Year 6 student Elise focused on multiplying fractions and converting mixed numbers, followed by a reading comprehension worksheet to develop her analytical skills.

For Year 9, Amelie worked through simultaneous linear equations and applied parallel/perpendicular line concepts, practicing with targeted worksheets.

Meanwhile, Year 10 student Michael revised quadratic equations—especially root-finding using the discriminant—and spent time clarifying graphing methods for parabolas.

In Year 6 English, Elise often assumes what the question is asking, rather than taking the time to carefully read through the question and deducing what is being asked of her, leading to incomplete or off-target responses.

In Year 10 Mathematics, Amelie's working out…is very haphazard, and often both of us struggled to understand it, making revision difficult and causing confusion during multi-step problems.

A senior student lost marks in a test because he has provided his answers in the wrong format for several questions, which could have been avoided with clearer organization.

Time was also lost when required materials or homework were forgotten.

One Charles Darwin tutor noticed Amelie, a high school student, making real strides in maths—she now pinpoints her own mistakes during tests and confidently solves problems she once hesitated over.

Elise, who struggled with multi-step problems in earlier sessions, has started outlining every step before solving them and now completes long division tasks independently.

In a recent session with a younger primary student, the tutor observed him taking initiative to expand his short story draft on his own for the first time, rather than waiting for prompts or guidance.