Year 12 student Sol worked through titration problems involving concentration, volume, and moles to strengthen practical chemistry calculation skills.

In Year 10, a focus for Lily was on improving writing by developing sentence formation and mapping out a course outline.

For Year 11, Marcus tackled basic differentiation of exponential and trigonometric functions, using step-by-step practice to build confidence with these calculus foundations.

A Year 12 student working on titration struggled to organise knowns and unknowns when using the Ca × Va = Cb × Vb formula, leading to confusion about which values to use—"should have listed all information…to see which could solve the missing information," as a tutor noted.

In Year 11 maths, negative self-talk ("not good at maths," "has a bad memory") often surfaced after setbacks, lowering motivation for revision and discouraging questions during lessons.

Meanwhile, a Year 8 student's written work was flagged as needing improvement; unclear layout made following her calculations difficult during problem-solving sessions.

A Harrison tutor noticed a Year 11 chemistry student who previously struggled with stoichiometry now accurately calculates moles and unknown values, working independently through each step.

In Year 10 maths, Zoe has begun arriving at sessions with her own list of questions—she used to wait passively for guidance but now drives the lesson forward and even caught an error made by the tutor.

Meanwhile, Luca (Year 12) has shifted from hesitating to ask for help to openly expressing when he's stuck, leading him to apply derivatives confidently to new problems without prompting.