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FAQs / Other Questions

Frequently Asked Questions (FAQS)

Large class sizes.

Blended classrooms with different grades( e.g. 3 and 4) attending the class together.

School curriculum scaled to achieve average outcomes.

Lack of engaging homework/ assignments to reinforce the concepts learnt.

Student performance evaluation and reporting system is very generic.

Our values are Academic Excellence, Advanced Learning Outcomes, Ongoing Support , Mutual Respect and Continuous Innovation

Our academic outcomes are much higher than the School outcomes. This is achieved by intertwining Selective Entry Level outcomes in our studies from an early stage.

We help shape our children’s confidence by working on their strengths and bridging the gaps. We endeavour to bring about a transformation process in children to realise their actual potential.

Our teaching practices enable our children to get motivated, organised, learn how to study smarter as they learn crucial examination related techniques.

We have different groups of the same grade studying on different days/ times. This ensures children are studying with academically compatible peers who are equivalent in terms of their academic levels for a streamlined learning environment.

Regular assessments and feedback.

Parents will see changes in their child at home and in school. This also influences behaviours such as increased confidence and enthusiasm as well as a more positive approach to studies.

The group sizes are determined and monitored to ensure teaching effectiveness and may vary depending on the students' levels. A single grade may have different groups of varying classrooms sizes.

No, the cost of tutoring gives the student access to a wide selection of resources. Any purchase of extra material from book stores is optional.

We align with the Australian curriculum standards, however, our learning outcomes are much advanced ( minimum 1 year ahead) as compared to the school outcomes. We work on the Selective Entry Model of Learning from a very early stage.

The child’s learning does not necessarily depend on the amount of homework the child is doing.

Melbourne Tutorials has a clearly spelt out Homework Policy and Procedures for Homework Submission and Evaluation.

We acknowledge that the children differ in their capacities to study at home, particularly when they are new to the environment of pursuing academic excellence. The students will try to complete the HW, as much as they can, balancing their school work and various co-curricular activities. New students need time to settle down. As we build up their capacities and focus and also try to maximise their potential, they definitely deserve a transition phase and support. While emphasising the fact that HW needs to be adequate in quantity to keep the students constructively engaged and to aid learning, parents are requested to exercise discretion in HW completion based on available time and the child’s capacity.

The main thing is that the students should be in consistent touch with studies including the concepts explained in the class and need to demonstrate understanding and competence in the topics covered. Quality of HW submitted is of prime importance. The unfinished portions of the homework, if any, may be completed during the holidays.

One session per week is recommended for maximum children, however, if a child is struggling in school two or three tutoring sessions per week are recommended in order to see progress and bring the child at par with other children.

Once the child reaches the expected level, the engagement can be reverted to one session per week.

Melbourne Tutorials offers convenient after-school, evening and weekend sessions, however, talk to us if you’re still finding it hard to schedule sessions, we’ll work together to create a schedule that suits your needs.

This will depend on the individual child and their academic needs and goals. When signing up with Melbourne Tutorials, students usually commit to a minimum of one school term to ensure the child establishes routine and gets the most out of the program .

Our tutors include exceptional subject matter experts and highly experienced teachers.

All tutors undergo Working With Children check process.

Please refer to our Fee structure. https://melbournetutorials.com.au/fee-structure/

No, we do not provide a make-up session as it is not feasible.

Different children in a group missing the class on different days precludes having a planned make-up class to cater
to all these children.

Melbourne Tutorials charges a term fee that books the child’s place for the entire term.

There are two options available:

  1. You may take a term break and come back in the next term if there is a spot.
  2. You may reserve the place for the entire term by paying the full fee. This ensures your child retains the spot.

Please read the information at https://melbournetutorials.com.au/term-dates/

Invoices for the next term are sent latest by the 9 th week. It is the parents’ responsibility to pay the fee on time.

If a parent is facing hardship or extreme circumstances, kindly do not hesitate to be in touch with us.

If fee is not paid on time and there is no communication in this regard, we’d be constrained to withdraw the
the child’s enrollment and allocate the place to the next student on the waitlist.

Our preparation program is structured around the Year 8 Selective Entry Exam model, with the curriculum carefully extended at every grade level. At this stage, we do not run separate classes specifically for scholarship exams.

The key focus areas of our program include Verbal Reasoning, Reading Comprehension, Mathematics, Numerical Reasoning/Quantitative Ability, and Writing (both Persuasive and Narrative). In addition, English Grammar, though not a direct exam component, is incorporated to strengthen students’ writing accuracy and overall communication skills.

Over the years, many of our students have successfully secured a variety of scholarships through this pathway. Furthermore, our online database of competition-style questions serves as an invaluable resource to boost exam preparedness for Scholarship, SEAL, and other academic competitions—helping students build both speed and accuracy.

Other Questions

Melbourne Tutorials takes pride in maintaining a team of highly qualified and experienced teachers who have completed a range of graduate and postgraduate degrees in their respective fields of specialisation. Our selection process is rigorous, focusing on the qualifications, skills and expertise of our educators.

