Tutors in Chelsea include a former schoolteacher with postgraduate education credentials, experienced maths and English mentors for Years 1–12, an ATAR 97.65 achiever and subject dux, university students in biomedicine, engineering and law, accomplished coaches, peer mentors, and a VCE examiner—offering impressive academic honours and real-world teaching expertise.
Seasoned 
Proven 
Skilled 
Standard Brandon has given Max some helpful tips and he has been patient in his anticipation of Max understanding the concepts they have covered thus far. Max likes Brandon and can relate to him. I know it has only been a couple of weeks but have no doubt the one on one contact is helping at this stage.Rachel
Year 7 student Ella focused on working with fractions (adding, subtracting, multiplying, and dividing) as well as solving equations involving a few extra steps.
Year 10 student Max tackled methods for factorising quadratics and was introduced to logarithms through guided practice problems.
Meanwhile, Year 11 student Jack worked on rules for differentiating polynomials and applied these skills to find tangent and normal lines using graphs of derivatives.
A Year 11 student working through non-routine quadratic and function problems often avoided showing full working, especially when identifying which method of factorising quadratics is required for which question—as one tutor noted, "he skipped showing steps in algebra, which hid sign errors." This led to confusion when revisiting solutions.
In Year 8 algebra sessions, messy written work made it difficult to check calculations or spot arithmetic slips.
Meanwhile, a Year 4 student regularly forgot to bring key materials for subtraction practice; this meant time was lost setting up before starting any sums.
One Chelsea tutor noticed a Year 10 student who used to struggle with worded problems now quickly converting scenarios into equations and even drawing diagrams without prompting.
In a recent high school session, a Year 11 student who'd hesitated with polynomial long division was able to perform it smoothly and then independently identify key points of cubics in point of inflection form.
Meanwhile, one younger primary learner, Asha, surprised her tutor by solving addition problems in her head much faster than before—she finished her work quickly and correctly for the first time.
