Year 8 student Yillen focused on Pythagoras' Theorem—using the formula to solve right-angled triangle problems and then applying these skills to real-life contexts, as well as revising perimeter and area with exam-style questions.

Meanwhile, Year 9 Chloe worked through algebraic expressions involving indices and fractions, along with dividing fractions, using step-by-step breakdowns for tricky examples.

For a younger learner in Year 6, Arielle tackled surface area and volume of composite shapes while also practicing calculation of perimeters during targeted test revision sessions.

A Year 8 student arrived 12 minutes late and remained unfocused, needing "almost 80% of the answers" to stay engaged—his calculator was also missing, which stalled progress on Pi-based questions.

In a recent Year 11 session, forgetting both notes and workbook before an exam left him with no revision guide; distraction took over as he tried to recall details.

For a younger student, reluctance to submit written work for feedback during spelling practice meant missed opportunities for improvement ("to get more written material from the student if wanting feedback on it"). These moments slowed growth and left gaps unaddressed.

A Tascott tutor recently noticed a big shift in one Year 10 student who, after often waiting for answers to be explained, began tackling algebra problems on his own and even started asking for more challenging homework.

Another high schooler moved from feeling unsure about Pythagoras' Theorem to confidently working through foundation problems by the end of the session.

Among younger students, Chloe (Year 5) showed new initiative by double-checking her work independently rather than just following along—she now spots errors herself before the tutor points them out.