Please feel free to bring your child along to the centre and check it, and us, out!

Book in for your FREE Assessment or FREE first Gigglepotz or EFL class, you can contact us now.

If you are at all concerned or just have questions about any aspect of your child’s learning at school or pre-school, then contact us now.

If nothing else, a conversation and the advice you receive might give you peace of mind.

Every teacher in our team is a university educated professional with practical experience preschools, schools, TAFE or university. Few of our staff are in the final stages of their teacher education programs and bring new and exciting ideas to the team.

All Tuition@121 staff are accredited tutors, or going through the process of accreditation, and are members of nationally recognised professional associations such as:

  • Victorian Institute of Teaching (VIT);
  • Australian Tutoring Association;
  • All staff without specific VIT registration have a Working with Children Check card.

Education 121 takes a learner-centered approach with a targeted teaching focus that pin-points your child’s point of learning need (or Zone of Proximal Development (ZPD)). Our teachers work with you, your child’s teacher or school, and other ancillary services advice, wherever possible, to ensure your child is supported in the best possible manner.

We believe in academic achievement (getting better results at school), but we firmly believe in building confidence first and making learning enjoyable and interesting too.

You will not find a rote learning style or computer-tutor in sight at 121. We strongly believe in people help people learn by developing critical skills as they investigate content of interest. We are largely an “unplugged” learning environment where people come first and children stand out.

We teach "person-to-person" (or 1-2-1), or small groups where it naturally makes sense to do so.

The particular style of teaching we take depends largely on the learner's needs and how they learn best. Our teachers carefully explain, model and demonstrate ideas and skills ideas to students.

Where possible teachers will show the learner what success looks likes and work on specific learning intentions and agreed success criteria until a task, skill or understanding is mastered.

Our teachers will use a variety of teaching methods to achieve the learning objectives of the lesson. They might demonstrate new skills using games, hands-on manipulatives, whiteboards, have students write in their supplied learning journal or access worksheets. It just depends on what your child needs at that point in time.

Not all lessons would include printed resources or worksheets, as we don't believe every child learns best using that style. But every child will have a recorded learning event captured in their learning journal. Recall and 'where to next' practice activities are included in every lesson.

All Specific Learning Improvement Plans (SLIPS) follow a program of development that is consistent with the Australian National Curriculum, or the adapted Victorian Curriculum equivalent.

Your child would only be part of group class with your permission, and by their agreement, and only in the event it makes good learning sense to do so.

Our teachers hold a high regard for student perspective and are responsive to the needs of the learners in their care. They will ensure they try every possible strategy at their disposal to support positive development for your child and won't just rush through a learning improvement plan - they will adjust the plan to meet the learning development as needed.

You will be kept in the loop at all times. You will have regular updates on your child's progress with an opportunity to book additional meetings if needed.

No. At Education 121 all learning is taught person-to-person. Our teachers like to work directly with their students. We do not use computer-based programs or encourage learning by rote and repetition, but your child of may course have access to those programs at home.

We are not strict on this point.

It may be necessary for children to do some additional work to catch up, or practice a particular skill. Our policy is, if we ask your child to do something extra at home it will be because we believe it will be beneficial. However, we understand and respect that children need some down time to allow concepts to swim around, be conceptualised by the brain, and settle into long term memory. We also acknowledge that schools already give children a lot of homework and kids need time just to be kids and play as well.

We suggest you keep up with some basics: conversations about what they have learnt; reading together and perhaps making shopping lists; and shopping or cooking together where possible. Either way, any homework provided will be your decision to complete, or not.

Our tuition sessions are booked in 60 minute allocations.

Each tuition session is loosely structured in the following way, and adjusted as needed:

  • 5 mins recalling previous learning (going over any questions about learning needs, clarifying points)
  • 40-45 mins of focused tuition
  • 5-10 mins of planning “where to next”; providing a parent update if needed or requested (this would not necessarily be needed for each session and we could spend longer in the focused tuition section); or signing out and booking the next session.

