Razorback's tutors include a PhD physicist and university lecturer awarded for excellence, an HSC Honour Roll achiever and K–12 maths mentor, a primary education specialist with extensive classroom placements, state-ranked high school subject toppers, peer support leaders, creative writing graduates, experienced dance teachers, and accomplished debaters and STEM competition winners.
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Carefully screened, fewer than 10% are good enough to work with us.
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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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Skilled
Impressive A fantastic tutor for my 14yo son. So patient, makes the lessons fun and doesn't mind going over things again and again until he understands. Highly recommendedNarelle
Year 4 student Lily focused on long addition, subtraction, and division, as well as rounding numbers and multiplying/dividing by 10 using practical examples.
For Year 9, Michael tackled data dot plots alongside stem-and-leaf plots, and reviewed key skills in calculating surface area of cylinders.
In Year 12, Sarah worked through mathematical induction proofs before applying max and min techniques to past HSC questions for advanced problem-solving practice.
In Year 7 mathematics, incomplete revision before a geometry test left gaps—"did not review it before her test, only had one week before"—so important methods weren't fully consolidated.
A Year 9 student avoided making summary sheets for algebra and inequalities, meaning key steps were missed when working through complex problems.
In senior calculus (Year 12), "needs to work on recognising differentiation rules," but the habit of practicing only familiar examples slowed progress on harder integration questions during timed exercises.
When homework or set exercises were skipped, students entered lessons less prepared and needed more time just to catch up.
A tutor in Razorback noticed a Year 10 student who previously hesitated to ask for help now regularly speaks up when stuck, making far fewer mistakes in her algebra work.
Another high schooler, after struggling with trig identities, started applying the process of elimination independently and managed to prove several on his own last session.
In Year 4 maths, one student who used to guess at long multiplication problems has begun using written steps and asks for clarification when unsure, showing more accuracy each week. Last lesson, he completed all ten questions without guessing once.
