Year 4 student Summer focused on number lines and reading analogue clocks, plus extra practice with addition and subtraction through workbook questions.

For Year 10, Rebecca tackled simplifying ratios and multiplying/dividing like terms, reviewing homework tasks together for clarity.

Meanwhile, Year 11 student Joshua concentrated on Pythagoras' theorem and surface area of 3D shapes by working through revision textbook questions to reinforce key formulas.

In Year 11 Engineering, over-reliance on school-provided resources emerged—one student "must actively ask and bombard his teachers with questions or ask more for what they expect/want," rather than passively waiting for guidance.

For Year 9 Maths, missed opportunities to revise between sessions meant difficulty recalling formulas during class ("needed some reminders about formulas that are foundational to maths").

Meanwhile, a primary student's incomplete homework ("didn't do any more of his homework in the last week") led to slower progress mastering multiplication tables.

In each case, limited independent practice or initiative made it harder to confidently tackle new challenges.

A Birtinya tutor noticed a Year 11 student who used to hesitate with new topics now coming prepared with specific questions and even rating his own confidence after each lesson, recently moving from a 2/5 to a 4/5 in understanding discounts.

In Year 9, Rebecca has started openly admitting when she's unsure and asking for clarification—something she previously avoided—which led her to quickly master frequency tables in just one session.

Meanwhile, a younger student who was often distracted during assignments stayed focused through an entire writing task and typed her introduction without reminders.