Year 4 student Lucy practised long multiplication and simple division to strengthen foundational number skills.

For Year 10, Mia worked on solving simultaneous equations and writing extended responses for assessment tasks.

Meanwhile, Year 12 student Tom focused on advanced chemistry topics like NMR spectroscopy interpretation and tackled calculus questions involving derivatives and rates of change, using exam-style practice problems to build confidence.

A Year 8 student did not attempt homework between sessions, so struggled to recall algebra steps during lessons; as a tutor noted, "he doesn't work outside of our sessions, so knowledge from previous weeks isn't sticking."

In VCE Chemistry, another student overlooked the data booklet when solving questions—missing out on helpful shortcuts and making more mistakes.

A Year 4 student's messy handwriting and inconsistent use of upper/lowercase made her spelling and punctuation difficult to read.

During Year 11 exam practice, skipping detailed checks led to tiny arithmetic errors that cost marks each time.

One Hmas Cerberus tutor recently noticed a Year 10 student who used to rely on guessing during comprehension tasks now pausing to re-read and spot her own mistakes before answering, showing real independence.

In a high school chemistry session, another student who struggled with IUPAC naming has started catching errors in her work without prompting, especially when working through hydrocarbon structures.

Meanwhile, a primary student who previously found times tables daunting is now attempting homework unprompted and even finished all ten multiplication problems without needing reminders.