Year 6 student Layla worked through calculating wages and explored simple interest, practicing with real-life word problems.

In Year 9, Sophia focused on index laws—simplifying powers and working with surds—as well as revising percentage profit and loss questions from recent schoolwork.

Meanwhile, Year 10 student Will tackled quadratic equations using harder examples, then switched to Chemistry to practice naming ionic and covalent compounds and balancing chemical equations.

A Year 8 student often left homework incomplete, which meant lesson time was spent catching up rather than moving forward—one tutor noted, "she could not finish her assigned homework again."

In Year 10, a student lost their previous worksheet and had to redo work in-session, raising concerns about retention.

For a Year 11 learner, unclear assignment formatting led to misinterpreted requirements and small calculation errors.

Another high schooler arrived without necessary study materials, unable to participate fully that day.

In each case, organization or preparation issues directly limited practice with new material or timely feedback on challenging tasks.

One Parramatta Park tutor noticed a big shift in a Year 10 student who, after struggling to organise revision, started bringing her own practice questions and was eager to tackle tougher test material on her own.

A high schooler who previously waited for prompts now reviews feedback independently and updates her assignments without needing reminders.

Meanwhile, a Year 5 student who used to rely heavily on help with division began solving problems solo and even asked for extra challenges. At the end of one session, she completed all her homework without any assistance.