Year 8 student Eve worked through all trigonometry and similarity/congruence questions from a recent exam, focusing on strategies for both familiar and unfamiliar problems.

Year 10 Sophia tackled index laws—simplifying, using powers, and working with surds—as well as evaluating expressions involving integers and decimals from her latest school test.

Meanwhile, Year 12 Isaac concentrated on chemistry topics by analysing ionic and covalent bonds, determining interaction types between compounds, and writing correct chemical formulas.

A Year 8 student missed several homework assignments in algebra and geometry, which meant less exposure to interpreting graphs and practicing sign changes—"she could not finish her assigned homework again," a tutor noted after reviewing incomplete graphing tasks.

In Year 10 Chemistry, another student arrived unprepared without an online textbook open; the session slowed as key formulas couldn't be checked quickly.

For a senior English assessment, one Year 11 student struggled with structuring arguments at a scientific standard because resources were disorganized, leading to lost drafts during discussion.

These habits led to wasted lesson time and limited opportunities for targeted feedback.

One Gumlow tutor noticed Jacinta, a high school student, now comes to lessons with her essay drafts already written and feedback from both her teacher and tutor—she's started revising independently before sessions, a big shift from relying on in-lesson guidance.

Lauren, also in high school, surprised her tutor by tackling Pythagorean theorem questions without hesitation and asking specific questions when unsure, instead of waiting for hints.

In Year 3–4 maths, Sophia recently completed all her division problems solo after weeks of needing step-by-step help; she finished the worksheet unassisted this time.