Year 4 student Jason practised perimeter and area of irregular shapes using squares and rectangles, and reviewed multiplication tables for 6–9.

In Year 8, Luka revised expanding and factorising polynomials with different degrees and worked through English poetry analysis by identifying techniques used.

For Year 10, Ella focused on cell biology topics such as unicellular vs multicellular organisms, cell structure and organelles, as well as diffusion and osmosis concepts with targeted multiple choice questions.

A Year 11 student in Maths repeatedly skipped writing full working for long division, as a tutor noted: "when the remainder was zero, she didn't show all four steps." This made it harder to pinpoint where calculation slips happened and slowed correction.

In Year 12 General Maths, there were gaps in revision routines—one student needed to revisit annuities and matrix applications but had not practiced these outside sessions.

For a Year 8 English task on essay structure, handwritten drafts were sometimes unclear, making feedback less effective. The absence of neat formatting left some ideas underdeveloped by the end of the session.

A North Albury tutor recently saw a Year 11 student shift from confusion to independence in algebra, as he began asking clarifying questions about his mistakes rather than guessing, showing a clear change from previous hesitation.

In another high school session, Sienna moved beyond initial uncertainty with cost functions and break-even analysis; by the end, she was confidently using matrix recursion relations to solve complex problems—a step up from earlier lessons.

Meanwhile, Maya in primary school tackled her 6 times tables with new determination, even choosing to work through extra practice in her Naplan book between sessions.