Year 12 student Tom focused on balancing redox reactions in Chemistry, identifying oxidised and reduced species, and then tackled proof by induction in Specialist Maths.

For Year 11, Bonnie practised financial maths with annuities and compound interest problems before working through some network theory concepts.

Meanwhile, Year 8 student Olivia worked on area calculations of compound shapes—like triangles and trapezoids—using worksheets for extra practice.

In Year 12 Chemistry, a student struggled to clarify assignment expectations and needed explicit guidance using the ISMG; he had not done an assignment for this subject before, so needs some guidance in terms of the structure to use.

During senior Maths Methods sessions, one learner repeatedly avoided setting out steps clearly—messy working led to confusion with integration and sign errors.

For a Year 4 student, distraction was frequent: homework was left incomplete several times and multiplication tables were not practised ("did not do any homework assigned").

Each missed task or muddled layout resulted in time lost retracing basics rather than moving forward.

A tutor in Glenvale noticed a Year 12 student who previously hesitated to seek feedback now actively incorporates teacher suggestions into his assignments, resulting in well-analysed reports with justified conclusions.

Another high schooler recently tackled complex integration questions independently, showing he can now identify where positive and negative areas apply—a real shift from earlier sessions when he relied on hints for each step.

Meanwhile, a Year 4 student who used to get distracted during maths lessons has started completing her homework before sessions and solves multiplication tables more quickly each week.