Year 10 student Ava focused on quadratic equations—progressing to more challenging problems—and practiced writing and naming ionic and covalent compounds in Chemistry.

Year 11 student Isaac worked through chemistry questions identifying ionic and covalent bond interactions, including determining compound types and chemical formulas.

Meanwhile, Year 8 student Sophia reviewed index laws, calculated order of operations with integers and decimals, and simplified expressions from her recent school test.

A Year 9 student repeatedly did not complete assigned homework, especially with algebra and coordinate geometry tasks; as a tutor noted, "she could not finish her assigned homework again," which meant key graphing practice was missed.

In Year 11 Chemistry, one student struggled to locate the most updated version of an assessment during a session, slowing progress on risk assessment writing.

Meanwhile, in Year 8 Maths, over-reliance on working out "in her head" without explaining why answers were correct left reasoning gaps—for example, failing to justify why cos55 > cos65.

Unfinished tasks and missing materials created visible interruptions in lesson flow.

A Hyde Park tutor noticed Eve, a Year 10 student, now identifies her own mistakes on school tests and asks targeted questions about where she went wrong—something she used to shy away from.

In a recent session, Jacinta (Year 11) arrived with a complete essay draft plus feedback from her teacher and had already revised parts of it independently before the lesson.

Meanwhile, Lauren in Year 8 has started tackling Pythagorean theorem problems on her own and speaks up when she's unsure, rather than waiting for prompts.

Last week, Jacinta finished reading Act 3 of her assigned book ahead of schedule.