Year 10 student Jack worked on rearranging and solving physics equations for kinetic energy, gravitational potential energy, and total mechanical energy, as well as applying these to real-world problems using scientific notation.

Year 12 student Mia focused on differentiating exponential, trigonometric, and polynomial functions—including use of the chain, product, and quotient rules—along with substitution techniques for complex derivatives.

Meanwhile, a Year 7 student covered mean, median, and range calculations using small data sets to strengthen statistical understanding.

In senior maths (Years 11–12), missing steps when using the chain rule or expanding brackets led to errors; as one tutor noted, "he skipped showing steps in algebra, which hid sign errors."

A Year 10 student's unstructured written work made it harder to select the right formulas.

In lower secondary science, forgetting key equipment like calculators affected progress during chemistry tasks.

At a primary level, frequent distraction and incomplete homework—such as not finishing story plans in Year 4—meant time was lost re-explaining basics rather than building new skills.

Confidence dips after mistakes sometimes stalled participation mid-lesson.

A tutor in Gidgegannup noticed one Year 11 student who used to rely on help for exam preparation now independently completed differentiation problems and even asked targeted questions about upcoming assessments.

In Year 8 maths, another student who previously struggled with simplifying algebraic expressions began identifying like terms without prompting, showing more initiative when tackling new equations.

Meanwhile, a Year 3 student who often rushed through spelling quietly started sounding out each word before writing, resulting in noticeably fewer mistakes during dictation—something she hadn't managed in earlier sessions.