Samson's tutors include a Master of Teaching candidate awarded for mathematics excellence, an ATAR 99+ achiever and Australian Maths Competition distinction winner, a Cambridge A-Level graduate with proven tutoring results, school Duxes and academic award recipients, plus experienced mentors, coaches, peer leaders and STEM specialists passionate about guiding K–12 students.
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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Proven Really friendly and great at communicating with my daughter who is quite shy. Sana really put my daughter at ease straight awayJackee, Kardinya
Year 7 student Jade reviewed index laws and practised interpreting and sketching linear graphs.
For Year 10, Harry focused on trigonometric ratios and tackled multi-step probability questions using tree diagrams.
Meanwhile, Year 11 student Aiden explored applications of geometric series in financial contexts and worked through techniques for differentiating exponential functions.
A Year 12 student preparing for Specialist Mathematics exams often didn't have a clear study plan or key exam dates on hand, leading to last-minute revision and gaps in coverage ("Need an outline of when exams and other assessments are").
In Year 9 Maths, another student relied on class notes alone rather than attempting practice questions from the textbook before class—this limited exposure to harder problems.
One tutor noted that a Year 7 student rarely communicated when stuck: "I need to be made aware of when you don't understand something," which meant persistent misunderstandings weren't addressed promptly.
A tutor in Samson noticed a Year 11 student who used to leave revision until the last minute now sticking to a self-made study plan and even setting up extra practice before an upcoming exam.
In Year 9, another student who often hesitated to try harder problems started regularly attempting more difficult questions during sessions without prompting.
Meanwhile, a Year 4 learner—previously quiet and reserved—has begun asking for clarification whenever unclear instead of just nodding along.
Last week, that same student finished writing a full page independently in preparation for their class test.
