Year 9 student Tanvi explored film analysis techniques with a focus on themes and symbolism in *Rabbit-Proof Fence*, then applied these skills by annotating poetry including works by Dylan Thomas and Maya Angelou.

Year 10 sessions with Jake included working through index laws and formula rearrangement, plus solving linear equations and tackling worded algebra problems using real-world examples.

Meanwhile, Year 11 student Priya revised trigonometric ratios—Soh Cah Toa—and practiced multistep problems involving sine rule and quadratic equations, building confidence through targeted practice questions.

A Year 10 student, after being assigned World War I research as homework, did not complete it; as a result, lesson time had to be spent on research instead of essay writing.

In Year 8 Maths, untidy working and inconsistent setting out led to errors when copying numbers—one tutor noted, "he mistook a 36 for 30 after rewriting the 6."

For a younger learner in Year 5, hesitation was observed before attempting problems independently due to fear of mistakes. This slowed progress and made it difficult to develop confidence with new material.

One Carmel tutor noticed a real shift with Tanvi, a high school student who previously struggled to write independently—she completed all her poem annotations without any help and tackled a review essay draft on her own before accepting editing feedback.

Another high schooler, Niru, used to avoid explaining his reasoning out loud in maths; now he's regularly talking through problems step by step and even goes back over past mistakes to check his knowledge, showing new initiative.

Meanwhile, Josh (Year 7) began applying algebraic formulas on his own and clearly explained each stage as he solved for x.