Year 4 student Matthew worked on adding, multiplying, and dividing fractions as well as converting between percentages, decimals, and fractions.

In Year 9, Amisha tackled trigonometry by combining bearings with SOHCAHTOA and also reviewed statistics.

For Year 12, Will focused on advanced essay writing for English by refining comparative analysis of Tracks and Into the Wild and developing language analysis skills through rewriting flagged sections based on teacher feedback.

In Year 3–4 maths, incomplete memorization of multiplication tables repeatedly disrupted progress with fractions and long division; "she still has trouble with her 7, 8 and 9 times tables," noted one tutor, leading to confusion when simplifying or comparing values.

For a Year 10 English student, unfinished homework and unclear communication—such as bringing work mostly finished instead of submitting it in advance—meant less targeted feedback during sessions.

At the senior level (Years 11–12), missed practice questions and only reviewing notes (rather than tackling exam-style problems) left conceptual gaps in Physics, making it harder to solve complex problems under time pressure.

A tutor in St Kilda West noticed one Year 10 student who previously rushed through probability questions now pausing to identify outliers before calculating answers—she's actively double-checking her thinking, which is a big shift from earlier sessions.

In senior maths, Matthew has started explaining his reasoning out loud while tackling tricky proof problems; last week he worked through a complex induction question with much less prompting than before.

Meanwhile, Will (Year 12 English) recently began emailing his essay plans for feedback ahead of time instead of waiting for reminders, showing more self-management and initiative.