Year 8 student Sophia worked through simplifying index laws and evaluating decimals, focusing on correcting recent test errors using school materials.

In Year 10, Isaac practised applying sine and cosine rules to solve triangle problems, alongside a chemistry session analysing ionic and covalent bond interactions and determining compound formulas.

Meanwhile, Year 6 student Eve revised Pythagoras' theorem by finding side lengths in right-angled triangles and tackled worded ratio questions with step-by-step guidance.

Several students across Years 4–12 struggled with process-related habits that slowed their progress.

In Year 10 Science, a student was unable to locate the most updated version of his assessment task, which "was a vital part of the discussion," highlighting organization and resource management issues.

A Year 8 student repeatedly left maths homework incomplete, making it harder to consolidate skills between sessions.

Meanwhile, in Year 11 English, difficulty connecting body paragraphs back to the thesis made essays feel disjointed and undermined clarity.

During trigonometry in Year 9 Maths, over-reliance on calculators delayed fluency with basic ratios—confidence faltered as questions became less familiar.

A Rowes Bay tutoring session saw a Year 11 student who'd previously hesitated to ask for help now actively bringing in questions and feedback from both school and tutor, leading to a noticeably stronger essay draft.

Meanwhile, a Year 9 learner who often guessed on homework started double-checking her methods and corrected past mistakes after reviewing test errors together.

For a younger student, one tutor noticed she's moved from needing step-by-step support with division to tackling new problems independently—she finished her latest worksheet without asking for any hints.