Year 9 student Amelie focused on trigonometric functions and the unit circle, using diagrams to determine exact values, and later practiced solving problems involving radians before an upcoming test.

In Year 8, Elise worked through applications of decimals and common factors in maths, then shifted to improving her writing by discussing the use of tense.

Meanwhile, Year 10 student Michael tackled quadratic equations, especially graphing parabolas in vertex form and applying root-finding methods with the discriminant.

In Year 6 English, one student repeatedly left homework unfinished and arrived without required materials, causing session time to be lost on catching up rather than progressing. As a tutor observed, "Elise tends to drag the problems out for as long as possible," which led to more leftover work and less lesson momentum.

In Year 10 Mathematics, another student's working was described as "very haphazard," making it hard for both student and tutor to track calculations or review mistakes—especially during revision.

A Year 12 example showed over-reliance on calculators early in multi-step problems, resulting in missed opportunities to practice core skills and inefficient written solutions.

One East Point tutor noticed that a Year 10 student, Amelie, who used to hesitate before attempting application problems in quadratics, now approaches these questions with clear reasoning and minimal prompting. Last session, she identified her own errors on a test and corrected them independently.

Meanwhile, Elise in Year 7 has started outlining every step of her maths solutions after previously skipping working out; this new habit is making her answers far more organised.

In primary years, Michael volunteered to expand his short story draft for next week without being prompted—a big shift from earlier sessions where he needed ideas to get started.