Elizabeth Park's tutors include a seasoned primary and middle school teacher with a master's in mathematics, a Year 4 classroom specialist, an award-winning high-achiever with multiple academic excellence awards, an ATAR 97.9 STEM tutor, creative writing and literacy standouts, experienced peer mentors, and passionate university students studying education, psychology, and engineering.
I want to thank Ezy Maths Tutoring, as Joshua seems to have connected well with David and is working with his strengths. Already we are seeing a difference in the confidence of David to tackle his Maths and is being guided to see the areas that he is lacking instead of total self doubt of thinking that he knows nothing .Craig
Year 4 student Kody focused on division and addition through step-by-step practice, also tackling multiplication in a later session.
Year 8 student Chase worked on comparing and contrasting media types for English, and completed a history assignment about Viking transportation, shipbuilding materials, and the role of horses using his own research.
Meanwhile, Year 9 student Sienna revised lines and angles by solving geometry problems, then moved on to constructing triangles with a protractor while discussing the exterior angle property.
A Year 11 student in mathematics showed strong mental calculation skills, but as noted, "the writing part takes a back seat," leading to skipped steps and confusion when reviewing algebraic work.
In Year 8 geometry, incomplete recall of angle names and properties meant solutions were correct but lacked clear reasoning—this made revision less effective.
Meanwhile, a Year 5 student struggled to remember key facts for worded problems and lost track of multi-step calculations without written support.
When homework or essential materials were forgotten (Year 6), progress in mastering new content slowed noticeably during the lesson.
One Elizabeth Park tutor noticed Chelsea, a high school student, now tackles equations with much more independence—she regularly completes her homework neatly and asks clarifying questions as soon as something feels unclear, which marks a big shift from her earlier hesitation to speak up.
In another session, Caitlin was able to apply trigonometric ratios quickly to unfamiliar word problems; she previously needed step-by-step prompting but now moves through new examples on her own initiative.
Meanwhile, Chase in primary years has begun using the finger-tap method unprompted when spelling tricky words—a strategy he used to avoid because it felt slow—and recently finished a full puzzle round without needing help.
