Year 5 student Kyle reviewed fractions and percentages, working through examples to build confidence.

For Year 11, Patrick tackled trigonometry—specifically sine and cosine rules for non-right angled triangles—and practiced interpreting Position vs. Time graphs to distinguish between distance and displacement.

Meanwhile, Year 12 student Kris focused on HSC English essay writing by analysing stimulus prompts and refining paragraph structure for extended responses.

Homework completion and organization were recurring challenges across multiple year levels. For example, a Year 12 student repeatedly did not complete assigned practice tests: "Homework was not completed last week. Homework has been again sent to his email address."

In Physics (Year 11), difficulty recalling key equations without prompts slowed progress during revision activities.

Another senior student struggled with essay planning—feedback highlighted that structuring ideas before writing essays was inconsistent, despite teacher advice.

Messy or incomplete note-taking appeared in Year 10 Maths, where clearer layout and colour coding were recommended for easier review later.

These gaps meant time in sessions was spent reteaching basics instead of advancing to deeper problem-solving.

A tutor in Harrington Park noticed Kyle, a high school physics student, now brings a dedicated notebook to sessions and actively writes his own study notes—something he hadn't done before—which has helped him clearly distinguish tricky concepts like static vs. kinetic friction.

Another win: Ava, also in high school, began explaining her mathematical approach out loud before solving problems; this shift from silent working to verbal reasoning marks new independence in tackling equations.

For a younger student, Loretta has moved from simply reading stories to pinpointing the main events herself and spotting grammatical errors as she reads aloud.