Year 4 student Luella practiced multiplication of two-digit numbers and division rules for 2–4, and also edited in-class writing pieces focusing on punctuation like commas.

For Year 8, Daniel worked on applying the Pythagorean theorem to solve worded geometry problems and began exam revision covering probability.

Meanwhile, Year 10 student Max focused on solving quadratic equations using the quadratic formula and practiced completing the square with step-by-step algebraic methods.

A Year 10 student did not complete enough schoolwork to match her curriculum needs, which left several easily correctable knowledge gaps—"should be back checking more often," noted the tutor.

In Year 8 maths, a student's written work was hard to follow due to messy layouts, slowing down problem-solving with linear equations.

For a senior student, heavy reliance on calculator use during tests in algebra led to missed opportunities for practicing core skills without aids.

Meanwhile, a Year 4 student repeatedly ignored feedback on spelling corrections within the same writing task, leading to recurring errors across multiple pages and reduced progress in written expression.

One Chelsea Heights tutor noticed a big change in a Year 10 student who used to hesitate when talking through maths problems; now he's confidently explaining his steps aloud and using his CAS calculator independently.

Another high schooler, Daniel, has gone from needing step-by-step help with expanding quadratics to transferring cubic equations independently into graphing form on his own—something he couldn't do just weeks ago.

In primary, Luella is now applying BODMAS rules accurately and creates mind-maps for her writing tasks without prompting, finishing her most recent story plan entirely by herself.