Year 8 student Archie focused on revising BIDMAS and fractions after receiving his test results, ensuring he could confidently handle mixed operations;

Year 9 Suhana worked through partitioning, basic multiplication and division, and was introduced to simple fractions using visual models;

meanwhile, Year 10 Isobel practiced converting fractions to percentages and refined her skills in adding and subtracting fractions for better accuracy.

A Year 8 student found it difficult to remember which triangle sides were opposite, adjacent, or hypotenuse in trigonometry—she needs improvement on rearranging equations, the tutor noted—which led to confusion when solving for unknowns.

In Year 10 Biology, a student hesitated to talk through her thinking during test revision and would often say "I don't know" without attempting an explanation; this limited her ability to clarify misunderstandings.

A senior student arrived at a session missing key materials (a test and English text), so feedback on errors was delayed until next time. These process gaps slowed progress and undermined confidence mid-task.

One Port Gawler tutor recently saw a Year 11 student shift from relying on hints to independently spotting and correcting her own mistakes in Pythagoras' theorem problems, backchecking her work without being prompted—a big change from earlier sessions.

Another high schooler began openly talking through his approach before solving questions, allowing him to catch errors himself and move through tasks with fewer missteps.

In a younger group, a Year 3 student who used to freeze when faced with lots of numbers now calmly breaks down math problems into smaller steps and completes skip-counting activities by herself after some practice.