Year 6 student Kagan focused on area calculations for compound shapes, including triangles and trapezoids, using worksheets to practise applying formulas.

For Year 11, Tom reviewed balancing redox reactions in Chemistry by identifying oxidised and reduced species and worked through advanced logarithmic functions in Maths Methods.

Meanwhile, Year 12 student Bonnie concentrated on financial maths concepts like annuities and compound interest, alongside some initial work with network theory problems.

In Year 11 Chemistry, a student struggled to clarify the structure required for an assignment and needed more guidance using the ISMG criteria—without this, key marks were missed.

For a different senior student in Maths Methods, notes revealed "he had not done any of the homework assigned," which meant time was spent revisiting old material rather than extending skills with binomial expansions.

Meanwhile, a Year 4 learner was "still hard to get…to write down every step for problems," leading to confusion when errors appeared. The result: precious lesson minutes lost retracing steps instead of moving forward.

During a Wilsonton Heights tutoring session, a Year 12 student independently identify inconsistencies in chemistry data and adapt his answers based on evidence, rather than sticking to expected outcomes—a real shift from earlier lessons where he hesitated to trust his own analysis.

Another tutor noted a high schooler who now systematically works through integration problems, even applying feedback from previous sessions to refine his solutions, instead of repeating old mistakes.

Meanwhile, a Year 4 student recently completed all her assigned multiplication tables without prompting and did her homework ahead of time for the first time this term.