student wellbeing.
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.
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Going every well and getting information from administration to what to do. Looks helpful. We are happy about the service.Anoma Danapala, Modbury North
Year 10 student James focused on solving linear equations, calculating slope, and understanding parallel and perpendicular lines using graphing methods.
In Year 9, Sarah practised drawing graphs in both slope-intercept and general form, and worked on writing comparative essays using TEEL/PEEL structure for English.
Meanwhile, Year 7 student Lily built her skills with simultaneous equations through substitution and elimination techniques, including representing solutions graphically.
In Year 10 science, one student repeatedly second-guessed correct answers, as noted: "a lot of the time the student got it right but questioned themself," which slowed progress and made it harder to build confidence with new material.
In Year 8 maths, skipping steps during calculations meant key errors were hidden—one tutor observed missing working on paper.
Meanwhile, a Year 5 student would often guess rather than systematically solve word problems, especially when distracted by unrelated details. Each instance left students uncertain about their strategies and sometimes unsure whether success was due to skill or luck.
One Modbury North tutor noticed a Year 10 student who used to rely on prompts is now tackling algebra problems independently and even chose to finish extra questions after the lesson.
In a recent high school maths session, another student who previously hesitated to ask for help began voicing specific questions about tricky topics, leading her to solve multi-step equations solo for the first time.
Meanwhile, a Year 4 student surprised her tutor by switching to a new division strategy she'd just learned at school; although it took longer, she stuck with it until she could explain her method and reach correct answers on her own.
