Year 10 student Isaac focused on naming ionic and covalent compounds in Chemistry, along with determining chemical formulas and types of bonding interactions.

Year 11 student Sophia revised the simplification of index laws and calculating order of operations, using examples from her recent school test.

Meanwhile, Year 12 student Eve worked through exam-style trigonometry questions, as well as similarity and congruence problems, with a focus on breaking down complex familiar and unfamiliar scenarios step-by-step.

In Year 10 Maths, one student repeatedly left homework incomplete, especially on graphing and coordinate tasks—"Sophia could not finish her assigned Homework again"—which meant less time to address ongoing confusion with signs and brackets.

Another senior student in Chemistry struggled with organization, arriving unprepared without required online resources or updated assessments; this delayed progress during sessions.

In Year 8 English, avoidance of feedback led to repeated issues with paragraph structure and thesis links despite prior corrections.

A Year 4 student skipped steps in division, making it difficult for her tutor to pinpoint calculation errors within word problems.

One Rosslea tutor noticed that a Year 11 student, previously hesitant to ask questions, came to her session with prepared doubts and took notes throughout—showing real initiative compared to earlier lessons where she waited for prompts.

In another high school session, Jacinta not only completed her body paragraphs for an English essay but also arrived with feedback from both her tutor and schoolteacher, revising her draft before the next lesson rather than leaving it until the last minute.

Meanwhile, a younger student who once needed help on every division problem recently tackled a full worksheet independently without asking for extra guidance.