Year 8 student Sophia reviewed simplification of index laws and worked through school-assigned questions on integers and order of operations.

For Year 10, Eve focused on trigonometry concepts such as finding unknown sides and angles in triangles, along with similarity and congruence questions from past exams, using step-by-step problem breakdowns.

Meanwhile, Year 11 student Isaac tackled chemistry topics including identifying ionic versus covalent bonds and determining chemical formulas for compounds.

In Year 11 Chemistry, a student struggled to locate the most updated assessment file during the session, slowing progress—"he could not locate the most updated version of the assessment which was a vital part of the discussion."

In Year 9 Maths, homework was left incomplete across several weeks, limiting feedback opportunities and practice with word problems and sign rules.

Meanwhile, a Year 7 English student's draft paragraphs lacked cohesion and needed clearer links to their thesis.

Each instance resulted in time lost clarifying basics or retracing steps instead of moving confidently into more complex material or exam preparation.

One Douglas tutor noticed Jacinta, a Year 11 student, taking real initiative in her English studies—she arrived at her session with a draft essay already written and had actively sought feedback from both her teacher and tutor, improving on previous drafts.

In Year 9 maths, Eve shifted from passively accepting mistakes to independently identifying where she went wrong on her test after revisiting textbook exercises together.

Meanwhile, Lauren (Year 8) surprised her tutor by asking questions whenever stuck during their first lesson—a big change from holding back previously—and worked through Pythagorean theorem problems without prompting.