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English (Accelerated)

Scholara offers a unique and special accelerated English program for students in years 9, 10, 11, and 12 in accordance with the expectations of the VCAA study design. We are so confident in our course that we guarantee improvements within 4 classes.

In our experience with the Victorian schooling system, we found that the English course in most schools from years 7-11 are very unstructured, with many students lacking the understanding of the expectations in year 12 until they are over halfway through their final year of high school- the point where students experience the most stress and pressure. Unlike other subjects such as biology or chemistry, being such a broad subject means it may be difficult for students in English to create goals. More precisely, what we mean is that in other subjects students can identify their mistakes and strengths by checking the solutions. However, in English there are no “correct answers” and so many students find it very difficult to improve as they are unable to identify their strengths and weaknesses, nor do they know what to aim for. 

Scholara understands this, and we have developed our course to bridge the gaps that many schools and tutors fail to recognise. In our accelerated classes we will provide students with numerous study guides and high quality sample essays (for every text in the study design) that have study scores of 45+ as examples of what is expected, so students are able to have an idea of what ideal essays should look like.


What makes us different?

As recent graduates, we thoroughly understand what is expected by VCAA and many English teachers, having succeeded through the Victorian school system ourselves. As a result, we are able to guide our students in line with what is expected in the syllabus. In our experience of being tutored, many tutors and centres lack and understanding of the expectations of VCE English and so provide work which indirectly target the skills required for success. Some tutors even provide reading comprehension tasks for students in year 11 which is not directly assessed by VCAA! By no means are we criticising the teaching methods of others, as reading comprehension is an important skill, however it is not specific to succeeding in VCE English.


At Scholara we are firm believers in proper practice makes perfect. Thus, in our classes we will begin by thoroughly analysing many high-quality sample assessments to ensure we understand what is expected in our writing. Once students have a firm understanding of the task, they can begin to slowly practice writing specific parts of their essay (annotation, plan, introduction, body paragraphs, conclusion). After constant feedback, students will soon master these steps and gradually be able to produce high quality assessments specific to year 12 English.

Our accelerated English program follows a highly structured course, and we provide our tasks for our students to complete. Any feedback that students might want from classwork provided by their school teachers can be submitted via our Dashboard for additional feedback

Yas has undoubtedly 'figured out' the UCAT and his in-depth understanding of every section's intricacies and key aspects is definitely obvious in his classes. It was clear to me during his class that Yas has tried and tested almost every approach to each section, and I can confidently say that his thorough explanations of each section of the UCAT have allowed me to make massive leaps with my progress. I highly recommend him to anybody wanting to improve significantly in all sections and gain a deeper understanding of how to perform to your best ability. 

Tim M (UCAT)

Tutor: Yaseer Syed

Our Lessons

English classes are run in small groups so students can learn off each other as well as to foster a healthy competition. Many students will also agree that reading the essays of other students in the same class will also improve their own writing as well, and this is one of the best ways we recommend students to improve their English abilities.

2 Hour Classes


Students are eligible for a discount for each friend they bring along.

View some of our students work.

A section of Adam’s (Year 9) language analysis essay after 4 classes with us.

(VCAA 2016 Exam)

Shaw adds his perspective to the offered solution as he depicts the town’s future after implementing a giant attraction. The cartoon accentuates Warwick’s point concerning the town not being original and true to its heritage. The town’s cultural focus has shifted to a commercial side to bring in more tourists and their money. The things that make Lawton unique are not embraced or incorporated within the town’s new solution. Cultural structures such as the town’s St. Martin’s Church, small shops, and watermelon farm are all being obscured and towered over by the giant watermelon “monstrosity”, thus reducing the town to the “attraction” alone. Furthermore, the tourists illustrated in Shaw’s cartoon are only interested in taking “selfies” with the “attraction”, corroborating Warwick’s argument that a giant attraction would bring in unwanted tourists. Despite Shaw’s drawing depicting dozens of tourists, they seem to be in Lawton only for “selfie opportunities” rather than experiencing what the town has to offer to suggest that having more tourists doesn’t always correlate to having more sales and helping Lawton out of their financial struggles. The town’s population increasing by only one resident even after gaining many tourists shows that the town is viewed as a small stopping destination in a road trip rather than a final destination, revealing that holiday goers would rather visit big budget theme parks with more to offer rather than the giant watermelon of Lawton.

