Lilydale's tutors include experienced classroom teachers, Monash and Melbourne university graduates with honours in engineering, advanced science, and education, VCE subject award-winners and ATAR 98+ scorers, seasoned youth coaches and peer mentors, and specialists in maths, physics, English and more—many with years of hands-on experience teaching or tutoring K–12 students.
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.
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Standard Jillian is a fantastic tutor and has really helped Sam. She is flexible with hours and very accommodating. We are very happy with the tutoringJillian, Mount Evelyn
Year 5 student Sara worked on adding and subtracting fractions with unlike denominators and completed a data collection task for school.
In Year 9, Josh focused on solving trigonometry problems including bearings, as well as revising index laws to prepare for upcoming assessments.
Meanwhile, Year 10 student Codi revised circular functions in preparation for an exam and practiced applying Pythagoras' Theorem to worded problems using diagrams for clarity.
A Year 8 student showed a tendency to avoid writing out working for multi-step algebra, leading to missed sign errors—"he skipped showing steps in algebra, which hid sign errors."
In Year 11 calculus, one student's anxiety about time meant they often didn't check their induction proofs, repeating mistakes instead of learning from feedback.
For a Year 6 learner, over-reliance on calculators in times tables practice limited progress with fraction simplification.
Meanwhile, a Year 10 student became discouraged by test marks and lost confidence when confronted by unfamiliar worded problems; this hesitation slowed attempts at problem-solving during sessions.
A tutor in Lilydale noticed that a Year 10 student who previously relied heavily on her calculator is now confidently performing more mental calculations, especially when simplifying surds and working with indices.
Meanwhile, a Year 8 student has started explaining his reasoning out loud during algebraic problem-solving—something he used to avoid—which often helps him catch mistakes before moving on.
In the primary years, one student who would rush through arithmetic tasks is now self-checking her answers and taking time to draw diagrams for fraction questions, resulting in more accurate work and fewer errors.
