Year 8 student Jasmine focused on factorising quadratic equations and simplifying expressions of the form (ax² + bx + c)/(ax² + bx + c), working through targeted practice questions.

For Year 11, Lucas revised how to calculate heat released during combustion reactions and practiced using specific heat capacity in fuel calculations, also reviewing how to interpret HNMR spectra for identifying hydrogen environments in organic molecules.

Meanwhile, Year 12 student Sarah worked on understanding DNA manipulation techniques by discussing PCR and gel electrophoresis applications, as well as exploring bacterial transformation using plasmids as vectors.

A Year 10 student repeatedly left biology questions blank when unsure, which meant missing feedback and reduced exam confidence.

In Year 12, one student hesitated to explain answers aloud in VCE Biology, leading to unclear reasoning: "He still needs to work on his confidence when answering."

A Year 9 maths learner did not complete assigned homework, resulting in weaker performance during revision quizzes—especially for previously covered topics.

Meanwhile, a Year 8 student tried calculations mentally instead of writing steps, making it difficult to spot errors or remember key processes later.

A tutor in Rowsley noticed a real shift with one high school student who, after struggling to ask for help, now actively seeks clarification during sessions and tackles questions she once avoided—her quiz scores have climbed from 8/14 to 12/17 as a result.

Another older student has started arriving prepared, bringing her own notes and reviewing previous homework before lessons; she even took the lead in identifying her own mistakes on binomial expansion problems without prompting.

Meanwhile, a Year 5 student recently volunteered answers aloud for the first time, participating throughout rather than waiting passively for guidance.