Year 9 student Chloe revised formulae and equations, including applying the speed, distance, and time relationships to practice questions she found challenging.

Year 10 student Rory worked through trigonometry problems using SOHCAHTOA for finding side lengths and angles, as well as tackling compound interest and ratio calculations from a recent test.

For Year 5, Rudy focused on adding hours and minutes to given times—sometimes dealing with over 100 hours—and practiced long division strategies through word problems supported by visual worksheets.

In Year 10, messy working in graphing led to "incorrect graphs" and confusion, as noted when axes were hard to read.

A Year 11 student facing HSC topics showed signs of reduced confidence and avoided harder questions unless prompted, which slowed skill development.

One Year 8 learner repeatedly left homework incomplete; a tutor observed, "she did not do her homework set for her last week," making it difficult to track progress.

In primary years, inconsistent column alignment in long division created calculation errors that required extra time to untangle, especially during larger-number tasks.

One Holgate tutor noticed that Olivia, a high school student, now consistently writes out area formulas and substitutes values step-by-step when solving geometry problems—something she'd previously rushed through or skipped.

Another win came from Rudy in Year 7: after initially relying on examples for long division, he's begun checking his own answers by reverse-multiplying and even created his own mnemonic to remember the process.

Meanwhile, Lilly (Year 6) showed real change by asking her tutor not to help so she could attempt tricky fraction questions independently—a shift from needing prompts just a few weeks ago.