Frankston North's tutors include a seasoned secondary maths and science teacher, a Bachelor of Primary Education (Honours) candidate with extensive classroom experience and mathematics specialisation, a primary-to-VCE Steiner-trained educator, accomplished peer mentors and youth leaders, high-ATAR graduates, Maths Olympiad awardees, and university students passionate about supporting K–12 learners' growth.
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.
Oliver is a lovely young man, he and Cameron are working well together. He seems to be a bit more confident already.Ann, Frankston
Year 8 student Izzabella focused on interpreting data from histograms and stem-and-leaf plots while reviewing types of graphs used in statistics and probability.
For Year 9, Mia tackled surface area and volume of solids as well as strategies for finding lines of best fit in financial maths using real-world scenarios.
Meanwhile, Year 7 student Josh worked on adding and subtracting decimals, building confidence with long addition and subtraction through step-by-step practice.
In Year 10 Maths, a student planned to "write up the exam again" after missing key steps in earlier attempts—this showed avoidance of reviewing feedback until prompted.
A Year 11 student tackling graphing tasks was "somewhat hasty," leading to repeated sign errors and confusion between positive and negative numbers; time spent correcting these slowed progress on new material.
Meanwhile, a Year 7 learner had difficulty recalling multiplication facts without tables, which meant extra reliance on prompts instead of independent recall during problem-solving.
In English (Year 12), focusing too narrowly on article details left essays underdeveloped when broader analysis was needed.
A tutor in Frankston North noticed Izzabella, a high school student, came prepared with her own list of topics she found challenging—by the end of the session, she could confidently solve those problems using the right formulae, showing new independence.
In another recent lesson, Natalia made real strides by breaking down articles into sub-arguments and supporting her analysis with quotes rather than just summarising content.
Meanwhile, Charlie (Year 3) moved from struggling with place value to accurately rounding numbers up and down during activities—a big leap from his earlier uncertainty.
