Year 5 student Kagan focused on calculating areas of compound shapes and practiced solving area problems using diagrams.

In Year 11, Tom worked through financial maths concepts including annuities and compound interest, then explored network theory with practical examples.

Meanwhile, Year 12 student Bonnie tackled balancing redox reactions in Chemistry—identifying oxidised/reduced species and balancing electrons—and also reviewed logarithmic functions in Maths Methods, clarifying tricky cases step by step.

Several process challenges were evident across year levels.

In Year 11 Chemistry, technical difficulties with Zoom and sound interruptions repeatedly disrupted focus; as one tutor noted, "a 40-minute dropout on Zoom meant Tom missed the core explanation for malachite composition."

In Year 12 Maths Methods, a student lost significant progress after a computer crash, highlighting the need for more reliable backup habits during assignments.

Meanwhile, in Year 4 Mathematics, incomplete homework and weak organization—"he had not done any of the homework assigned either"—resulted in gaps that slowed his progress through multiplication practice.

Each situation left students frustrated or behind in their next session.

A Newtown tutor recently saw a big change in a Year 12 student who used to hesitate when tackling tough Chemistry questions; now he actively adapts his answers based on the data, even modifying his approach mid-task without prompting.

Another high schooler, after struggling with integration, now works through positive and negative areas methodically and has started implementing teacher feedback into his final responses—something he previously avoided.

In Year 4, one student who would often rush her times tables is now much quicker and completes them carefully after practising at home as requested.