Year 3 Claudia worked on addition with three-digit numbers using the split strategy and practiced subtraction involving tens, such as 165 minus 60.

For Year 9 Jake, sessions focused on solving linear equations in y = mx + b form and applying SOHCAHTOA for right triangle problems, including finding unknown side lengths.

In Year 11, Grace revised differentiation techniques to identify stationary points and points of inflexion on graphs, then tackled integration questions to find areas under curves from recent trial exam papers.

In Year 10, one student hesitated to write out steps for rearranging equations and instead tried solving in their head, making multi-step problems like trigonometry especially tough.

As a tutor noted, "He has not completed his homework multiple times now," which meant class time was spent reviewing missed basics rather than building new skills.

Meanwhile, a Year 4 student struggled to maintain focus toward the end of sessions—when memorising times tables or practicing subtraction, attention drifted and key details were forgotten.

Missed homework led to repeating content rather than progressing to more challenging material.

A tutor in Doyalson North noticed one Year 9 student, who previously felt overwhelmed by complex word problems, now confidently breaks them down and attempts multi-step solutions without hesitation.

In a recent high school session, Thomas—who has dyslexia—was quicker at expanding algebraic expressions than before and started tackling word problems he once avoided.

Meanwhile, a Year 3 student who struggled with times tables began using the expansion method independently; when tested on shuffled cards, she recalled answers correctly and even wrote equations out herself to check her thinking.