Year 6 student Devang focused on recognising and editing simple, compound, and complex sentences, as well as improving his use of plural and singular nouns while reading aloud from Harry Potter.

In Year 9, Kana worked through techniques for writing strong thesis statements in essays and practiced identifying and correcting run-on sentences using examples from Diary of a Wimpy Kid.

Meanwhile, Year 11 student Tom revised applications of the sine equation and tackled compound interest calculations to prepare for upcoming exams.

Several process-related obstacles were noted across a range of year levels.

In Year 9 English, one student repeatedly arrived without required materials, as "he brought a different notebook than usual" and struggled to locate vocabulary lists—this disrupted the flow of lessons and left revision incomplete.

For a Year 11 ATAR English student, after failing her exam, she planned to obtain a copy for review but did not bring it in; this slowed targeted feedback on exam technique.

In upper primary (Year 6), Rhianna often erased correct maths answers out of uncertainty—her tutor observed she "overthinks them or questions herself," leading to lost time during practice and tests.

One Cardup tutor noticed a Year 10 student who used to freeze on fraction problems now breaks them down independently, even explaining her thinking out loud—something she avoided before.

In another session, a Year 8 student tackled algebraic factorising; after initially needing several prompts, she experienced a "lightbulb moment" and completed the next questions with little help.

Meanwhile, a Year 4 learner has started catching his own spelling mistakes when reading aloud instead of waiting for correction, showing new initiative during lessons. Last week, he finished all his spelling words without skipping any unfamiliar ones.