Year 11 student Isaac worked through quadratic equations in Maths—tackling harder problem types—and in Chemistry focused on writing ionic compounds and naming covalent compounds.

For Year 9, Sophia revised index laws, simplifying expressions under the square root, and practiced converting decimals to fractions using homework examples.

Meanwhile, Year 6 student Eve solved questions involving unit conversions and simple ratios, as well as finding missing angles in triangles and quadrilaterals.

Several process habits limited progress across year levels.

In Year 9, incomplete homework repeatedly interrupted skill-building; as one tutor noted, "she could not finish her assigned homework again," leaving gaps in coordinate graphing.

A Year 10 student struggled to explain mathematical reasoning—"needs improvement when it comes to explaining why the answer is what it is"—which made advanced trigonometry comparisons harder to grasp.

Organization issues also emerged in senior years: a Year 12 student arrived unprepared, without their online textbook ready, slowing down chemistry problem-solving.

In English (Year 11), lack of cohesive sentence structure led to confusion during essay drafting and left ideas underdeveloped.

A Mount Stuart tutoring session saw one Year 10 student, Jacinta, bring in a draft essay that had already incorporated feedback from both her schoolteacher and the tutor—something she'd hesitated to do independently before.

Meanwhile, Eve (Year 11) not only pinpointed where she lost marks on a recent maths test after reviewing textbook exercises with her tutor but also began tackling complex binomial theorem expansions without needing step-by-step guidance.

In primary, Sophia moved from struggling with division to completing several problems entirely on her own and immediately asked for extra questions when finished.