Year 8 student Ari focused on statistics, including constructing and interpreting box-and-whisker plots and identifying outliers in data sets, as well as exploring pie graphs and describing theoretical probability.

Year 8 student Muhammad worked on English assignments such as reading comprehension for "The Boy in the Striped Pyjamas," completing vocabulary crosswords, and developing a crime fiction podcast by drafting character profiles and editing narrative structure.

For Year 3, Josh completed an English assessment covering basic reading skills and a mini NAPLAN math test to gauge arithmetic understanding.

In Year 9 English, one student did not complete the assigned homework and felt uncertain about the writing task, only attempting a single paragraph; as noted, "he felt bad as he did not quite get the task."

For a Year 8 History compare-and-contrast response, another struggled with time management and making concise points, leading to repeated ideas instead of clarity.

In senior English (Year 12), an essay draft was withheld after a last-minute format change, possibly due to reluctance or deadline pressure.

A Year 7 maths learner repeatedly omitted working steps when solving equations—errors went unnoticed until probed aloud.

A tutor in Griffith recently saw a Year 11 student move from feeling overwhelmed by graphic linear equations to confidently working through them step-by-step, even asking for more practice questions to prepare for his exam.

In another high school session, a Year 9 student who used to rush essays without structure now stops to plan his thesis and topic sentences first—he sent his revised outline by email and asked for feedback before submitting.

Meanwhile, a younger student in Year 5, who often hesitated to share ideas aloud, took the lead during reading time by predicting story outcomes and explaining his reasoning.