Year 9 student Mia revised Pythagoras' theorem and practiced solving algebraic equations, including simple interest calculations.

For Year 8, Jack worked on scientific notation and indices after clarifying previous test errors, using targeted examples to strengthen his understanding.

In Year 6, Lily prepared for her upcoming assessment by identifying synonyms and antonyms of common words and completing a spelling test with new vocabulary learnt in recent sessions.

In Year 10 science, one student struggled to extract relevant information from worded equations and often chose the wrong formula, which led to confusion when transposing variables. "She missed important details by reading too quickly," a tutor noted after a maths session—this habit caused lost marks on multi-step problems.

A Year 9 English student repeatedly did not bring required assessment sheets or homework to tutoring, making it difficult to review progress and prepare for tasks.

In senior English, a narrative draft remained incomplete over several weeks because the student felt "stuck" when developing ideas independently, leaving feedback unaddressed and the resolution underdeveloped.

One Dalyellup tutor noticed a high school student who used to give only brief answers now extending his writing, explaining why he feels a certain way about texts and asking to redo work if unsatisfied—showing real ownership of improvement.

Another older student, after struggling with index laws, recently managed to complete indices questions almost entirely independently, needing barely any clarification this time.

Meanwhile, a Year 4 learner who once hesitated with math games not only joined in by the end of the session but also answered hidden message activities on her own without prompting.