Year 7 student Sophia worked through simplifying index laws and integers, along with calculating the order of operations and evaluating decimals using her recent school test.

For Year 9, Eve focused on trigonometry questions from a past exam, including applying similarity and congruence concepts and breaking down complex unfamiliar problems step-by-step.

Meanwhile, Year 5 student Alex practised converting decimals to fractions and basic division skills for improved number fluency.

A Year 10 student struggled to explain why one trigonometric value is greater than another, rather than just stating the answer; as a tutor noted, "she couldn't say why cos 55° > cos 65°."

In Year 8 science, there was difficulty writing arguments up to a scientific standard for risk assessments, which led to incomplete responses.

A senior student could not locate the most updated version of an assessment during discussion—this slowed progress and left gaps in planning.

Missed or incomplete homework appeared several times (e.g., Years 7 and 9 maths), causing students to fall behind on foundational skills and revision.

A Rasmussen tutor recently noticed Jacinta, a Year 11 student, come to her English session already armed with a full draft of her essay and detailed feedback from her teacher—something she hadn't done before.

In maths, Lauren (Year 9) started actively asking questions when unsure, instead of staying quiet as in previous lessons; she also tackled Pythagorean theorem problems independently by the end of the session.

For Year 6, Sophia moved from needing help on division every step to solving most problems solo and finishing all her homework without prompting.