Tutors in Moorooduc include a primary school PLC coordinator and lecturer with over a decade's classroom leadership, an award-winning VCE Biology dux and music scholar, experienced early years educators, university science and maths majors, subject prizewinners, national maths competition high achievers, youth mentors, camp leaders, and specialist K–12 tutors recognised for academic excellence and student engagement.
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Carefully screened, fewer than 10% are good enough to work with us.
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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.
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You'll get feedback on each lesson, so you know how your child gets on.
We had our first lesson with Jacob tonight and I wanted to let you know that we were highly impressed with him. Jacob seems to be a great fit for my daughter, was very friendly and knowledgeable. I wanted to pass this feedback on and let you know that we are very happy with Jacob.Samantha, Mount Eliza
Year 4 student Daisy focused on recognising and working with fractions, including comparing and ordering them using number lines.
In Year 7, James tackled strategies for multiplying and dividing fractions, along with applying problem-solving to real-world contexts.
Meanwhile, Year 8 student Olivia worked through long division methods as well as calculating area and perimeter of shapes, reinforcing these skills with step-by-step practice.
Several students are still developing key process habits that affect their progress.
In Year 5, a tutor observed, "She sometimes mixes up addition and multiplication when solving worded problems," leading to confusion and incorrect answers.
A Year 7 student frequently skipped writing full equations during multi-step questions, making it harder to spot errors or understand where calculations went wrong.
In a senior lesson, one student relied heavily on mental arithmetic for larger problems instead of showing working; this caused missteps that weren't caught in review.
Each time, missed steps meant lost marks even when the underlying maths was understood.
Now approaches Olympiad questions independently, showing a new willingness to persevere through tough problems after previously hesitating to tackle challenging tasks.
An older student, who once relied heavily on prompting for mental strategies in longer sums, has started using trial and error methods on her own and confidently works out averages and percentages without reminders.
Among younger students, one child who often guessed at answers is now consistently speaking problems aloud to check her thinking before responding—she finished last session by reading out each step as she solved division tasks.
