Tutors in Hume include a university lecturer and gold-medal-winning mathematics scholar, seasoned K–12 maths and science mentors, a PhD engineer with five years' tutoring experience, an award-winning creative writing specialist, experienced English and ESL educators, peer mentors in STEM, and high-achieving college students passionate about supporting younger learners.
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Outstanding I have nothing to say but to praise Paul and his knowledge and kindness when it comes to teaching my son. Paul has been fantastic with him and they have created a good bond with each other. Paul knows what strengthening my sons needs and that's what usually they work on every lesson. I just want to express my gratitude to Paul for everything he's done so far.Mladen
Year 8 student Noah worked on reading comprehension and analysis for "The Boy in the Striped Pajamas," as well as identifying and using adverbs of time and place in context.
Muhammad, also in Year 8, developed a crime fiction podcast by profiling characters, drafting scenes, and editing story structure while reviewing related vocabulary.
Ari, another Year 8 student, practiced statistics skills including interpreting box-and-whisker plots and describing chance with pie graphs and theoretical probability questions.
A Year 8 student forgot to bring homework, saying end-of-term exams left him drained; as a result, revision time was cut short and gaps in statistics practice remained.
In Year 10 English, one student deleted his entire essay after the teacher requested a new format but did not share drafts for feedback—"he may have been pressed for time or reluctant to share"—leaving editing skills underdeveloped before the due date.
Meanwhile, a primary student often mixed up addition and multiplication during mental maths because he preferred talking through ideas instead of showing workings on paper, which led to recurring confusion in problem-solving.
One Hume tutor observed a notable shift with a Year 10 student who previously avoided asking questions during math lessons—this week, he began pausing to clarify confusing steps instead of quietly guessing, leading to more accurate solutions.
In senior English, another student who struggled to organize essay arguments was able to draft clearer thesis statements and topic sentences after breaking down the rubric together; she even emailed her new outline for feedback without prompting.
Meanwhile, a Year 4 learner, who'd hesitated over open-ended writing tasks, wrote two descriptive exercises independently once given a structured scaffold.
