Year 5 student Max worked on adding and subtracting mixed number fractions with different denominators and practised creative writing, focusing on commas and exclamation points.

For Year 9, Alyssia revised titrations in chemistry by solving problems using molar ratios and equations, then prepared for her exam by reviewing galvanic cells, redox reactions, and balancing net ionic equations.

In Year 10, Jacob focused on the equation of circles—covering graphing skills and transformations—and reviewed algebraic rearrangement techniques through targeted test revision.

A Year 7 student showed difficulty maintaining focus during maths, with distractions leading to missed steps in multi-part questions—one tutor noted, "he needed reminders to keep attention on the key words in worded problems."

In Year 10 algebra, over-reliance on equation formats led a student to default to set routines instead of explaining reasoning for each answer.

A senior student's chemistry revision revealed heavy dependence on looking back at previous solutions rather than attempting new types independently; this habit slowed progress when facing unfamiliar test questions and undermined confidence in applying knowledge under pressure.

One Mount George tutor noticed a Year 11 student who used to lose marks on tests due to careless errors now slowing down and double-checking his work, catching most mistakes before finishing.

In a recent Year 9 session, a student who previously relied heavily on hints began independently tackling algebra problems, only asking for help when truly stuck.

Meanwhile, a Year 5 learner who once hesitated to ask questions started raising her hand whenever unsure about fractions, then correctly completed several mixed-number problems without prompts by the end of the lesson.