Year 5 student Layla focused on converting between fractions and decimals as well as tackling division with double- and triple-digit numbers.

For Year 8, Sophia revised simplifying index laws using school homework and practiced evaluating decimals alongside integers.

In Year 9, Will worked through Pythagoras' theorem problems and reviewed methods for finding missing side lengths in triangles, using past exam questions to strengthen understanding.

A Year 8 student arrived without required study gear and had to spend the lesson redoing a lost homework sheet, which meant missing out on new material.

In Year 11, "didn't complete assigned study questions" stood out—without regular practice and asking for extra problems, gaps persisted in advanced topics.

For a Year 6 session, incomplete homework recurred ("could not finish her assigned Homework again"), especially with graphing tasks; progress slowed as time was spent catching up rather than moving forward.

One tutor noted for a Year 9: "he skipped showing steps in algebra, which hid sign errors"—leading to repeated corrections instead of deeper learning.

A Mount Peter tutor noticed one Year 10 student who previously relied on step-by-step guidance now coming to sessions with her own test questions and actively asking for clarification—she's also applying new fraction skills to harder problems without prompting.

In a recent high school lesson, another student, after struggling to recall geometry formulas, demonstrated much stronger memory and began solving complex angle problems independently.

Meanwhile, a Year 5 learner who often waited for help was able to finish all her division questions solo and immediately moved on to worded percentage problems without hesitation.