Warrane's tutors include a primary school teacher trained in the UK and Qatar, an ATAR 99.7 medical student who topped physics and maths, a university lecturer with over 10 years' experience, accomplished science PhDs and Olympiad participants, seasoned VCE maths and English tutors, youth mentors, creative writers, and award-winning leaders in both academics and community programs.
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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.
Selina has an great cheery & positive attitude and relates well to Steele. I'm sure that as the tutoring progresses Steele will show great benefits in his maths abilities.Tony
Year 4 student Scarlett focused on identifying Greek and Latin roots in words and practiced applying correct punctuation, including the use of commas and hyphens, through targeted activities.
Year 12 student Aimee concentrated on revising Organic Chemistry for an upcoming SAC by working through practice questions, as well as tackling stoichiometry calculations like mole-mass conversions and combustion reactions.
Meanwhile, Year 12 student Charli reviewed key Biology topics such as the adaptive immune system by answering related exam-style questions, and reinforced her understanding of CRISPR-Cas9 gene technology through short quizzes.
In Year 11 Chemistry, Aimee often became overwhelmed by complex questions, leading her to overcomplicate answers and skip using helpful strategies like diagrams or summarising key features.
"She tends to forget to label molecules and record units in calculations," noted one tutor, which caused avoidable errors in stoichiometry problems.
Meanwhile, Scarlett (Year 6 English) hesitated to start writing tasks due to self-doubt; she would stall and sometimes leave drafts unfinished or ideas unstructured.
In both cases, missed opportunities for feedback and incomplete independent practice slowed progress—leaving confusion unresolved before the next lesson.
One Warrane tutor noticed Aimee, a senior student, tackling chemistry questions beyond her current classwork—she now attempts unfamiliar SAC problems before lessons and uses feedback to improve accuracy, a shift from waiting for direct instruction.
Charli, also in high school, has begun proactively flagging areas she finds challenging and now draws diagrams independently to clarify complex biology concepts—previously, she hesitated to engage unless prompted.
Meanwhile, Cameron (Year 7) recently brought in their own creative writing draft and confidently incorporated new punctuation skills without needing step-by-step guidance; they finished the session by proofreading a full chapter with minimal support.
