Year 7 student Mehar worked on adding, subtracting, and simplifying fractions, as well as using place value to convert between decimals and fractions.

In Year 10, Alexander focused on physics topics including kinematics and energy transfer during collisions, reviewing practice exam questions for his upcoming assessment.

Meanwhile, Gavin in Year 11 tackled graphing exponential and logarithmic functions with an emphasis on transformations, and practiced anti-differentiation techniques through example problems.

In Year 9, one student repeatedly avoided writing their own notes on formulas for area and perimeter, relying solely on teacher-provided materials—"he follows teacher notes, but hasn't written his own." This meant confusion resurfaced when revisiting units or formulae.

A Year 12 student working through matrix transformations left several homework problems incomplete, which limited exposure to different problem types before tackling SAC content.

In Year 8 algebra sessions, skipping sign checks led to persistent errors: "she needs to remember what to divide to each side of the equation."

When a Year 7 student felt unsure about long division, her confidence dropped mid-session until more guided practice was provided.

A tutor in Drouin East noticed that a Year 11 student, Gavin, recently moved from relying on prompts to independently using the discriminant for quadratic inequalities and confidently expanded polynomials without hesitation—both areas where he'd struggled before.

Meanwhile, Jess in Year 9 now analyses texts by breaking down themes herself, rather than waiting for hints.

In a primary session, Mehar began explaining her method for adding fractions out loud instead of just writing answers; she previously avoided sharing her thinking but now initiates these explanations and completed fraction problems using the butterfly method without reminders.