Year 11 student Anan focused on PEEL paragraph structure with an emphasis on crafting clear topic sentences, and analysed poetry by Auden.

Year 12 sessions included detailed comparative analysis of The Tempest and Hag-Seed for the Textual Conversations module, as well as composing creative responses that explored Atwood's reimagining of imprisonment themes.

Meanwhile, Year 10 student worked through algebraic equations and practiced interpreting functions and their graphs using real examples from recent homework.

In Year 11 English, writing habits affected progress: planning was often skipped, leading to weak thesis statements and underdeveloped essay structure. One tutor noted, "He started essays without a clear plan, which made topic sentences vague."

In Year 9 Mathematics, over-reliance on finger counting for times tables slowed down complex multiplication; a student repeatedly paused during multi-step problems to count rather than recall.

Meanwhile, in Year 8 Science projects, translating research into presentation format proved challenging—notes were gathered but not organized into a final product.

Each instance left less time for deeper analysis or independent application of skills.

A tutor in Collaroy noticed a Year 11 student who, after previously struggling to connect ideas in essays, now confidently links and explains her arguments using improved PEEL structures.

Another high school student made a noticeable leap by applying formulas independently to tackle complex area questions—something he found daunting just weeks ago.

Meanwhile, a Year 4 student who was hesitant to ask questions now enthusiastically seeks clarification and has begun tackling long multiplication without prompting.

Last session, she completed all her single-digit multiplication problems from memory and explained each step aloud.