At Scholara we are here to help our students achieve their goals of gaining entry into the selective schools of Victoria. We offer the best tutors available to guide Scholara students to do the best they can in the selective school exams.
How do we know this? It is because our head tutor and course developer has attained entry into both Melbourne High School and John Monash Science School after having spent years researching the keys to success in the selective school exam. Our course covers every section and essay of the selective school exams (including the science section of the JMSS exam), so you can be sure that Scholara students are receiving the best chance to succeed. Furthermore, as part of our course we provide unlimited feedback to essays, as well as prompt replies from our head tutor via the Scholara dashboard!
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
Select Entry classes are run in small groups so students can learn off each other as well as to foster a healthy competition.
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.
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.
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