Alfredton's tutors include a double-degree Education student and experienced school learning support worker, a former international teacher with 30+ years in K–12 classrooms, an ATAR 97.8 maths specialist, a Federation University Medal recipient, seasoned maths and science tutors with Olympiad coaching experience, and passionate mentors in sports, music, creative arts, and STEM.
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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.
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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.
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Standard Chloe is lovely and my daughter felt comfortable with her from day one. She has done a lot of preparation in her own time too, providing many examples for Chanelle which I did not expect.Kelly
Year 6 student Greta practised negative numbers and **algebraic expansion**, then built French vocabulary for food and constructed simple present-tense sentences.
Year 9 student Noah worked through trigonometry, focusing on **SOH CAH TOA** and applying the sine rule to non-right triangles using diagrams.
For Year 11, Amy tackled a test review covering simplification and **rationalising of surds** as well as elementary set theory, including problems involving simplifying linear expressions with non-numeral coefficients.
In Year 11 Maths Methods, over-reliance on intuition and skipping key conditions led to errors applying formulas—one note observed "the cosine rule doesn't just require two sides and an angle, but the angle between the two sides that is known."
A Year 10 student struggled with induction proofs due to gaps in understanding negated statements; confusion remained even after repeated explanations.
Meanwhile, a Year 4 learner hesitated to write working for division and fractions, preferring visual methods, which became unreliable as problems grew complex.
In English (Year 7), reluctance to communicate uncertainty meant blank answers instead of asking for clarification during tests.
One Alfredton tutor recently noticed a Year 10 student who used to get stuck on multi-step algebraic equations now choosing the correct next step using BODMAS "shells" and calmly working through each test topic.
Another high schooler, previously hesitant to tackle exponent laws in unfamiliar forms, surprised herself by solving equations presented in non-standard ways with minimal prompting.
Meanwhile, a younger student who would often freeze when asked to read aloud became so engrossed in character voices during a poem that she forgot her self-consciousness and finished reading "Sky in the Pie!" smoothly and expressively.
