Year 7 student Eve worked through trigonometry problems and tackled similarity and congruence questions from her past exam, focusing on correcting errors and approaching both familiar and unfamiliar scenarios.

For Year 10, Isaac concentrated on chemistry by identifying ionic and covalent bonds, answering questions about interactions between compounds, and determining chemical formulas.

In Year 12, Ava refined her biology skills by developing a risk assessment form in preparation for an upcoming IA2 experiment assignment.

Several high school students did not complete assigned homework, which impacted their ability to apply new skills—one Year 9 student repeatedly arrived without finished algebra tasks, so feedback could not be checked.

In a Year 11 science session, "he could not locate the most updated version of his assessment," slowing down revision and leaving key issues unaddressed.

Another senior student struggled to explain reasoning in trigonometry; as one tutor noted, "she gave an answer but didn't explain why cos55 > cos65."

During a junior secondary maths lesson, messy working made sign errors harder to spot when solving equations.

A tutor in Garbutt noticed that Eve, a Year 10 student, used to struggle with identifying her mistakes in maths tests but recently pinpointed exactly where she went wrong after reviewing exercises together—she's now correcting errors on her own.

Meanwhile, Jacinta (Year 11) showed more independence by bringing a revised essay draft for feedback, having already worked through both teacher and tutor comments between sessions.

At the primary level, Sophia has started tackling division problems without waiting for help and now finishes homework tasks independently—something she hesitated with before.