Tutors in Hocking include a primary school teacher with international experience and first-class honours, a Kumon assistant instructor awarded for Specialist Mathematics, a Montessori educator and English department head, an ATAR 99 achiever in maths and science, university-qualified STEM specialists, experienced education assistants, and dedicated mentors for K–12 students across diverse learning needs.
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Selena was wonderful and helped my daughter to get the marks she was after to get into her desired course this year.Kylie
Year 4 student Lily worked on comparing and rounding 3- and 4-digit numbers, as well as reviewing place value grids to strengthen number sense.
In Year 9, Jayden focused on trigonometry—applying sine, cosine, and tangent ratios—and revisited Pythagoras' Theorem with practical problem-solving.
For Year 10, Ali spent the session revising quadratic equations and learning how to use her calculator for solving these equations more efficiently.
In Year 11 Physics, not showing working out for multi-step questions led to confusion when checking satellite motion calculations. As one tutor observed, "she remains reluctant to show her work," which made it harder to pinpoint small errors.
In Year 8 Maths, a student avoided completing homework on time and often relied heavily on notes during probability revision; this meant less independent recall and weaker problem-solving under test conditions.
Meanwhile, in Year 3, guessing answers for times tables without mental calculation caused repeated mistakes—confidence dropped each time the answer was incorrect and visible frustration followed.
One Hocking tutor noticed a Year 11 student who used to hesitate with quadratic equations now working through factorisation problems on her own, using the reverse tabular method and even explaining how changing each coefficient affects the parabola's shape.
Another recent high school session saw a Year 8 student go from missing key steps in probability to confidently drawing probability trees and asking clarifying questions when stuck, rather than guessing.
Meanwhile, Giovanna in Year 3 has started talking through her place value reasoning out loud—something she was too shy to attempt before—and can now accurately arrange six-digit numbers without prompts.