It is important to note that our teachers are not  school/ university students; they are seasoned professionals with a wealth of knowledge and experience. This ensures that our students receive the highest quality education from instructors who have a deep understanding of their subjects.

A VIT (Victorian Institute of Teaching) qualification is not a prerequisite for teaching at Melbourne Tutorials, as it does not fully capture the breadth and depth of expertise that can be achieved through a comprehensive university education.

The qualifications of teachers range from Masters degrees to pursuing doctorates

At Melbourne Tutorials, our teachers appreciate the fact that different schools have different cultures of learning environments. Hence, we have been nurturing a culture of respect, discipline and advanced learning outcomes (beyond school curricula) which is upheld by all instructors.

All of our teachers have been demonstrating exceptional capabilities and commitment not only in their subject of proficiency but also in their passion and love for guiding and supporting children in their learning.

Our commitment to excellence in education is reflected in the exceptional results of our students.

Firstly, it is important to address the underlying implications of questions about the ethnicity or nationality of our teachers. Such questions can inadvertently perpetuate stereotypes or suggest that certain backgrounds are more qualified or capable than others.

At Melbourne Tutorials, we firmly reject any form of racism or discrimination as outlined in the Constitution of Australia. We celebrate the diversity of our community and recognise that excellence in teaching is not determined by one's background but by their expertise, dedication and ability to inspire students.

We have a multicultural team of dedicated teachers who bring a wealth of knowledge and perspectives to the classroom. While most of our teachers have completed their primary, secondary and tertiary education in Australia, we also recognise and value the contributions of teachers who have obtained their foundational qualifications from overseas and supplemented them with Australian credentials.

Our stance is clear: we do not discriminate based on race, colour, descent, national or ethnic origin, or any other form of difference.

We are unwavering in our commitment to creating an inclusive learning environment where every individual feels respected, valued and supported.

While we understand the curiosity and desire to experience our teaching firsthand, we do not offer trial classes, and we have valid reasons for this approach.

Our commitment at Melbourne Tutorials is to provide a consistent and high-quality learning environment for all our students. We believe that a trial class may not truly reflect the full value and benefits of our comprehensive educational program. Education is a journey that requires commitment, consistency and a long-term vision. A single trial class may not provide an accurate representation of the holistic learning experience we offer.

Moreover, trial classes can disrupt the flow and continuity of our existing classes. Our teachers dedicate their time and effort to meticulously plan and deliver lessons tailored to the specific needs of our enrolled students. Introducing new students in a trial class can create disruptions and distractions for both the teacher and the existing students. We strive to maintain a focused and engaging learning environment for all our students, ensuring that each individual receives the attention and support they deserve.

Instead of trial classes, we offer detailed information about our teaching methodologies and curriculum along with the testimonials and success stories of past and current students alike.

We believe that this provides a more comprehensive understanding of the quality of education we offer.

The above observation is from a parent whose child joined in Term 1. After the first week parent observes that Maths is very easy.

Academic competence requires a balanced approach to both English and Mathematics. At our institute, we follow the Selective Entry model, which emphasises not just Mathematics but also the development of strong literacy skills.

From the very beginning, we integrate Reading Comprehension, Verbal Reasoning, Writing skills, and Grammar—essential components for mastering language proficiency and ensuring well-rounded academic growth.

This is just the initial phase. The Mathematics syllabus is still unfolding and will progressively become more challenging for the grade level. There will be term tests to evaluate progress. The student can also utilise the online tests from our online portal to strengthen their mathematics concepts further and try more challenging questions from various competitive examinations.

To further emphasise the importance of balanced learning, we have written an article discussing the need for equal focus on both English and Mathematics.

https://melbournetutorials.com.au/evolving-a-balance-between-english-and-maths-studies/

 

At Melbourne Tutorials, our teachers are highly professional and deeply experienced, having guided countless students to success year after year. Our state-of-the-art resources are continually updated with current, in-trend questions, and our online portal provides an extensive practice database designed to build both competence and speed.

We believe student achievement cannot be reduced to a single “success rate.” Every child’s journey is shaped by many factors: their starting level, motivation, behaviour, time management, ability to work under pressure, and the unpredictability of test day. In the Selective Entry context, outcomes are also shaped by system settings—such as the ~4% quota for non P–9 schools, gender balancing, and other determinations made by the Department of Education. Due to this ~4% rule, even when more gifted students are academically eligible for selection based on their marks, if they exceed the 4% allocation from their school category, their chances of receiving an offer become negligible under the quota. Likewise, gender balancing is not under anybody’s control, and it can influence the distribution of offers irrespective of individual merit.

Our outcomes (as notified to us): in 2024, 31 students achieved Selective Entry offers; in 2025, 33 students (to date) have informed us of their selection. We emphasise “as notified” because families sometimes share good news much later—when enrolling a younger sibling or through neighbours and community networks—so tallies can under-represent the true picture at the time of publication.

