Year 4 student Sienna practised the split, jump, and compensation strategies for addition and subtraction, as well as revising multiplication tables.

In Year 9, Chitleen worked on analysing techniques in poetry and film, alongside planning and drafting persuasive essays using PEEL structure.

For Year 11 maths, Tom focused on applying SOHCAHTOA to trigonometry problems and developed his understanding of range and domain for functions.

A Year 8 student working on algebra was slow to complete factorising when more than two numbers were involved, leading to unfinished classwork and less time for feedback.

In Year 10, another learner avoided using the PEEL structure in English essays—paragraphs became confusing and key arguments were lost in lengthy sentences.

During a Year 11 trigonometry session, forgetting calculator rules made it difficult to attempt homework independently; as one tutor noted, "calculator problems kept her from checking her answers."

After setbacks, some hesitated to ask clarifying questions or use feedback, leaving misunderstandings unaddressed by the end of lessons.

A tutor in Richmond Lowlands noticed a big shift with one high school student who previously hesitated to ask questions—she now speaks up as soon as she's stuck, leading her to master tricky concepts like converting decimals into fractions and even explain her process out loud.

Another secondary student, who struggled to organise essays, started planning body paragraphs independently and used creative techniques for her Macbeth assignment after weeks of guided practice.

Meanwhile, a younger learner moved from struggling to express ideas in writing to drafting stories more quickly; last session, he finished an imaginative piece with vivid descriptions drawn from his own library visits.