We encourage you ask your child about each session and discuss the activities your child has enjoyed and the concepts that have been taught during the lesson.

Our group sessions work on the same premise as our 'quadraciprocal' support approach. So each group lesson has no more than 4 children. This allows us to ensure that each child's needs are met, while also providing a highly supportive atmosphere that encourages a social constructivist approach to learning.

Our (1-2-1) 'person-to-person' philosophy is founded in the social constructivist approach. This means we firmly believe that learning is a human development and is socially situated and knowledge is constructed through interaction with others.

Yes. Education 121 offers a free 30 minute formative assessment for all tuition students.

These evaluations are conducted at the centre during the week in daytime sessions and need to be pre-booked. An experienced teacher and assessor will conduct the assessments and will prepare a summary report of your child's performance. Once your child is enrolled we will prepare a 6 or 10 week detailed sequential learning plan based on long term goals, short term goals and indicators of achievement. It is most likely that the need for additional homework, or not, would be suggested at this stage.

Please contact the Learning Manager at Education 121 to book a time for your child to visit us.

An evaluation undertaken by Education 121 is only valid for 1 month, unless we commence working with your child on regular basis - in that case we update it as we go.

If you are provided a free assessment and don't enrol your child in tuition classes within a month of the evaluation, the assessment is deemed "out of date". That means it is no longer a valid starting point for your child's learning. In this case the first paid tuition session would be used to complete a new evaluation.

Education 121 has a sliding scale for costs associated with the various classes we run. Please contact us for a detailed fees schedule.

Yes. We do prefer upfront full-term payments as we allocate teaching staff and resources to each program/class and student at the onset of the their enrolment; the term.

However, we understand that sometimes that may be difficult for families to manage at different times. As such we support fortnightly direct debit, cash or credit cards payments. These payment options must be paid and maintained as being at least 2 weeks in advance.

You can speak to us about establishing a payment plan.

At Education 121 we work in alignment with Government Schooling Terms. So, we largely work in Term periods of 8, 10 or 11 weeks as per each Government Schooling Term dates.

However, we are aware that a child's needs and developmental progress occur in different ways and some children may need a continued approach. To that end we have some students who continue to undertake tuition during the holidays. You can send your child to lessons during the holidays if you wish.

Students may join a class, or commence tuition at any point in time if a place is available, once they are enrolled, their place is secured until such time as it is determined they no longer need support. You can cancel your child's enrolment at any time.

Bookings and assessment sessions are always open, but things get very busy around one month prior to the commencement of a new school term. If you are working on a term-by-term timeframe, it is best to book in early to ensure we can complete the evaluation and summary report for your child.

New students can commence, and are welcome to join us, at any point in time if a place is available.

We highly recommend each child attends classes once a week.

Yes. Gigglepotz ArtPlay, Junior Scientists, and ELF Programs all have specifically developed holiday programs. Through these programs we offer fun and engaging art/craft, science and Early Years literacy and numeracy classes, as well as other workshops to enhance children's development and learning. These classes are available to pre-school, primary and junior secondary students.

Tuition may continue through the holidays, that will be your choice.

During the summer school holidays, Education 121 closes briefly over the Christmas and New Year break. All holiday programs and private tuition lessons resume in the first week of January. Please contact us for a detailed holiday program schedule.

Your pre-schooler will benefit from the support and expert encouragement of our nurturing and caring professional teachers.

A substantial body of international research suggests that learners’ readiness for school at the point of transition predicts their outcomes at subsequent stages of learning (1.). Conversely, learners who do not achieve positive outcomes in the early years are less well-equipped to take advantage of educational opportunities as they progress further through the education system.

Over three-quarters (78%) of Australian learners meet the designated milestone at the point of entry to school, and arrive at school ready to succeed in their learning. Boys are 1.82 times more likely to miss this milestone than girls (28% vs 16%). Social and emotional measures of school readiness account for a large proportion of this difference (2.).

Learners who meet the milestone at school entry engage with the education system earlier than those who do not. Non-engagement creates an achievement ‘drag’ from their very first year of schooling (3.).

