Year 6 student Elise worked on multiplying fractions and converting mixed numbers to improper fractions, then practiced reading comprehension by discussing answers together.

In Year 9, Amelie focused on quadratic equations, including vertex form for graphing parabolas and methods for finding roots using the discriminant.

Meanwhile, Year 10 student Michael reviewed algebra skills by working through questions he previously found difficult and checking his last test to address any errors.

In Year 6 English, one student repeatedly avoided reading the full question on comprehension worksheets, leading to confusion and incomplete answers; as noted, "she was diving straight into the questions before she even understood the content."

During Year 8 maths sessions, messy or haphazard working made it hard for both student and tutor to track multi-step calculations.

In a senior (Year 11) mathematics context, over-reliance on calculators appeared—answers were input too early without setting out logic clearly, resulting in missed marks when units or formatting were incorrect.

Forgotten materials also meant lost lesson time that could have been used for feedback.

A tutor in Eaton noticed Amelie, a high school student, has started identifying her own mistakes during test reviews and independently correcting them—something she hesitated to do before.

Another secondary student, Aymen, recently broke down complex perimeter problems by himself, efficiently combining simple shapes to solve questions that once felt overwhelming.

At the primary level, Elise now outlines every step of her maths working without prompting; previously she would skip explanations or get stuck. Last session, she finished a Naplan practice task under timed conditions and maintained accuracy throughout.