Learning, however, is a holistic journey—not defined by one test. Many committed students who miss out the first time return the following year with renewed focus and succeed. Those who approach their studies with dedication and conviction consistently perform strongly at school, laying a solid foundation for VCE success and, ultimately, excellence in their chosen fields.

In the end, it is the students who embrace the learning process and make the goal their own who cross the finish line—not only in exams, but in life.

Selective Entry School Reforms in Victoria: When Equity Becomes Inequity
Victoria’s Selective Entry High Schools have long represented excellence in education—providing a pathway for academically gifted students to reach their full potential. However, recent changes to the selection process have sparked concern among educators, parents, and students alike. While each change claims to enhance fairness and inclusion, there’s growing unease that these measures are instead eroding the core values of merit and transparency.
Change in Test Authority: From Edutest to ACER
The first major transformation came with the switch from Edutest to ACER as the official testing provider. This shift brought a dramatic change in testing style—placing greater emphasis on abstract reasoning and complex comprehension. Many students struggled to adjust, especially those without access to advanced coaching or practice materials. With little transitional support, the sudden shift left many high-performing students at a disadvantage, simply due to unfamiliarity with the new format.
Unstable Writing Requirements: Two Tasks, Then One, Then Two Again
Another confusing change was the fluctuation in the writing component of the exam. For several years, students were expected to complete two pieces of writing—a persuasive and a narrative text. Then, without much notice or explanation, the format was changed to include only one writing task, leaving students and educators scrambling to adjust their preparation strategies.
Now, the requirement has reverted back to two writing tasks, reinstating the original format. These back-and-forth changes reflect a lack of consistency in testing standards, creating uncertainty and anxiety for students who are already preparing for a highly competitive exam. It also disadvantages students who rely on structured preparation, often through schools or tutors, to develop specific writing skills.
The New Quota System: From a 3% Cap to Tiered Allocation
Historically, the selection process imposed a 3% cap per school, ensuring that no more than 3% of students from any one school could gain admission to selective entry schools. This was designed to maintain diversity and prevent high-performing schools from dominating the intake.
This was then revised to a flat 5% cap across all schools, seemingly simplifying the system—but in 2024, the Department introduced a more complex tiered quota system based on school type:
12% quota for P–9 schools
5% quota for all other schools
In 2025, this was revised again to:
10% for P–9 schools
4% for all other schools
This ongoing shift reflects a move towards favouring students from smaller or non-traditional secondary schools—likely in an effort to address educational disadvantage. However, it has led to unintended consequences. Students with lower overall scores from P–9 schools are sometimes offered places over students from academically competitive P–12 or secondary schools who scored significantly higher.
While well-meaning in its attempt to broaden access, this approach raises serious questions about fairness and meritocracy. Should students be selected based on the type of school they attend, rather than their demonstrated academic ability?
By dividing quotas this way, the system arguably disadvantages students who attend high-performing schools and encourages families to consider strategic school placements—not for better education, but for statistical advantage.
Gender Balancing in Co-Ed Schools: A Regressive Step?
Most recently, it has come to light that gender balance is now also a factor in the final selection process. Though not formally disclosed in detail, the ACER website suggests that selective schools are now actively seeking to balance the ratio of male and female students. https://selectiveentry.acer.org/vic/results-and-selection
While gender parity is important in education, applying it as a final filter in a merit-based selection process—without transparency or public consultation—raises significant ethical questions.
If a male student scores higher but is passed over in favour of a female student due to gender balancing, is that fair? Conversely, is it fair to female students if places are reserved for male applicants to meet an internal ratio? In the absence of clarity or open criteria, both genders are left questioning the legitimacy of their selection—or rejection.
This change is especially problematic given that Victoria already has two gender-specific selective schools:
In addition to these, two comparatively newer co-educational schools, Nossal High School and Suzanne Cory High School were intended to provide equal opportunity to all high-achieving students regardless of gender.
By now applying gender-balancing measures in these co-educational schools, the system is not only undermining the principle of meritocracy but also creating unnecessary and unfair barriers. This move strikes at the root of fairness and is, in many ways, regressive—especially when high-performing students are excluded on the basis of gender.
Are We Compromising Excellence?
While striving for diversity and equity is admirable, it cannot come at the cost of transparency and excellence. The current trajectory of reforms—from shifting test formats and altering quotas to silent gender filters and unstable writing requirements—suggests a system increasingly shaped by social engineering rather than objective academic achievement.
If the aim is to support underrepresented or disadvantaged students, the focus should be on early educational support, access to quality teaching, and resources, rather than adjusting the outcome of a competitive selection process.
Conclusion
Victoria’s selective schools were built on the foundation of academic excellence. With each silent or opaque change—especially those that devalue merit—the system risks losing credibility and student trust. Equity and excellence are not mutually exclusive, but equity must begin with opportunity, not outcome manipulation.
It’s time to ask: are we truly supporting students through fairness, or are we creating a new form of unfairness disguised as reform?
 
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