Year 5 student Daniel practiced times tables for fluency and worked through adding and subtracting fractions, as well as reading 24-hour time.

Year 10 student Vien focused on developing ideas and a main argument for a practice English essay, along with reviewing sentence rewording and preparing for an upcoming SAC.

For Year 11, Isaac revised parabolic graphs by exploring the turning point form and also tackled basic trigonometry concepts using visual examples.

In Year 9 English, one student hesitated to attempt original or critical responses in essay tasks—often narrowing quickly onto familiar ideas rather than brainstorming a range of examples. "He tended to zone in on one idea and struggled to see the bigger picture," noted the tutor, which limited depth in argument essays.

Meanwhile, a Year 11 student preparing for Language exams often stuck with easy practice questions and delayed tackling unfamiliar syntax material, resulting in less effective revision sessions.

In primary maths, avoidance of complex worded problems led to missed opportunities for applying new strategies during lessons.

One Tecoma tutor noticed a big change in a Year 11 student who, after struggling with essay clarity, was able to compare two drafts and clearly see how her second attempt communicated ideas much more effectively.

Another high schooler, previously hesitant to ask for help, now speaks up when she doesn't understand a topic and can explain past assessment answers in detail—a real shift from guessing quietly.

Meanwhile, a Year 5 student who used to second-guess his times tables is now recalling them quickly with flashcards and recently solved area and perimeter problems without any prompting.