Tutors in Aspendale include a Haileybury General Excellence scholar and cricket coach with a 93.2 ATAR, an education degree student who's coached local soccer and netball teams, a Monash maths major with classroom teaching experience, a Dux-level mathematician (ATAR 97.65), peer mentors and youth leaders, and several accomplished school competition winners.
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Standard Dear Racquella, Just wanted to let you know Daisy said today for the first time in years, 'maths was fun today'!!!!! Thank you so much for all your work tutoring as it's obviously paying off. I'm so happy she's loving learning maths again & it's all down to you?. As a parent, thank you, thank you, thank - you're a saviour x Thank you Ezymath for hooking us up with Raquella, we think she's amazing.mary, Aspendale
Year 7 student Jack worked on finding least common multiples in more challenging problems and reviewed recent maths test results to target specific errors.
For Year 10, Mia practiced sketching exponential functions and tackled worded problems using differentiation, such as determining the maximum volume of a cuboid.
Meanwhile, Year 12 student Grace completed revision questions on matrices and financial maths, alongside extra practice with data analysis worksheets to reinforce class content.
In Year 12 Physics, one student struggled to recall key electromagnetism formulas unless prompted and hadn't yet compiled a personal summary sheet—"he only remembered the equations vaguely when shown them," as a tutor observed.
A Year 11 student frequently forgot to bring required materials, including calculator and textbook, leading to lost time at the start of sessions.
In Year 7 Maths, incomplete homework meant gaps in foundational skills like times tables persisted, impacting confidence during new topics.
Meanwhile, a senior Legal Studies student missed opportunities by not bringing SAC results or class notes for targeted feedback.
One Aspendale tutor noted a Year 9 student who used to rush through questions now stops to check their work, catching and fixing small mistakes on their own.
In a recent high school session, a Year 11 student managed to complete an entire test within the set time—a first for them after previously struggling with pacing and exam stress.
Meanwhile, a primary-aged learner has started showing real initiative by talking through problems aloud rather than waiting for hints. At the end of her lesson, she confidently explained her thinking without prompting.
