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I emailed Ezymath and they got back to me within 24hrs. Found out what I needed and got me in touch with a tutor. Very easy to start the process. First tutor did not gel with our child so we were not charged and they put us in contact with another who is just the fit. The admin have been more than helpful and friendly every step of the way. We found that we needed to redo some things and strat from fresh, the tutor is excellent.Rob, Mitchelton
Year 8 student James practised solving simultaneous equations and worked on Pythagoras' Theorem in geometry.
Year 9 student Lily focused on calculating simple and compound interest, as well as applying trigonometry to angles of elevation questions.
Meanwhile, Year 6 student Zoe improved her understanding of decimals by placing them accurately on a Cartesian plane and used scales on maps for measurement problems.
A Year 9 student working on algebraic equations often avoided writing out steps, especially when expanding brackets; as one tutor noted, "he skipped showing his working, which led to repeated sign errors."
In Year 11 trigonometry sessions, over-reliance on calculators meant key formulae were not memorised—this slowed problem-solving and left gaps in understanding.
Meanwhile, a Year 6 learner frequently arrived without necessary reading books or forgot homework for spelling practice, making it hard to build consistency.
For one creative writing assignment in Year 8 English, hesitation about starting the story resulted in little progress that day and growing frustration.
One Mitchelton tutor noticed a Year 9 student who used to get stuck on linear equations now tackling each step independently and even double-checking their own answers before asking for help.
A Year 11 student recently managed to solve compound interest questions without reaching for the calculator immediately, which was a real shift from her earlier habit of guessing at the formulas.
Meanwhile, a Year 4 learner—who once hesitated to read aloud—confidently finished an entire page during reading and writing practice, pausing only to ask about unfamiliar words rather than skipping them.
It takes a lot to do well in biology. Moving up the curriculum can be a challenge and if students don't jump in with both feet it's easy to fall behind.