Year 7 student Sophia focused on simplifying index laws and calculating order of operations with integers and decimals, using examples from her recent school test.

For Year 10, Eve practised trigonometry questions alongside similarity and congruence problems, reviewing past exam errors and learning strategies for tackling both familiar and unfamiliar question types.

Meanwhile, Year 11 student Isaac concentrated on chemistry by identifying ionic versus covalent bonds in compounds and determining chemical formulas through targeted practice questions.

A Year 10 student in trigonometry was able to solve equations but struggled to clearly explain why one answer was correct over another; "explaining why cos55 > cos65" proved challenging, leaving gaps in deeper understanding.

In Year 11 Chemistry, not having a textbook open at the start of the session meant time was lost and some practice opportunities were missed.

A senior student preparing for assessments couldn't locate the most updated version of their work—this slowed progress during a crucial planning conversation.

Missed or incomplete homework across Years 7–9 (e.g., algebra and graphing tasks) led to repeated confusion with sign changes and reduced chances to act on feedback.

One Shaw tutor noticed Jacinta, a Year 11 student, arriving at her session with a revised essay draft that clearly addressed feedback from both her teacher and previous tutoring. She had previously struggled to incorporate suggestions but this time showed initiative by bringing in new edits and asking for further advice.

Meanwhile, Eve in Year 10 has begun identifying exactly where she goes wrong on test questions—she now pinpoints errors independently instead of waiting for the tutor to tell her.

In Year 7, Lauren asked thoughtful questions about the Pythagorean theorem and completed example problems independently without needing extra hints.