Year 12 Lucy worked through advanced complex numbers, including arithmetic with conjugates and moduli, and converted between polar and Cartesian forms.

In Year 9, Ethan focused on surds and indices—especially simplifying expressions with fractional powers—and practiced expanding index laws in context.

Meanwhile, Year 7 Ava consolidated skills with the volume of prisms and cylinders using real-world examples, alongside reviewing techniques for factoring binomials.

A Year 10 student's algebra work showed "his written solutions need a little work"—answers were often correct, but messy layout made it hard to follow logic and spot errors.

In Year 8, one student tended to guess answers under time pressure rather than writing out calculations, especially with negative numbers, which led to confusion in larger problems.

For Year 6 English tasks, another avoided planning essays or stories in advance, resulting in jumbled ideas and weak structure; as noted: "He needs to create an essay plan to organise his thoughts."

When written steps are skipped or scattered, feedback is harder to apply and progress stalls mid-task.

One Quorrobolong tutoring session saw a Year 11 student, previously hesitant with advanced algebra, now confidently using the product and quotient rules to solve calculus problems and explaining when each rule applies.

Another high schooler has shifted from passively following along in English to actively coordinating ideas for essays—her latest Macbeth piece was clearly structured around conflict themes and included well-chosen quotes.

Meanwhile, a Year 5 student who once struggled with long division now independently works through multi-step multiplication and division tasks, sometimes even checking her answers logically without being prompted.