Year 12 student Tom focused on balancing redox reactions in Chemistry—identifying oxidised and reduced species—and also tackled natural logarithms in Maths Methods using example questions.

In Year 11, Bonnie worked through financial mathematics, specifically annuities and compound interest problems, along with an introduction to network theory.

Meanwhile, Year 8 student Kagan revised area calculations for compound shapes such as triangles and trapezoids, practicing with targeted worksheets.

Incomplete homework was a recurring issue, particularly in Year 8 Mathematics, where "he had not done any of the homework assigned," leaving foundational skills underdeveloped.

In Year 11 Chemistry, a student struggled with organizing assignment structure and needed clearer use of teacher-provided ISMG guidance—without this, key marking criteria were missed.

Another senior student lost significant work after a computer crash during a major assessment task; this led to visible frustration and delays in resubmission.

A Year 4 learner's messy working ("still hard to get him to write down every step for problems") made it difficult to pinpoint calculation errors during multiplication practice.

One Finnie tutor noticed a Year 12 student who previously struggled with induction examples now methodically tackles tricky questions in Chemistry and Specialist Maths, even adjusting his approach when data doesn't fit expectations.

Another high schooler, Kagan, is taking more initiative—he's started to recognise feedback on his work and actively implements suggestions into final responses rather than just moving on.

Meanwhile, a younger primary student has begun reading aloud more during lessons after initially hesitating; he now volunteers answers instead of waiting to be prompted.