Year 3 student Louis focused on multiplication skills by practising 2 and 3 times tables using grids, explored area and perimeter, and was introduced to basic fractions through visual worksheets.

In Year 10, Maja worked on linear relations by graphing equations in y=mx+c form and identifying x/y intercepts, before moving into financial maths topics such as percentage conversions and worded problems involving discounts.

For Year 11 student Sam, recent lessons covered calculus fundamentals like finding derivatives from first principles and applying them to tangent/normal equations, as well as tackling statistics concepts including mean, median, and mode.

In Year 9 English, one student admitted to "just getting lazy when writing," choosing simpler vocabulary and structure even though his spoken ideas were stronger. This led to run-on sentences and grammar errors that persisted despite direct feedback—he often only picked them up when the tutor was present.

In Year 7 Maths, a student's lack of times tables recall slowed her problem-solving, especially with negative numbers; as the tutor observed, "basic arithmetic…slows her down."

Meanwhile, in Year 11 History, quoting large slabs of text instead of concise evidence weakened essay drafts. These habits meant less progress during independent work and slower development under test conditions.

One Glenside tutor recently saw a huge shift in a Year 9 student who, after previously writing very little, completed an entire essay to standard and now holds himself accountable for improving his phrasing.

In senior maths, another high schooler moved from struggling with simultaneous equations to scoring a perfect mark on her latest test—something she hadn't come close to before.

Meanwhile, a younger primary student surprised everyone by tackling harder area questions without hesitation and finishing them confidently, even when working early in the morning during school holidays.