Year 6 student Elise worked on simplifying and adding fractions with different denominators, as well as converting mixed numbers to improper fractions.

Year 9 student Amelie tackled quadratic equations by practicing root-finding methods and applying the discriminant, while also revisiting graphing parabolas in vertex form.

For Year 10, Michael focused on algebra skills by checking previous test errors and resolving questions he found challenging through step-by-step practice.

In Year 6 English, a student frequently assumed what comprehension questions required without reading them thoroughly—despite reminders to "read all text on the worksheet," leading to incomplete or off-target answers.

A Year 9 maths session revealed that working was often messy and scattered across worksheets, making it difficult for both tutor and student to track multi-step calculations; "the way in which Amelie outlines her working out… is very haphazard."

Another high schooler repeatedly forgot essential materials and left homework unfinished, causing lesson time to be spent catching up instead of progressing with new content. These patterns led to confusion, wasted revision time, and missed opportunities for deeper learning.

One Darwin tutor noticed Amelie has started identifying her own errors during tests and independently correcting them—previously she would wait for guidance before making changes.

Elise now outlines each step of multi-step maths problems out loud before solving them; last term, she tended to rush through without explaining her reasoning.

Meanwhile, Noah recently reviewed his latest test and was able to spot and fix several mistakes himself, rather than relying on prompts from the tutor.

Last session, he confidently corrected three answers without any help.