Year 4 student Alex worked on two-digit by two-digit multiplication and progressed to division with remainders, often tackling worded problems for extra practice.

In Year 11, Keshara revised domain and range questions from the Methods syllabus and completed exam-style problems on transformations, including hyperbolas and parabolas.

Meanwhile, Year 12 student Arjun focused on chemical analysis techniques such as IR and NMR spectrometry, alongside interpreting mass spectrometry data through targeted textbook exercises.

In Year 11 Maths Methods, a student "forgot to bring his SAC for review," missing a chance to address feedback before the next assessment.

In Year 8 English, homework was incomplete and spelling lists left at home, which meant less progress on writing structure and vocabulary.

A Year 12 Chemistry student's practical report was difficult to follow due to disorganised notes and uncollated results, slowing down her analysis.

Meanwhile, in Year 3–4 Maths, several students continued relying on finger counting instead of memorising times tables—"he still used hands for addition," one tutor noted—which made mental calculations slow during problem-solving.

A Burwood East tutoring session saw a Year 3 student, previously hesitant with larger multiplication problems, now requesting to tackle three-digit by two-digit questions and confidently working through each step without relying on memorisation alone.

In Year 11, one student who used to wait for explanations has started proactively asking questions about complex transformation topics, using this initiative to deepen his understanding—especially noticeable during recent exam preparation.

Meanwhile, a Year 12 biology student put together her own practical report-writing guide after struggling with structure earlier in the term, now referring back to it independently while planning new assignments.