Year 7 student Emily revised the rules of indices and worked through problems involving surds, focusing on simplifying expressions using index and surd laws.

In Year 10, Tom practised factorising quadratic equations and expanding binomial products, including (a+b)^2 and (a-b)(a+b) formats, using past test questions for reinforcement.

Meanwhile, Year 11 student Mia explored heat energy calculations in Chemistry by working through thermochemical equations and applying specific heat capacity formulas to determine energy released during fuel combustion.

In Year 8 maths, Hayley often avoided writing out her working and relied on mental calculations, leading to confusion when tackling multi-step problems.

"She did most of the calculations in her head instead of writing them out," a tutor observed, which left gaps when checking answers together.

For a Year 12 biology student, there was persistent hesitation to answer or explain reasoning—especially in topics like immune system responses—so she waited for prompting before attempting questions.

In several senior sessions, homework was either incomplete or not brought to lessons, meaning less opportunity to address mistakes or consolidate new skills from previous weeks.

A tutor in Korobeit recently noticed a big change in one Year 11 student who used to struggle with quadratic equations; he now manipulates algebra confidently and can tackle complex quadratics on his own.

In another session, a Year 9 student who once hesitated to ask for help has started taking initiative—she comes prepared, asks clarifying questions, and even makes her own summary notes before the lesson.

Meanwhile, a younger primary student who previously needed lots of prompting now solves worded percentage problems almost entirely independently and explains each step as she goes.