Year 5 student Emma practised adding, subtracting, multiplying and dividing fractions, as well as applying PEMDAS to mixed operation questions.

In Year 10, Jared worked on solving simultaneous equations and improving note-taking using colour and visual aids ahead of his upcoming HSC exams.

Meanwhile, Year 11 student Kyle focused on physics concepts such as the difference between scalar and vector quantities and converting velocity units from kilometres per hour to metres per second.

Homework completion was a recurring issue across multiple years: in Year 11 Physics, homework was often incomplete or only started minutes before sessions ("Homework clearly started 5 mins before my arrival"), and a Year 12 student missed assigned practice tests entirely.

Organization concerns also surfaced—one senior English student repeatedly arrived without their book or past work, limiting targeted feedback and revision.

In Chemistry (Year 11), note-taking lacked clarity and structure; "needs to improve her note taking and the use of colour for example to show the equations."

In Algebra for Year 10, skipping working steps made sign errors hard to spot, slowing progress during problem-solving.

A Kirkham tutor recently noticed Kyle, a Year 11 student, beginning to bring his own notebook for Physics and actively jotting down definitions and diagrams—something he hadn't done before—which is helping him remember key concepts like static and kinetic friction.

In Year 12 Maths, Ava worked through quadratic equations and started explaining her steps out loud as she solved problems, showing real independence compared to when she needed prompting.

Meanwhile, a Year 5 student who used to guess at answers now takes time to ask clarifying questions before tackling fraction rules, leading to fewer mistakes in homework last week.