Year 5 Daniel focused on times tables using flashcards and built confidence with stacked multiplication involving larger numbers, as well as working through shape enlargements and symmetry.

Year 8 Vien developed main arguments for a practice essay and refined re-wording sentences to be more concise in preparation for an upcoming SAC.

Meanwhile, Year 9 Riley practiced angles—such as finding unknowns along lines or within triangles—and worked on all four operations with fractions, including addition, subtraction, multiplication, and division.

A Year 4 student often avoided attempting homework independently and relied heavily on step-by-step guidance in division tasks—her tutor noted, "she struggles to complete the set homework during the week by herself."

In Year 7 mathematics, another student focused revision only on familiar topics and sometimes skipped challenging problems when left unsupervised.

Meanwhile, a Year 11 English student hesitated to offer original examples in essays, tending instead to "zone in on one specific idea" rather than thinking more broadly.

In each case, these habits meant slower progress with new or complex material, leaving gaps just before assessment deadlines.

One Hoddles Creek tutor noticed a big change in Maya (Year 7), who now races through division speed rounds—recently finishing ten questions in just three and a half minutes, down from six the week before.

She's also started bringing up her own schoolwork and even set herself new goals for each session.

In Year 9 English, Vien went from writing vague paragraphs to clearly seeing how his revised version was much stronger; he now proofs his work with care instead of skipping that step.

Lizzie (Year 12) recently surprised her tutor by generating unique arguments about beauty standards in advertising, rather than relying on ideas given to her.