Brighton's tutors feature an ATAR 99.25 academic scholarship recipient and multi-year dux, a seasoned school maths teacher, university-level science and music specialists (including a PhD), Questacon's award-winning STEM presenter, VCE high achievers with extensive mentoring and coaching experience, plus accomplished debaters, writers, musicians, and passionate youth leaders ready to inspire.
Love your tutor or it's free. Guaranteed.
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.
All tutors have a valid working with children check
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.
Master 
Outstanding
Seasoned 
Proven The team were very prompt in responding and finding a suitable tutor for our needs. Excellent service.Glen Harrison, Brighton
Year 4 student Archie revised area and perimeter of different shapes for a zoo project, using practical examples.
In Year 10, Reagan focused on polynomial operations—specifically division—and discussed approaches to Physics questions around atoms and radiation.
For Year 12, Jack worked through exponentials and logarithms by debriefing a quiz, then tackled exam-style applications involving log laws to strengthen understanding ahead of assessments.
A Year 11 Methods student was "reluctant to rely on algebra to solve problems as he can do 99% of stuff in his head," which led to missed steps and made error tracing difficult—especially in polynomial division.
In Physics (Year 12), a student didn't complete set homework on worked examples for constant acceleration, meaning less time could be spent consolidating challenging concepts during the session.
For a Year 6 student, online lessons meant the tutor "couldn't see his working out"—making it hard to spot process gaps when tackling algebra. The result: real-time feedback was limited, slowing progress.
A tutor in Brighton noticed one Year 10 student who had always hesitated to ask for help during sessions now openly stopped and checked his understanding when working through challenging synthetic division questions, instead of guessing as before.
In a senior physics session, another student made a breakthrough with Hubble's law after struggling previously—she explained the connection herself between mass-energy equivalence and EMR entirely in her own words.
Meanwhile, a Year 4 student who used to mix up fraction subtraction was able to solve all problems independently involving subtracting fractions from whole numbers without prompts and even checked his answers independently.
