Year 6 student Olivia focused on calculating areas of compound shapes and solving worded area problems using visual breakdowns.

For Year 11, Tom practised integration techniques in Maths Methods with a worksheet of questions, and also reviewed applications of simple harmonic motion and finding the area between curves.

Meanwhile, Year 12 student Bonnie tackled balancing redox reactions in Chemistry—identifying oxidised and reduced species—and worked through challenging logarithmic functions in Maths, clarifying concepts step by step.

A Year 11 student experienced confusion in Chemistry when clarifying E₀ values and manipulating log functions, often hesitating on where to start with assignment structure—needs to draw heavily on the 'guidance' information given by the teacher.

In Year 8 Maths, a student repeatedly avoided writing out every step for problems; as one tutor observed, still hard to get him to write down every step, which led to small errors going unnoticed.

Meanwhile, a Year 4 student did not complete assigned homework and struggled with basic multiplication tables. Missed tasks meant less time was spent practicing new concepts during sessions.

A tutor in Rockville recently saw a Year 12 student confidently adapt his answer on a tricky chemistry task after spotting inconsistencies in the data, showing much more independence than earlier sessions where he'd wait for guidance.

In another session, a high school student who used to overlook teacher feedback now reviews comments and actively applies them when revising assignment drafts.

Among younger students, one Year 4 learner—who often struggled to stay on task—has begun tackling multiplication tables with noticeably less hesitation, completing homework without reminders and finishing all assigned problems before the end of the lesson.