Year 7 student Jalen focused on collecting like terms and solving one- and two-step algebraic equations, as well as practicing multiplication and division of fractions.

Year 10 student Callum worked through trigonometry using sine and cosine rules with example problems, then reviewed scientific notation and significant figures in preparation for class tests.

For Year 4, Mia practiced multiplication tables, subtraction skills, and identifying proper versus common nouns through worksheet activities.

Incomplete homework was a recurring issue across several year levels, particularly in upper primary—one Year 5 student "had not done last week's homework," leading to lesson time being spent revisiting old material instead of progressing.

Messy or hard-to-read written work also surfaced; as noted for a Year 4 girl, "her writing was very large, messy and hard to read," which made her spelling practice less effective and slowed feedback.

In lower secondary maths, a Year 8 student frequently forgot to expand all terms when solving algebraic equations; as one tutor observed, "Jalen forgets to expand the 2nd term… but after some feedback is fixing that." This meant errors went unnoticed until directly addressed.

For one senior student preparing reports (Year 11 English), there was difficulty organizing ideas: she had "all the skills and info but not sure what first to focus on to put a task together," so lessons focused on step-by-step note-taking and planning.

Across grades, missed homework, unclear written steps, and organizational gaps regularly delayed progress and sometimes left students frustrated or less confident mid-task.

During a Margate tutoring session, Callum confidently solved sine and cosine rule problems that had previously stumped him, finishing all set questions with minimal support.

Another tutor observed that Jalen, also in high school, began checking his own algebra homework for errors, marking a shift from relying on correction. This led him to get all expanding and equation-solving questions right independently.

Meanwhile, Melody in Year 5, who once avoided speaking up when unsure, now volunteers her opinions about tasks she likes or dislikes. She will attempt new challenges even if she's not certain of the answer.