Edwardstown's tutors include a 50-year K–12 teaching veteran and arts coordinator, a seasoned English teacher with dual master's degrees, accomplished school maths and science teachers, recent ATAR 98.80 and 97.80 high achievers, international subject competition awardees, youth camp leaders, and university-qualified specialists in education, engineering, psychology and sociology—all passionate about supporting students.
Skilled 
Standard
Seasoned
Standard Really easy to get started and find a great tutor who was not only well matched for my daughters needs but her personality too. Loved the experience. Not too expensive either!Janet, Edwardstown
Year 4 student Ella focused on short times table tests and applied new maths strategies to solve NAPLAN-style word problems.
In Year 7, Jamie worked through essential assessment tasks on decimals and practised using maps and directions, including interpreting locations.
For Year 10, Zoe explored superannuation theory in depth and participated in discussion-based learning to understand its relevance in real-world financial planning.
A Year 11 student struggled to prepare for superannuation topics without sending work in advance—"it is challenging to just jump in without preparation"—making sessions less productive.
In Year 4, one learner's untidy handwriting and difficulty following lines meant their maths working was hard to follow, sometimes hiding small errors.
For a Year 8 student, forgetting to access homework on their iPad led to incomplete practice between lessons, limiting recall of key multiplication facts.
Meanwhile, a Year 6 student's habit of over-erasing mistakes during writing tasks reflected discomfort with visible errors, slowing progress and causing frustration mid-lesson.
One Edwardstown tutor noticed a big shift in a Year 10 student who used to hesitate with algebraic equations; after some focused practice, he recalled BEDMAS and independently solved problems with parentheses—something he'd struggled with before.
In a recent session, another high schooler showed initiative by asking for more work on fractions and analogue time after quickly mastering the day's topic.
Meanwhile, a younger student who previously relied heavily on aids for multiplication tables was able to complete exercises fluently without prompts, showing clear growth in both confidence and independence.
