Brandy Creek's tutors include a 30-year veteran secondary maths teacher with a Master of Science, an intervention specialist and VCE Dux awardee, a peer mentor and Nossal High graduate with a 97.75 ATAR, Kumon and camp leaders, music and sports coaches, creative writers, and recent top-scoring graduates across sciences, maths, and English.
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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.
My son has only been studying with Hayden for a few weeks but it is going really well. He says Hayden really understands the subject and what is required in Year 12.Melanie Raymond
Year 6 student Mehar worked on understanding supplementary and complementary angles in preparation for a school test, and also reviewed converting between decimals and fractions using place values.
In Year 10, Gavin focused on solving simultaneous equations with three variables and explored inverse functions, hybrid functions, and set notation.
Meanwhile, Alexander in Year 11 revised kinematics topics such as constant acceleration motion and energy transfer during collisions while preparing for his upcoming physics exam.
A Year 11 student relied heavily on a CAS calculator to linearise data in variation problems but struggled when required to work through equations by hand, as noted: "needed prompting to set up the equation before using technology."
In Year 8, one student's messy and incomplete notes made it difficult for them to review formulas for area and perimeter—this led to confusion about units of measurement.
A Year 12 student did not complete assigned homework or bring organized notes, which slowed progress during revision for SACs.
Meanwhile, perfectionism held back a Year 7 learner who hesitated to write down division steps, fearing errors would be noticed.
A Brandy Creek tutor recently noticed Gavin, a senior student, begin to tackle quadratic inequalities independently—he now checks solutions using the discriminant himself, which he struggled with before.
Tyler in Year 10 showed a breakthrough by quickly applying trigonometric ratios to bearings questions, moving from hesitancy to setting up equations without prompting and confidently switching between scientific and CAS calculators.
Meanwhile, Omita (Year 5) has started explaining his reasoning out loud for challenging area problems rather than just guessing; when asked to justify an answer last week, he clearly talked through each step.
