Wattle Park's tutors include a National Youth Science Forum graduate with an ATAR of 99.55 and international science awards, seasoned K–12 maths and science tutors with academic distinctions, experienced school sports and peer mentors, SACE subject dux recipients, engineering and medical students, and accomplished coaches skilled at inspiring younger learners.
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Carefully screened, fewer than 10% are good enough to work with us.
No booking fees, no hidden fees. Cancel any time, no lock-in.
You decide where and when to meet. As little or as often as you want.
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Reach goals and improve grades faster with private, 1-to-1 lessons.
High school or primary, you'll get a tutor that fits your needs.
Our tutors show WHAT to study + HOW to study
You'll get feedback on each lesson, so you know how your child gets on.
It was extremely easy to get started with EzyMath. We had been waiting months for a school tutor to become available, but when we couldn't wait any longer we contacted EzyMath. The tutor we have been given is very respectful and has already within a few weeks gained the trust of our son. We are already starting to see his confidence return and he is smiling again.Paul
Year 8 student Alyssia worked through titration calculations using the n = m/M and C = n/V formulas, as well as reviewing redox reactions and balancing equations for exam prep.
In Year 9, Adam focused on sketching linear graphs by identifying x- and y-intercepts, then practiced finding the equation of a line from gradient and intercept values.
Meanwhile, a Year 6 student began exploring measurement concepts in maths, including applying these skills to assignment tasks using practical examples.
In Year 10, a student showed some reliance on using previous answers and formula sheets when tackling new algebra problems; as noted, "he was able to build off the reliability into a variety of different questions," but sometimes defaulted to copying processes rather than understanding why each step worked.
Meanwhile, a Year 7 learner occasionally lost focus during sessions and benefited from setting clearer goals for what she wanted to cover—on one occasion, distraction meant less time spent revising key content.
In Year 12 Chemistry, a student preferred looking back at her working rather than attempting new types of molar ratio questions independently, which slowed her progress in adapting to unfamiliar scenarios.
One Wattle Park tutor noticed Alyssia, a senior student, shift from needing step-by-step guidance to independently solving complex titration equations with mixed molar ratios—something she'd previously hesitated to tackle alone.
Meanwhile, Lucy in Year 10 started proactively identifying where she was stuck in statistics and asked targeted questions rather than waiting for hints, a big change from her earlier sessions.
In the primary years, one student who used to guess at tricky maths problems now openly asks clarifying questions before attempting new types, finishing all practice questions on her own by the end of the lesson.
