Year 11 student Isaac focused on writing ionic and covalent compounds in Chemistry, including naming conventions and forming chemical equations.

Year 10 Sophia worked through simplifying index laws and applying the order of operations to various questions from a recent school test.

For Year 9 Eve, sessions addressed trigonometry questions and explored similarity and congruence concepts by reviewing past exam mistakes and discussing strategies for unfamiliar problems.

Several students across Years 3–12 showed process challenges impacting progress.

In Year 7, not completing assigned homework meant missed opportunities to reinforce concepts—"Sophia could not finish her HW," leading to repeated confusion in word problems and sign changes.

A Year 11 student struggled with resource organization; "he could not locate the most updated version of the assessment," so vital discussion time was lost to searching for files instead of deepening analysis.

Meanwhile, a Year 10 student's trigonometry work revealed over-reliance on calculators without clear written steps, making it difficult to pinpoint errors when answers didn't match expectations.

One Gulliver tutor noticed a real shift with Jacinta in Year 11 English: she arrived to her session already armed with teacher feedback and a revised essay, showing far more initiative than earlier weeks when she waited for guidance.

In Year 10 Maths, Eve moved from partial attempts on trigonometry problems to independently tackling both familiar and complex questions after some targeted practice.

Meanwhile, during a Year 4 session, Sophia—who used to need extra help with division—solved several problems without prompting and even asked for harder ones before the lesson ended.