Year 5 student Erin focused on converting between decimals and time, then practised rearranging equations to make a variable the subject using worked examples.

In Year 7, Codi worked through finding unknown angles along straight lines and within triangles, and also revised all four operations with fractions.

For Year 10, Alice explored composite functions by working step-by-step through function substitution problems and practised simplifying expressions while preparing for an upcoming test.

A Year 9 student tended to rely heavily on one familiar multiplication method, hesitating to try more efficient strategies—this slowed her during test-style drills. "She could benefit from experimenting with different approaches," noted a tutor after she avoided alternative methods in maths.

Meanwhile, a senior student working on calculus revision skipped reviewing teacher feedback before sessions, missing the chance to target tricky exam questions and refine problem-solving under time pressure.

For a Year 7 English assignment, another student's perfectionism meant she repeatedly erased work instead of editing drafts, making written tasks longer and increasing frustration when facing creative writing prompts.

A tutor in Don Valley noticed Lizzie, a senior English student, recently started generating her own nuanced arguments during text analysis—she's moved from just listening to actively shaping ideas and challenging perspectives, which is a big leap from her earlier sessions.

In maths, Ayelet (Year 10) now works through trigonometry problems with clearer logic and independence; she independently chooses the right ratios and her written solutions show much more organised thinking than before.

Meanwhile, Riley (Year 3) used to guess unfamiliar words but has begun sounding them out on his own whenever he gets stuck—last session he read a full page without prompting for help.