Newcastle's tutors include a PhD mathematician celebrated for inspiring university students, an ATAR 99.7 All-Rounder and HSC dux with Olympiad success, veteran K–12 maths and English specialists, CELTA-qualified language teachers, accomplished peer mentors, surf instructors skilled in teaching kids, and several education degree candidates already tutoring Newcastle students.
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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.
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Proven Emily’s first tutoring session with Alexander went really well. He was so good with Emily on breaking things down we are very happy to continue.Sue
Year 4 student Chloe focused on division and multiplication facts through timed tests and real-life examples.
For Year 9, James worked through financial maths topics like depreciation and shares, then practiced applying simple and compound interest formulas to worded problems.
In Year 10, Emily concentrated on quadratic equations by breaking down the quadratic formula and completing the square using step-by-step methods for exam preparation.
In Year 11 financial maths, one student relied heavily on plugging numbers into formulas without understanding the reasoning, which made worded questions and real-world application challenging—she is too reliant on putting numbers into a given formula.
In Year 8 algebra, another struggled to recall prior concepts and avoided abstract problems; when faced with unfamiliar structures, confidence dropped and "lazy thinking" set in.
Meanwhile, a Year 10 student's working out remained messy and disorganized during tests, leading to lost marks despite knowing the process. This often resulted in frustration or second-guessing answers instead of learning from mistakes.
One Newcastle tutor recently noticed Danika come prepared with specific questions from her classwork—something she hadn't done before—and then work through most problems independently, only needing minimal help.
In another session, Liz demonstrated much more initiative by teaching her tutor tricky z-score problems after initially doubting herself; this shift from hesitance to explaining concepts out loud is a big step up.
Meanwhile, Lara in Year 7 has started tackling unfamiliar exam-style geometry questions without giving up and now actively asks for clarification instead of waiting passively.
