Year 4 student Anabelle focused on sight words and practiced sorting them into groups, then completed short writing tasks to build her reading and sentence skills.

For Year 10, Micah worked on refining a creative English piece by applying proofreading strategies and targeted grammar practice, including sentence structure and punctuation.

Meanwhile, Year 11 student Ethan tackled probability concepts such as Venn diagrams and two-way tables, before revisiting trigonometry with an emphasis on applying SOH CAH TOA to solve for unknown sides in triangles.

A Year 11 student forgot to bring a notebook and class notes, which made it difficult to refer back to examples during a lesson; as one tutor put it, "having resources including bringing a notebook and class notes" was flagged for improvement.

In Year 8 maths, work was set out unclearly—steps were skipped when rearranging equations—which led to errors going unnoticed.

For a primary student, avoiding sounding out tricky words meant she guessed instead of applying phonics strategies in reading tasks.

A Year 12 student did not complete revision homework before an exam, resulting in weaker performance on multi-step problems under time pressure.

A tutor in Clear Mountain noticed a Year 10 student who previously struggled with trigonometry now independently applies SOH CAH TOA to both worded and simple problems, even using inverses without hesitation.

In senior maths, another high schooler who was hesitant about integration recently completed definite integral questions mostly on their own after some initial prompting.

Meanwhile, a younger student in Year 2 has started insisting on finishing all her reading activity cards before moving on—showing new persistence and enjoyment for tasks she once found overwhelming.