Year 11 student Oliver worked through the introduction to complex numbers, covering the complex plane, conjugates, modulus and arithmetic with complex numbers, then practiced converting between polar and Cartesian forms.

In Year 9, Mia focused on solving equations—moving from simple linear equations to those involving fractions—while also reviewing simultaneous equations and inequalities.

Meanwhile, Year 6 student Ava tackled volume calculations for prisms and cylinders using diagrams, followed by a review of binomial factors to reinforce her understanding.

In Year 11 Maths, one student's written solutions were often unclear—"it's good practice to have a comprehensible solution so you may present your findings more clearly"—which made it harder to identify small algebraic errors and slowed progress in later sessions.

A Year 9 student sometimes forgot her homework, particularly when working on fractions and decimals, which limited her ability to build fluency between lessons.

In Year 8 English, low motivation became apparent as engagement dropped off during challenging discussions; as the tutor noted, "she lost focus and interest as the session progressed," leaving some text analysis unfinished.

One Pokolbin tutor noticed a Year 9 student who previously hesitated to show her reasoning now confidently explains each step out loud while tackling algebra problems, a big shift from silent guessing.

In Year 11, another student who struggled with conditional probability recently constructed a correct two-way table without prompting, showing real independence.

Meanwhile, a primary student has begun checking her own work for errors and correcting them before asking for help—something she never attempted in earlier sessions.

Most recently, she returned her homework fully completed and asked to discuss the trickiest question first.