Year 8 student Yillen focused on Pythagoras' Theorem in right-angled and isosceles triangles, applying formulas to real-life questions and graphing triangle coordinates; he also worked through volume and surface area of shapes with practice on connecting these skills to measurement.

Meanwhile, Year 9 student Chloe practiced using SOHCAHTOA for trigonometry problems to find unknown sides and angles, as well as revising equations for speed, distance, and time from her upcoming test.

In Year 6, Arielle improved adding, subtracting, multiplying, and dividing fractions with different denominators—using mixed numbers—and worked on converting between units during problem solving.

During recent tutorials, a Year 9 student repeatedly left his calculator at home or misplaced it ("he mentioned it might be under his bed"), which slowed progress in topics like Pi and surface area—often leaving him reliant on the tutor for basic calculations.

In Year 10 English, requests for more written material and feedback went unmet; when essay tasks came up, "student wants practice on spelling," but draft work was rarely produced for review.

A senior student's late logins and phone use during lessons resulted in missed instructions and required frequent redirection to keep him engaged with algebraic rearrangements.

One West Gosford tutor noticed a big shift with a Year 10 student who, after struggling with Pythagoras' Theorem, now explains each step back confidently and even completed his latest homework sheet almost perfectly.

In Year 8, a student who used to wait for answers began asking for more challenging problems and openly requested help when stuck—a huge change from just guessing before.

Meanwhile, in primary school, Arielle surprised her tutor by independently applying fraction skills to new word problems once she'd seen the pattern. Last session, she chose to solve perimeter questions without any hints.