Year 8 student Priya focused on algebra basics, tackling word problems and practising opening brackets, while also revisiting integer operations through targeted worksheets.

Year 10 student Sam reviewed quadratic functions using completing the square and received guidance with structuring his Specialist Maths assignment draft.

For a Year 11 student, recent lessons covered balancing redox reactions in Chemistry—identifying oxidised/reduced species—and applying financial maths to annuities and compound interest scenarios.

A Year 9 student often left homework incomplete, as a tutor noted, "he had not done any of the homework assigned," which meant less opportunity to consolidate new concepts between sessions.

In Year 7, distraction was a recurring challenge—one lesson ended with "very distracted and very easily loses focus," so key steps were missed in algebra problems.

Organization issues surfaced in Year 11: when notes weren't structured for an upcoming assignment, time was lost figuring out how to start rather than building arguments.

On one occasion, a primary student avoided writing working out due to wanting the answer quickly; errors crept in unnoticed.

A Redwood tutor noticed a Year 8 student who previously struggled to stay on task now focusing through entire sessions and even talking through his algebra steps out loud, something he hesitated to do at first.

In senior years, one high schooler showed a clear shift by seeking teacher feedback on an assignment and articulating the limitations of his modelling in data analysis—this independent approach marks real growth from earlier passive habits.

Another upper-year student, who once found electrolysis questions overwhelming, worked steadily until he could sort them himself and complete similar tasks without prompting.