Stanwell Tops' tutors feature an ATAR 97.8 school dux and UNSW Academic Achievement Award recipient, a seasoned K–10 teacher with eight years' experience and Cambridge teaching accolades, a current university PASS facilitator and state-level athlete, peer mentors, Duke of Edinburgh awardees, and creative specialists in writing, sports coaching, STEM, and youth leadership.
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Carefully screened, fewer than 10% are good enough to work with us.
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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.
I would like to take this Opportunity to pass on feedback for El abed he was wonderful with Jai, very engaging and helped him a lotElisha
Year 8 student Emily focused on linear equations and tackled rates and ratios using real-world examples.
For Year 10, Josh worked through trigonometry concepts as well as reviewing how to solve logarithmic equations, using diagrams where helpful.
Meanwhile, Year 6 student Sam practised converting between fractions, decimals, and percentages, and applied these skills to worded problems involving percentage calculations.
A Year 9 student struggled to keep track of pronumerals in algebra, sometimes assuming their order without checking the question—she relied on the pattern from the last problem, which led to errors in her working.
In Year 11, one student found it difficult to organise revision and often forgot earlier content after learning new material; this made tackling cumulative exam questions more confusing.
Meanwhile, a primary student repeatedly avoided showing working for maths problems, believing "the answer is enough by itself," resulting in missed marks when steps were unclear.
One senior student's motivation dipped after setbacks on harder quadratic tasks.
A tutor in Stanwell Tops noticed one Year 10 student who'd struggled with parabolas now confidently describes graph shapes just by glancing at the equations—a big leap from last term's hesitance.
Another high schooler, after repeatedly mixing up elimination and substitution, independently solved a set of simultaneous equations using both methods without prompting.
Meanwhile, a Year 4 student who used to guess through word problems now pauses to ask for clarification and applies new strategies before answering. Just this week, he read an excerpt aloud from his book and tackled every time and date question on his own.