Language Analysis written by Dev, another year 9 student after 4 lessons)

(VCAA 2016 Exam)

Warwick on the other hand takes a very different approach when expressing his ideas, with his direct and demanding tone starkly contrasting Wiley’s optimistic writing style. Whilst he too begins his article by accepting that there is a financial problem that needs to be fixed, he strongly disagrees with Wiley’s proposal as it “destroy[s] the town’s beauty”, and instead opts for a solution with more of a  “cultural focus”. He continues by appealing to the reader's sense of individuality by mentioning how the “country is paved with plenty of giant ‘attractions’, all large, ugly installations”, and how Lawton should strive to be different in an attempt to further convince residents to opt for a different solution to Wiley’s. Utilising a similar technique to Wiley, Warwick’s use of imagery in describing the town’s unsightly future as being “overrun by loud children” and “defaced by vandals” urges the reader to reassess their view on Wiley’s “giant attraction” idea. He argues that the attraction would not do what is wanted, and will instead destroy the town's beauty and bring unwanted guests that would not appreciate the town’s culture. Warwick’s use of rhetorical questions such as ‘can’t we be different?’ and ‘can’t we have a cultural focus?’ attempts to make readers reconsider their thoughts on Wiley’s proposal and align with Warwick’s views.

A section of Leena’s (Year 10) text response essay after 9 classes with Ascendance

The notion of extinction is explored in many different ways in Hannie Rayson’s play. Discuss.

Hannie Rayson’s contemporary play published in 2013, Extinction, highlights the immense tragedy of extinction within Tiger Quolls themselves, Andy, Piper’s dog and the relationship between all characters. On the brink of extinction, tiger quolls have been ousted by Harry Jewel’s coal mining company as well as the cats surrounding the area. Similarly, Andy, a 35 year old vet who has suffered a genetic terminal illness, only has a few years left to live before his ‘extinction’ whilst Beast, Piper’s childhood pet, has cancer. One the other hand, the arrival of Harry Jewel creates a severe impact upon all the characters' relationships with each other fueled by power and the love for the environment.

A section of Hugo’s (Year 11) text response essay after 10  classes with us.

12 Angry Men directed by Sidney Lumet
“Twelve Angry Men depicts the way in which economic, social and cultural factors can have a significant impact on the process of justice.” Discuss.

Economic, social and cultural ignorance leads to irrational prejudice and hinders the process of justice. Throughout the film, Lumet demonstrates how a few ignorant jurors hinder a just result from being achieved. From the outset, Juror 10 is portrayed as a sick and snotty man, constantly sniffling and blowing his nose, immediately indicative of his sick and vile nature. His belief that “they”, who the audience assumes is some minority group from a close-up shot of the defendant earlier in the film, are “ignorant slobs” and that disregard for life is “born in them,” hinders his ability to evaluate evidence rationally and fairly. It is due to these sentiments that juror 10 remained on a constant guilty verdict throughout the majority of the film, even when the vote eventually flipped and he was in the minority, he remained unfaltering. It is through the powerful scene in which every juror turns their back on him after a particularly vile rant that Lumet condemns such sentiments. The wide-angle shot of the jury room, encompassing all of the jurors, accentuates the isolation of Juror 10.  Through this Lumet symbolically communicates that blind hatred has no place in the judicial system and, in extension, he condemns such overt prejudice that seemed to be ubiquitous in 50s America. Similarly, Juror 3 exhibits deep-rooted prejudice that obstructs his ability to properly contribute to the justice system. He makes his bias against the defendant apparent when he complains about “work[ing] your heart out” for his son, suggesting that his hard work was not met with reciprocal love. Due to the defendant also being a young man, It can be inferred that this is the main reason that he keeps a guilty vote against him…

Start learning with Scholara.

Join our growing community of high achievers.

Although it's only been a few weeks, I can already see my English improving at faster rates than it ever has before, and it’s thanks to these classes. They have helped me much more than I could have imagined, so thank you :)

Dev (Year 9)

Tutor: Yaseer Syed

Yaseer Syed graduated in 2020 from with a 99.99 Atar from Melbourne High School. After getting into Monash Medical School, he took it upon himself to tutor other students and pass on his valuable knowledge that allowed him to score a raw 54 in English. Over 2021, Yaseer tutored over 10 students in English and 20+ in UCAT. 

To pass his time, Yas loves to socialise with his mates Chris and Mike Bourne and pull 10s at Billboard. 

Yaseer Syed


Yas's session today was amazing! He explained everything so simply and so well and I loved how he offered multiple strategies, and not just that, but the pros and cons of each!

Georgia B (UCAT)

Tutor: Yaseer Syed