Year 4 student Jason practised times tables (6, 7, 8, and 9) and worked on calculating perimeter and area for irregular shapes such as rectangles and squares.

Year 9 student Luka revised expanding and factorising polynomials of different degrees, then looked over a poem for an English assessment with a focus on identifying literary techniques.

Meanwhile, Year 11 student Ella focused on exam-style biology questions involving cell organelles, distinguishing prokaryotic from eukaryotic cells, and practiced structuring short-answer responses.

A Year 9 student, during long division tasks, tended to skip key steps—like multiplication and subtraction before dropping the next digit—especially when the remainder was zero. As one tutor noted, "showing all four steps for each digit is essential so teachers can follow your working." This meant her final answers were unclear, even when correct.

In a senior Maths lesson, Sienna focused only on revising familiar processes with significant figures and inequalities, but left gaps in newer matrix applications; she avoided practicing these harder skills without prompting.

Ava (Year 11) relied on session notes for revision but hadn't actively responded to feedback between lessons.

One West Albury tutor noticed a Year 10 student who previously hesitated to ask questions about algebra now actively seeks clarification on mistakes and shows genuine curiosity about his errors, marking a shift toward independent learning.

In another session, a high school student tackling advanced maths concepts was able to answer challenging exam-style questions she'd struggled with before and even created her own cheat sheet of key formulas for revision.

Meanwhile, in primary, a younger student who was tentative with long division at first managed by the end of the lesson to solve problems accurately using a new step-by-step method with hardly any help.