Year 8 student Isaac worked through writing ionic and covalent compounds in Chemistry, focusing on naming conventions and balancing chemical equations.

For Year 9, Sophia tackled simplifying index laws using school homework and extra practice with evaluating decimals.

Meanwhile, Year 6 student Eve focused on trigonometry questions from a recent exam and reviewed similarity and congruence, emphasizing strategies for both familiar and unfamiliar problems.

In Year 8 Mathematics, missed homework and repeated incomplete assignments ("could not finish her assigned Homework again") slowed progress on topics like graphing and sign changes.

In Year 11 Chemistry, a student struggled to locate the latest version of an assessment task during a session; "he could not locate the most updated version of the assessment which was a vital part of the discussion."

Meanwhile, in Year 10 English, work often lacked cohesion and grammatical accuracy, making some sentences unclear on first read. Time lost searching for materials or clarifying questions meant less practice with complex tasks and deeper skills.

One Murray tutor recently saw a big shift in Jacinta, a high school student who used to wait for feedback before making changes—this time, she arrived with her essay already revised using both teacher and tutor comments, showing real independence.

In another session, Eve, also in high school, recognised her past mistakes on a maths test and confidently explained how she'd fix them after working through similar problems together.

Meanwhile, Lauren (Year 7) started asking questions as soon as she felt unsure about the Pythagorean theorem instead of quietly guessing—she finished all example questions without reminders.