Year 6 student Yillen worked on calculating perimeter and area, then moved into finding the volume and surface area of different shapes, using diagrams to help visualise each step.

For Year 9, Chloe focused on revising formulae for speed, distance, and time as well as tackling challenging algebraic equations from her homework.

Meanwhile, Year 10 student Rory reviewed trigonometry concepts (using SOHCAHTOA), compound interest calculations, and ratio problems by breaking down tricky past test questions together.

A Year 9 student found it challenging to stay focused during online sessions, arriving late and needing frequent prompting—"I had to almost give him 80% of the answers this lesson to try to keep him engaged enough to try." This lack of engagement meant fewer opportunities for independent problem-solving.

In Year 11, a student repeatedly forgot their calculator, which slowed progress in topics like Pi and rearranging formulas.

Meanwhile, a Year 7 learner often skipped showing working for basic operations and left homework incomplete; reluctance led to slow lesson pacing and unfinished probability tasks. Messy graphing further muddled understanding, leaving mistakes unchecked.

A tutor in North Gosford noticed that one high school student, after initially struggling with algebraic fractions, now independently works through complex questions and explains her reasoning without prompting.

Another high schooler who used to wait for help now takes the initiative to ask for more challenging homework and openly requests clarification on tricky concepts—something he hesitated to do before.

In a primary session, Lilly became much quicker at adding and subtracting decimals within just one lesson, moving from frequent pauses to completing most problems unaided by the end of the hour.