Year 8 student Ari focused on statistics, exploring mean, median, mode, and range as well as interpreting box-and-whisker plots and identifying outliers in real data sets.

Year 8 student Mohammad worked through comprehension questions for "The Boy in the Striped Pajamas" and completed Oxford English 8 grammar exercises on adverbs and degrees of comparison.

Meanwhile, Year 3 student Josh practiced reading short texts aloud, defining new vocabulary words, and answering comprehension questions before writing concise summaries.

Several high school students did not complete or bring homework, impacting their ability to review and build on feedback—one Year 10 student "felt bad as he did not quite get the task" and only attempted a single paragraph.

In Year 12 English, reluctance to share drafts with the tutor after major changes meant missed opportunities for targeted editing support.

Messy or incomplete written working appeared in Year 8 Mathematics: "Ari needs to be neater in his presentation of work… encouraged him to use colors in his bar graphs."

Across years, difficulty responding to feedback was noted, especially when essay structure changed suddenly or after setbacks; this left some students feeling daunted and hesitant to submit further drafts.

One Beard tutor noticed a Year 11 student who previously struggled with linear equations now confidently working through both elimination and substitution methods after a focused review, even volunteering to tackle graphic questions that used to be avoided.

Another high school student took real ownership of his coursework, coming prepared with specific writing samples and then using feedback to clarify his thesis statements—something he'd hesitated to do before.

In primary years, one student who found open-ended writing daunting began finding his own words more readily once given some scaffolding, managing to complete both exercises in the session.