Year 4 student Mitchell focused on multiplication facts (two and three times tables) and was introduced to Pythagoras' theorem using simple diagrams.

In Year 9, Zahra practised applying index laws to simplify expressions and worked through fraction calculations with mental strategies.

Meanwhile, Year 12 student Oscar tackled basic differentiation of exponential and trigonometric functions, followed by lessons expanding on first principles and the chain rule for derivatives.

Homework completion has been inconsistent across year levels.

For example, a Year 5 student often left homework unfinished or forgot books at school, leading to missed practice on multiplication tables and division skills—"he doesn't write table of 7 and 8."

In Year 11 Chemistry, a student struggled to organise known values before problem-solving; listing all given data would have clarified which formulas to use.

Meanwhile, a Year 12 student's motivation dipped after setbacks: "I'm not very academic," he admitted, which sometimes led to disengagement during new topics. In those moments, learning stalled and confidence wavered.

One Mitchell tutor noticed a real shift with Zoe (Year 10): she came to her maths session with an organised list of questions—something she hadn't done before—which meant she could target tricky concepts and get more out of the lesson.

Meanwhile, Luca (Year 11) has started tackling challenging derivatives on his own without waiting for hints, a big step up from when he hesitated to try unfamiliar problems.

In Year 6, Kelly managed to solve all her homework questions independently for the first time, only double-checking answers after finishing each one herself.