Year 6 student Olivia focused on adding and subtracting decimals, reviewing strategies through her classwork and online homework set by her teacher.

Year 8 student Caitlin worked on finding the area and perimeter of abstract shapes, with an emphasis on breaking down complex problems into simpler steps.

Meanwhile, Year 9 student Shania tackled test preparation for linear graphing—specifically finding equations of linear graphs from gradients and points, as well as determining midpoints using algebraic methods.

A Year 11 Physics student struggled to select appropriate equations for problem-solving, as one tutor noted, "she finds it difficult to find the equation to use in solving problems." This led to hesitation and required extra guidance during application tasks.

In Year 9 Maths, a student often needed prompts when dividing fractions or working through linear equations; after breaks like school holidays, more reminders were necessary before progress resumed.

For a Year 7 English assignment, planning stalled because unclear teacher directions left her unsure how to begin—a quiet uncertainty settling over the page until structure returned.

One Lower Chittering tutor noticed a Year 10 student who used to hesitate with linear equations now working through problems independently, only asking for help when truly needed—a big shift from earlier sessions where every step required prompting.

In another session, a Year 8 student began identifying and correcting minor errors in her decimals homework on her own, even explaining her reasoning out loud, which hadn't happened before.

Meanwhile, a younger primary student who previously guessed at division is now confidently using grouping strategies to solve worded problems without relying on guesswork.