AMC Y5-6 Advanced Course
For Years 5–6 with secure foundations. Develop upper-primary problem-solving through the Australian AMC pathway.
First 3 starter lessons or units free with an accountSee curriculum & course details →Register & try 3 free →How to Prepare for AJMO: A Systematic Problem-Solving Plan
The short answer
Prepare for AJMO by teaching the mathematics, practising how to choose a method, and reviewing fresh problems. Use timed work after your child has useful strategies. Repeating complete papers without understanding mistakes can hide the real learning gap.
What should we check before making a timetable?
Try a small set with different demands: a diagram, a number restriction, a counting problem and a pattern. Ask the child to work independently first. Record where help was needed: understanding the question, recalling knowledge, choosing a representation, or completing the reasoning accurately.
That record determines the next lesson. If they cannot work with fractions, strategy hints will not repair the foundation. If they know the facts but cannot begin, teach them to draw, list, simplify or work backwards, then remove the hint on a fresh problem.
What could a six-week preparation block look like?
This is an Ace Achievers suggested routine, not an official AMT schedule. Adjust it to the child’s starting point, school workload and attention. Two or three short sessions a week are a manageable starting experiment; judge the quality of work rather than counting hours.
| Week | Focus | Evidence to keep |
|---|---|---|
| 1 | Diagnose and repair one prerequisite topic | A fresh problem solved without naming the method |
| 2 | Represent information with diagrams and tables | A representation that includes every condition |
| 3 | Use organised lists and smaller cases | An explanation of why the list is complete |
| 4 | Mix topics and practise method selection | A reason for choosing one approach over another |
| 5 | Introduce timed sets and return to stuck questions | A record of time used, progress and checking |
| 6 | Review persistent errors and attempt a suitable timed rehearsal | Fewer repeated errors on new tasks |
How do we turn one worked example into learning?
- Learn: identify the underlying idea and why the method fits.
- Practise: solve a related question with changed conditions, not just changed numbers.
- Explain: describe the first step and check whether every case is covered.
- Return: revisit the idea later in a mixed set without the topic label.
For counting, a changed condition might make order matter when it did not before. For geometry, it might turn a direct area calculation into finding an unknown length. This tests transfer: choosing a method in a new situation.
When should timed practice begin?
Begin with short timed sets once the child can make productive starts. If a question is going nowhere, teach them to record the useful information, move on and return. Do not prescribe the same number of minutes for every question simply by dividing total time by question count.
During review, count both avoidable errors and good decisions. Leaving one question temporarily can be a useful decision; abandoning every unfamiliar question signals a strategy gap. Use official instructions to prepare for the actual sitting.
Where should we find practice material?
Start with AMT’s AJMO page and linked samples. For a new competition, do not assume there is a long archive of authentic AJMO past papers. Label teacher-created practice clearly and check the source of anything sold as an official paper.
For structured teaching between practice attempts, inspect the related AMC course curriculum below. It develops mathematical techniques; use official AJMO samples separately for competition fit. Our three original strategy examples show how that preparation can work.
Give practice a clear learning pathway
Explore the complete curriculum, then start the free lessons in your own learning account. These existing AMC and AIMO courses develop related skills; they are not dedicated AJMO courses or official competition entry.
AMC Y7-8 Advanced Course
For Years 7–8 ready to extend beyond foundations. Build geometry, number-theory and counting techniques.
First 3 starter lessons or units free with an accountSee curriculum & course details →Register & try 3 free →AIMO Preparation Course
For students ready for deeper problems and written reasoning. Inspect the level before choosing the stretch.
First 3 starter lessons or units free with an accountSee curriculum & course details →Register & try 3 free →Questions parents ask
Are past papers alone enough for AJMO preparation?
They can reveal weaknesses but do not automatically teach the missing ideas. Combine explicit teaching, changed examples, mixed practice and review of recurring errors.
How long should a child prepare for AJMO?
There is no universal number of weeks. The six-week block here is a suggested routine; extend or simplify it based on independent work and prerequisite knowledge.
Should we practise under time pressure from the start?
First give the child useful methods and experience with unfamiliar problems. Then introduce timed sets and review decisions as well as answers.
How can we tell if preparation is working?
Look for better independent first steps, clearer explanations, complete case lists and fewer repeated errors on fresh problems. Repeating a memorised answer is weaker evidence.