Year 6 student Elise practised converting mixed numbers to improper fractions and completed a reading comprehension worksheet, discussing potential answers.

In Year 9, Amelie worked through problems on functions—especially domain and range—and solved questions about distance and midpoint using worksheets.

For another high schooler, Michael tackled linear equations and fractions in maths, alongside building vocabulary with targeted examples during English.

In Year 6 English, one student repeatedly avoided reading the full question before answering—"she dove straight in," as a tutor observed—which led to confusion and incomplete comprehension tasks.

In Year 9 Mathematics, another student's working was described as "haphazard," making it hard for both student and tutor to follow calculations or check mistakes later.

A senior student preparing for exams sometimes forgot required materials or left homework unfinished, so revision time was lost to catching up instead of tackling new problems. After setbacks on practice tests, hesitance crept in; confidence wavered rather than growing with feedback.

A tutor in Buffalo Creek recently noticed some strong improvements among students across different year levels.

In Year 10, Amelie moved from second-guessing herself on quadratic application problems to tackling them with real independence—she now identifies which concept fits a question without prompting and even pinpointed her own test errors before correcting them solo.

Elise, a Year 7 student, has begun outlining every step of her maths working after previously skipping key details; she also now talks through tricky comprehension questions instead of staying quiet when unsure.

Meanwhile, Noah in Year 5 revised his last test, found several mistakes himself, and fixed each one unassisted.