Year 3 student Josh practised times tables and worked on understanding place value to four digits, including bridging to ten.

In Year 10, Sarah focused on derivatives of exponential, logarithmic, and trigonometric functions before moving onto integration techniques using recent topic tests for practice.

Meanwhile, Year 11 student Ben revised statistics concepts by working through discrete random variables—specifically Bernoulli and Binomial distributions—and completed a practice test to consolidate his understanding.

A Year 12 student often left major assignments until the last minute, resulting in "little time to polish," as one tutor noted after a Research Project session.

During another English lesson, missing articles for analysis meant valuable time was lost sourcing materials instead of developing arguments.

In Year 9 science, forgetting to bring the required test and literature texts led to an unproductive session.

Meanwhile, a Year 4 student's written maths work showed messy layout and skipped steps—errors hidden when answers didn't match up.

These moments meant energy was spent catching up rather than exploring concepts or refining skills.

One Evanston South tutor noted a high school student who previously hesitated to ask for clarification now comes to each session with clear questions, making it easier to address specific challenges in algebra and move ahead confidently.

Another senior student, Sam, had struggled with narrowing down assignment topics but recently chose his own focus for an English draft and nearly completed a detailed mind map—showing greater independence than before.

Meanwhile, a Year 4 student who used to rely heavily on prompting is now solving two-digit addition problems with carrying mostly on their own and even identifies mistakes without hints.