Little River's tutors include a former school principal and mathematics head with decades of teaching leadership, a university academic with 20+ years' experience and a PhD, seasoned early childhood and music educators, National Olympiad medalists, VCE high achievers, peer mentors, and current engineering, biomedical science, and computer science students excelling in their fields.
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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.
Joel is working well with her and has given her Homework which I am very happy about. He’s working step by step according to her individual capacity too.sonia ryall
Year 4 student Kai focused on converting between fractions, percentages, and decimals as well as calculating the area of a trapezoid, using real-world discount scenarios to reinforce concepts.
For Year 9, Jason tackled linear equations—solving textbook questions he found challenging—and practiced representing linear functions graphically, including work with slopes and intercepts.
Meanwhile, Year 10 student Victoria explored matrix operations such as addition, subtraction, and scalar multiplication alongside finding determinants and inverses for 2x2 and 3x3 matrices both by hand and using CAS technology.
He used the calculator for even simple function transformations. This dependence slowed his progress when calculators were not allowed, especially during revision.
Avoided asking questions about factorization in sessions—hesitation meant misunderstandings lingered through homework and classwork.
A Year 4 student struggled with messy number writing and uneven line spacing; numbers like 6s and 9s blended together, making errors hard to spot.
During angle measurement tasks in Year 3, hand-eye coordination issues led to incorrect protractor readings and confusion over units.
Began using the cross product multiplication method independently, even explaining their steps aloud—a shift from needing prompts just weeks ago.
In Year 11, another tutee showed real initiative by rechecking inverse matrix calculations on the CAS calculator without being asked, after often skipping verification in earlier sessions.
Meanwhile, a Year 3 learner who used to lose focus during maths activities now eagerly participates in counting and grouping games, especially enjoying number chants and finishing a coin-counting task entirely on her own.
