Year 12 student Emily focused on adaptive immunity, working through humoral and cell-mediated responses and clarifying antibody structure, then revised acquired immunity distinctions like active vs passive and herd immunity.

Year 11 student Sam practised expanding and factorising quadratic equations—especially the difference of two squares—and simplified algebraic fractions in the (ax^2 + bx + c)/(ax^2 + bx + c) format.

For a Year 8 session, Olivia tackled calculating percentages of amounts, discounts, profit/loss from cost and selling prices, and interpreting GST calculations using real-world word problems.

A Year 12 Biology student hesitated to answer questions unless certain and struggled to recall terminology during immune system discussions; as noted, "he needs to revise the session's content and use correct terminology when explaining his reasoning."

In Year 10 Maths, a student often avoided writing out full working for division or percentage problems, sometimes leaving steps unshown—leading to confusion when asked to explain their answers.

Meanwhile, a Year 7 student repeatedly forgot to bring her homework book and left some assignments incomplete, which limited revision opportunities before sessions. This pattern left her underprepared for in-class revision quizzes.

One Darley tutor saw a notable shift with a Year 10 student who previously hesitated to ask questions; she now actively seeks clarification when stuck and completes quizzes more quickly, moving from 8/14 to 12/17 in weekly scores.

A Year 11 student has started preparing short notes before sessions—something she never did before—and comes ready to tackle new maths concepts, often choosing to attempt problems independently even if unsure.

Meanwhile, a Year 5 student recently began explaining her reasoning for fraction problems out loud instead of just writing answers, and successfully converted mixed numbers without prompts.