Year 5 student Kagan focused on area calculations of compound shapes and solving problems involving triangles and trapezoids using worksheets.

In Year 11, Tom worked through questions on financial maths—specifically annuities and compound interest—and practised applying network theory concepts to real-world scenarios.

Meanwhile, Year 12 student Bonnie tackled balancing redox reactions in Chemistry by identifying oxidised and reduced species, as well as practising logarithmic functions in Mathematics for her exam preparation.

In Year 11 Chemistry, technical issues with Zoom sound and a 40-minute dropout interrupted focus, leaving some clarification on E₀ values and log manipulations unresolved—"solutions for induction examples given post-lesson," but feedback wasn't immediately acted on.

A senior student tackling their first major assignment needed help structuring it and understanding the ISMG marking guide; without clear organization, progress slowed.

Meanwhile, a Year 4 student did not complete assigned homework and struggled to stay focused during multiplication practice, often zoning out mid-problem. In one session, "he had not done any of the homework assigned either"—making in-lesson time less productive as new material had to be delayed.

A tutor in Harristown noticed that one Year 12 student, who previously hesitated to adapt his answers when faced with tricky data in Chemistry, is now confidently modifying his approach based on the evidence presented—a big shift from just sticking to "expected" answers.

Another high schooler has started working through complex integration questions methodically and now recognises the intent behind feedback, actively incorporating suggestions into final responses instead of overlooking them.

Meanwhile, a Year 4 student who struggled to stay focused at first is now completing her homework before sessions and rapidly recalling multiplication tables without prompting.