Year 8 student Yillen worked on understanding Pythagoras' Theorem in right-angled triangles and practiced applying formulas to real-world measurement problems, as well as revising volume and surface area for composite shapes.

In Year 9, Chloe focused on trigonometry using SOHCAHTOA to solve for unknown side lengths and angles, and also reviewed equations involving speed, distance, and time by tackling challenging practice questions.

Meanwhile, primary student Arielle (Year 6) strengthened her skills with perimeter and area calculations, then moved on to test revision covering surface area and the volume of shapes.

A Year 8 student recently left his notes and workbook at school before an exam, leaving him without revision guidelines. "He didn't have any materials to reference," a tutor noted, so lesson time shifted to improvised preparation rather than targeted review.

In Year 10 English, limited written work was submitted for feedback, slowing progress in essay structure and spelling improvement—requests for more drafts were not always met.

For a senior Maths student, frequent late arrivals (up to 12 minutes) and device distractions meant most questions needed heavy prompting; the flow of independent problem-solving stalled as attention drifted elsewhere.

A tutor in Kariong noticed a big shift with a Year 10 student who, after struggling with Pythagoras' Theorem, left the session able to explain each step independently—just last week he needed constant reminders.

Another high schooler took real initiative for the first time by asking for extra homework to challenge himself, instead of waiting for tasks to be assigned.

Meanwhile, a Year 4 student who'd hesitated to speak up is now confidently breaking down word problems and explaining her reasoning out loud, finishing her three-digit multiplication worksheet on her own.