Port Gawler's tutors include a Master of Teaching candidate and former school dux in maths and sciences, a Kumon instructor with multiple Academic Excellence Awards, an ATAR 99.90 achiever and advanced university mathematician, seasoned youth mentors, peer study leaders, volunteer coaches, and several prize-winning students with strong experience supporting K–12 learners.
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.
My son Patrick is now becoming more confident with Physics thanks to Daniel. We understand he has somewhat more to go, but we couldn't be more happy with his progress thus far. Thank youDarryl
Year 8 student Archie focused on revising BIDMAS and fractions after receiving his test results, ensuring he could confidently handle mixed operations;
Year 9 Suhana worked through partitioning, basic multiplication and division, and was introduced to simple fractions using visual models;
meanwhile, Year 10 Isobel practiced converting fractions to percentages and refined her skills in adding and subtracting fractions for better accuracy.
A Year 8 student found it difficult to remember which triangle sides were opposite, adjacent, or hypotenuse in trigonometry—she needs improvement on rearranging equations, the tutor noted—which led to confusion when solving for unknowns.
In Year 10 Biology, a student hesitated to talk through her thinking during test revision and would often say "I don't know" without attempting an explanation; this limited her ability to clarify misunderstandings.
A senior student arrived at a session missing key materials (a test and English text), so feedback on errors was delayed until next time. These process gaps slowed progress and undermined confidence mid-task.
One Port Gawler tutor recently saw a Year 11 student shift from relying on hints to independently spotting and correcting her own mistakes in Pythagoras' theorem problems, backchecking her work without being prompted—a big change from earlier sessions.
Another high schooler began openly talking through his approach before solving questions, allowing him to catch errors himself and move through tasks with fewer missteps.
In a younger group, a Year 3 student who used to freeze when faced with lots of numbers now calmly breaks down math problems into smaller steps and completes skip-counting activities by herself after some practice.
