Year 9 student Luke focused on algebraic equations, including moving pronumerals and numbers across the equation, and practiced applying BODMAS to simplify expressions.

Year 11 student Zahraa worked on an economics essay by breaking down key terms like economic objectives and policies, as well as reviewing how tariffs impact government and consumer revenue using diagrams.

For Year 12 English, Shreyans refined his creative writing piece by focusing on character emotion and setting, then developed a scaffold of themes and quotes from his prescribed text for his upcoming assessment.

A Year 8 student preparing for an English presentation left several criteria unfinished the night before it was due, which led to last-minute stress and incomplete work.

For a Year 10 maths assignment, "he often writes something on his page or does a drawing which significantly lowers his concentration," resulting in forgotten formulas and lost steps during composite area problems.

In Year 4, long division caused confusion because foundational steps weren't practiced between lessons.

One tutor noted, "Luke seemed to lack concentration and was very tired today," making it harder for him to apply formulas across different questions during class.

A tutor in Bowen Mountain noticed a big change with a Year 9 student who used to rush through maths homework and make errors; now, after learning to break up complex shapes, he's checking his steps and catching mistakes before moving on.

Another high schooler working on English essays had previously struggled to link her ideas clearly, but after using defined structures like PETAL, her paragraphs are much more organised and flow naturally.

Meanwhile, a Year 4 student who was often distracted has started moderating his fidgeting during lessons so he can focus for longer stretches without reminders.