Diagnosis first. Teaching second.
Most tutoring re-teaches the current chapter more slowly. We work backwards to the last thing that was secure, and start there.
A gap is rarely where the failure shows
A student who cannot do the current topic has usually arrived without something the topic assumes. Fractions before algebra, algebraic fluency before calculus, arithmetic recall before problem solving. Teaching the visible failure harder does not reach the cause.
So every plan starts with a diagnostic lesson that works backwards until the tutor finds the last thing the student can do reliably. That point, not the syllabus, is where teaching begins. It is usually closer than parents fear.
How a class is planned and taught
The same four steps behind every subject and every programme.
Diagnose
The tutor works backwards from the current difficulty to the last secure step, and writes down what they found.
Two tracks
Each lesson keeps pace with what school is covering now, and closes the gap found in the diagnostic.
Recall, not review
Practice requires attempting problems cold rather than re-reading worked examples, because recognition is what makes a topic feel learned when it is not.
Mark to the real standard
Work is scored the way the examination scores it, including method marks, so a predicted grade is evidence rather than a guess.
Six principles behind every lesson
Concept before procedure
Fundamentals are taught before methods, because a student who has memorised a procedure without the concept underneath it cannot adapt when the question changes shape.
A plan per student
Each student has their own plan built around what the diagnostic found, their pace and the assessments their school actually sets. No two plans in the same year group are identical.
Problem solving, not worked answers
Every topic ends with problems the student leads while the tutor watches where they hesitate. Hesitation is more informative than a wrong answer.
Real applications
Topics are anchored to something the student can picture. This is not decoration: an abstract rule with no referent is the first thing forgotten.
Continuous assessment
Short, regular checks rather than one test at the end, so a misunderstanding is caught in the week it forms rather than in the term it surfaces.
Open reporting
Regular parent-teacher meetings as part of the programme, one on demand whenever you ask, and a named coordinator you can reach without raising a ticket.
Enterprise tools, not a consumer video call.
A live class is only as good as what both sides can see and write on. This is the stack every session runs on.
Microsoft Teams
Every class runs on Teams, an enterprise collaboration platform with managed access rather than an open meeting link. Sessions are delivered to the student’s own invited account.
Microsoft Whiteboard
The tutor writes and the student writes back on the same board. For mathematics in particular this is the difference between watching a solution and producing one.
PowerPoint, Word and Forms
Lesson content, worked material and short assessments, so practice and marking sit in the same place as the teaching rather than in email.
Physical tools on camera
Whiteboards, worksheets, charts and manipulatives shown in high quality over the camera. An abacus frame, a protractor and a written page still teach better than a screen for some topics.
Specialists, matched by subject and level
Every tutor is recruited by subject and by level rather than by availability. A tutor here teaches the subject they specialise in, to the year groups they know, for the same students each week, at the hour your time zone needs.
We ask for curriculum familiarity in at least one of the systems we serve, and for a demonstration lesson taught to our academic team before any student is matched. Tutors work across national and international curricula, and are used to students arriving mid-syllabus from another country.
What families say about how we teach
“- total professionalism with needed human touch - great empathetic teachers - clear communication - well organised timely sessions - one on one connection between parents and the augment team”
Netherlands via Trustpilot
“The experience with Augment Edutech has been really good for my child. They teach very professionally and in a fun way yet. The handwriting of my child is much better sicne when we started.”
Norway
“The whole concept of abacus is to learn maths in a quite fun, encouraging & by fostering an interest in numbers and basic mathematics. We are so happy that our child enjoy learning maths.”
Rosey KDenmark
Questions about how we teach
Do you follow a fixed curriculum of your own?
What platform are classes on?
Does my child need a Microsoft account?
How long is a diagnostic?
What if the gap is two years back?
Do you set homework?
How is progress reported?
Book a free trial class.
Tell us your child's year group and what they are finding difficult. The last field matters most: a specific worry produces a better tutor match than a subject name.
- A live lesson, not a sales call
- A discussion of the curriculum and your expectations afterwards
- No card details, and nothing starts automatically
Request received
An advisor will email you to confirm a time in your time zone, usually within one working day.