Year 6 student Bella focused on maths questions involving time, including elapsed time and timetables, and also worked through English worksheets covering sentence structure, abbreviations, and homonyms.

In Year 8, Willow practised simplifying, adding, subtracting, multiplying, and dividing fractions as well as converting between mixed numbers and improper fractions using written problems for extra reinforcement.

For Year 10 student Jeremy, sessions addressed exam preparation by revising Pythagoras' Theorem and measurement topics such as perimeter, area, and volume with targeted practice sheets.

A Year 12 student struggled to plan effectively for exam-style questions, saying, "I tried to prepare for the basics in all the year 12 curriculum that I wasn't prepared for the in-depth exam questions." This led to uncertainty when tackling harder problems.

In Year 10 algebra, skipping steps and an over-reliance on mental calculation made it difficult to spot errors with exponents and fractions.

For a Year 8 maths lesson, not bringing paper meant calculations could not be completed, disrupting learning flow.

Meanwhile, a primary student's written responses in English remained underdeveloped due to incomplete homework drafts left unedited between sessions.

One Bilambil tutor noticed Jeremy, a high school student, now confidently tackles trigonometry and algebra questions he used to avoid—he's begun attempting problems independently before asking for help and can spot his own mistakes.

Willow, also in high school, recently managed to complete a full worksheet on fractions at her grade level with only minor reminders, having previously needed step-by-step guidance; she now double-checks her working without prompting.

Meanwhile, Bella in Year 6 has started actively proofreading her written responses and asked for extra homework on paragraph structure—a big shift from when she would hand in work unchecked.