Mount Clear's tutors include a 6-year K–10 maths specialist and robotics teacher, a VCE maths tutor with an ATAR of 97.8, a current secondary education student with school learning support experience, science graduates and university medalists, seasoned peer mentors in STEM, and engaging coaches in sports, performing arts, and creative writing for young learners.
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Carefully screened, fewer than 10% are good enough to work with us.
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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.
Master 
Impressive Daisy said today for the first time in years, 'maths was fun today'!!!!! Thank you so much for all your work tutoring as it's obviously paying off. I'm so happy she's loving learning maths again & it's all down to you. As a parent, thank you, thank you, you're a saviour xMary
Year 4 student Greta worked on representing and naming fractions using diagrams, including dividing shapes into equal parts and understanding terms like "third" and "fifth."
Year 10 student Emily focused on labelling sides of right-angled triangles for trigonometry, writing sine, cosine, and tangent ratios, and rearranging equations to solve for unknowns using a calculator.
Meanwhile, Year 11 student Tom revised functions by identifying domains and ranges as well as graphing linear inequalities.
A Year 8 student was observed skipping double-checks on answers in algebra and trigonometry, leading to repeated sign errors—"she jumped straight into rearranging equations without confirming what the question required."
In Year 10, another learner's notes revealed persistent reliance on diagrams for fractions instead of progressing to efficient arithmetic methods; this slowed progress when denominators grew more complex.
Meanwhile, a VCE maths student struggled with factoring and induction proofs but tended to avoid asking for clarification or responding to feedback after mistakes.
In each case, these habits led to lost marks or incomplete understanding despite underlying ability.
One Mount Clear tutor noticed a Year 10 student who previously hesitated with trigonometry now confidently identifying triangle sides and choosing between sine, cosine, or tangent without prompting.
In a recent senior session, a student who used to rely heavily on help when forming equations is now able to set up most problems independently before applying the quadratic formula.
Meanwhile, a primary student working on fractions initially made frequent mistakes when shading arrays but, after several tries, began grouping dots correctly and even recognised equivalent fractions by counting rather than guessing—finishing the last exercise nearly error-free.