  1. McCain & Mustard (1999), Early Years Study: Reversing the Real Brain Drain, Ministry of Children and Youth Services. Toronto, Ontario
  2. Australian Early Development Census [AEDC] (2013), A snapshot of early childhood development in Australia 2012: Australian Early Development Index (AEDI) National Report
  3. Lamb, S, Jackson, J, Walstab, A & Huo, S (2015), Educational opportunity in Australia 2015: Who succeeds and who misses out, Centre for International Research on Education Systems, Victoria University, for the Mitchell Institute, Melbourne: Mitchell Institute.

Your primary-secondary child will benefit from the support and expert encouragement of our nurturing and caring professional teachers. The additional support so often needed, especially in later primary - early secondary schooling gives young learners the confidence they need to navigate new learning approaches and concepts as they transition from primary curriculum and settings to the secondary experiences.

The middle years mark a crucial juncture in learning. They signal the major transition from primary school to middle, or secondary school, and from a general curriculum to the beginnings of a competitive academic curriculum which sifts learners into diverse senior secondary and post-school pathways. For example, early markers will determine if children are likely to go on to VET, VCAL or university learning programs.

Using a benchmark based on international standards, 28% of Australian learners have not developed the core skills required to access educational opportunity in the middle years (Year 7 NAPLAN Reading). Boys are more likely than girls to be below the benchmark for reading at Year 7 (31% vs 26%), but more likely than girls to meet the Year 7 benchmark for numeracy (33% vs 29%) (1.).

Engagement, wellbeing and non-cognitive skills are important elements of development across the early and middle years, particularly in qualities such as persistence, conscientiousness, and a sense of self-efficacy as a learner. Learners who do not meet the Year 7 milestone have declining levels of self-efficacy through secondary school. Learners begin to become separated across schools at this stage.

The nature and quality of school completion for young people varies, however completion is linked to achievement in school. Levels of student engagement in school - cognitive, emotional and behavioural - as well as student dispositions towards school and learning (sense of belonging, sense of purpose, self-efficacy, determination or grit) vary by student background and are correlated with achievement.

  1. Lamb, S, Jackson, J, Walstab, A & Huo, S (2015), Educational opportunity in Australia 2015: Who succeeds and who misses out, Centre for International Research on Education Systems, Victoria University, for the Mitchell Institute, Melbourne: Mitchell Institute.

Young people engaging with post-compulsory education, at any institutional structure, need nurturing and support like all other learners. These young adult learners will benefit from the support and expert encouragement of our nurturing and caring professional teachers. Our professional teachers, especially those with academic teaching experience know how to read academic assessment task requirements. They understand what the academic tutors and subject coordinators are looking for in various tasks. They know about research, and how to pull together a research project and support success in a highly competitive field.

Most young people (74%) at age 24 are fully engaged in education or work and university plays a very important role in the lives of young people making the transition from school. Almost half of the population enrols in university between leaving school and their mid-20s. More than one in every two young women enrols in university, whereas only two in five young men do .


Participation in education, training and work is often used as an indicator of the wellbeing of young people. Participation and engagement in employment are considered important aspects of developing individual capability and building a socially inclusive society . Increased educational opportunity in Australia supports highly literate, numerate and scientifically skilled learners are better prepared for workplaces, as well as for active participation more broadly in community life, and promote greater economic productivity and stronger social cohesion.

  1. Lamb, S, Jackson, J, Walstab, A & Huo, S (2015), Educational opportunity in Australia 2015: Who succeeds and who misses out, Centre for International Research on Education Systems, Victoria University, for the Mitchell Institute, Melbourne: Mitchell Institute.
  2. Australian Social Inclusion Board (2010), Social Inclusion in Australia: How Australia is faring, Canberra: Commonwealth of Australia.

Yes. Education 121 welcomes the opportunity to work with parents and staff in schools and pre-schools.

We have developed a range of popular seminars and workshops across numerous areas. Please contact the Learning Manager for further information or to request a site visit or professional learning program.