Fairfield's tutors include a qualified secondary school teacher and accredited specialist with decades of classroom and tutoring experience, an ATAR 99.60 achiever who topped Extension Maths, K–12 English and maths tutors with proven results at local academies, peer mentors and competition award-winners, as well as youth leaders in STEM outreach and student support.
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Skilled
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Skilled
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Seasoned
Proven
Seasoned
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Skilled
Proven
Skilled
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Skilled
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Seasoned
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Skilled
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Skilled
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Skilled
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Proven
Skilled
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Seasoned
Standard Online learning my 9 year old son found challenging. He excels in class room learning and during the school closures his development learning in maths suffered. He has only had a couple of tutor sessions and already his teacher an I have noticed an improvement is his confidence to attempt math problems he finds challenging.Judy, Fairfield
Year 3 student Jafar focused on writing persuasive texts and stories using prompts, while also building skills in calculating change and interpreting graphs.
For Year 9, Sienna practised solving simultaneous equations and explored applications of graphing inequalities, often working through examples step-by-step.
Meanwhile, Year 10 student Sam covered the sine rule and cosine rule in trigonometry, alongside finding exact values for common angles by applying formulae to real-world problems.
A Year 11 student repeatedly left differentiation rules half-memorised, leading to confusion when tackling derivatives of constants or linear functions; as a tutor noted, "he still needs practice with basic differentiation rules—he needs to be able to solve specific problems without my help."
In contrast, a Year 8 student's homework was sometimes incomplete or done incorrectly, requiring time in lessons to finish missed work rather than move forward.
Meanwhile, during persuasive writing in Year 6 English, one learner struggled to turn ideas into sentences without prompts and often responded with "I don't know" before attempting answers. Confidence and independence suffered in these moments.
A Fairfield tutoring session saw a Year 10 student, previously hesitant to attempt simultaneous equations without help, independently set up and solved worded problems using both elimination and substitution methods for the first time.
Meanwhile, a Year 11 student who often avoided class participation is now actively asking relevant questions during lessons on trigonometric applications in three dimensions, showing genuine engagement with new content.
For a younger learner in primary school, after initially finding subtraction across zeroes confusing, he was able to confidently explain his solution process back to the tutor.
