Year 3 student Hannah practised breaking numbers into tens and ones for maths and worked on reading fluency using longer passages.

For Year 8, Alex tackled solving linear equations and reviewed how to calculate financial maths topics like commission and hourly rates.

In Year 11, Emily focused on the strategic role of marketing in Business Studies and learned how to write a business report, using case studies to see concepts in action.

A Year 9 student repeatedly arrived at lessons without having completed set homework, which limited her ability to build on previous concepts—"still trying to get her to retain more information but in an engaging way," as one tutor noted.

In Year 11 Business Studies, messy or incomplete notes and infrequent revision meant content had to be re-learned before assessments, making exam preparation stressful and rushed.

Meanwhile, a primary student often avoided written work by talking during maths sessions; this distraction led to unfinished tasks and gaps in practice.

During HSC English, tiredness after school resulted in focus lapses and required extra prompting just to finish assigned essays.

A tutor in Wilberforce noticed a Year 11 student who, after struggling with exam stress, took initiative by attempting extra practice questions for Business Studies and started linking different financial topics without prompting.

Meanwhile, a Year 8 student who previously rushed through math tasks began rechecking her answers and now actively fixes her own mistakes when working on fractions and hourly rates.

In a recent primary session, Sannae remembered new addition strategies from the week before and quickly identified Australian coins with less help than usual—she even broke numbers into tens and ones entirely on her own.