Travancore's tutors include a university medallist and maths Olympiad top 0.4% scorer, an ATAR 99.2 Premier's Award winner with HSC subject scores above 97, qualified teachers with years of K–12 experience in English and maths, experienced peer mentors and club leaders, plus accomplished science graduates passionate about guiding young learners to academic confidence.
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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.
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The team were responsive and everything was clearly explained. My son is loving it and says that he is learning lots and its funAllison, Ascot Vale
Year 5 student Max focused on multiplying and dividing mixed numbers, converting between improper fractions and decimals, and practised placing decimal points accurately during operations.
In Year 8, Lola tackled triangle side length and angle problems using trigonometric formulae like arcsin, as well as analysing literary themes and preparing essay arguments for her assessment on Brave New World.
Meanwhile, Year 9 student Max reviewed substitution into graph formulae, worked through coordinate geometry questions involving negative number laws and exponentials, and reinforced his understanding by reading textbook problems aloud.
In Year 8 Maths, one student often skipped back-checking their work on fractions and division, leading to repeated errors—he tries to add and subtract denominators, as he always forgets to first find a common denominator.
In VCE Chemistry, exam revision was left until the last minute, causing stress and limited time for consolidation.
Meanwhile, in Year 10 English, another student hesitated to express opinions in essays and defaulted to quoting texts instead of expanding on their own ideas. This pattern resulted in less developed arguments during class discussions and slower essay planning under time pressure.
A tutor in Travancore noticed Violet, a senior student, has started coming to each session with her own targeted questions and is now quick to ask for clarification when she's unsure—something she hesitated to do before.
In Year 9 maths, Max showed new independence by reading content himself first and diving straight into homework without prompting, which made the lesson more productive than usual.
For a younger student, Matthew breezed through a reading comprehension task that used to slow him down, showing how his practice is making these activities much smoother.
