Year 9 student Tiah worked through scatterplot graphing and finding lines of best fit, including calculating correlation coefficients for her maths assignment.

In Year 10, Daniel focused on applying the sine and cosine rules to solve worded trigonometry problems involving non-right-angled triangles.

Meanwhile, Year 11 student Waimania revised balancing chemical equations for double and single replacement reactions in Chemistry and clarified angles of elevation and depression in trigonometry using textbook examples.

A Year 8 student often struggled to interpret multi-step algebra questions, leading to confusion about which variable to isolate—one tutor observed, "she skipped showing steps in rearranging equations, which hid sign errors."

In Year 10 Chemistry, a student hesitated to record key observations during practicals and missed out on using class notes for assignments, resulting in gaps when writing up reports.

For a senior Maths Methods task, one learner delayed starting her report and included limited rationale, leaving her unclear about assessment requirements.

When graphing in Year 7, skipping annotation meant vital coordinates were missed and answers left incomplete.

One Guanaba tutor noticed a big change in Waimania, a Year 11 student, who now starts her assignments much earlier after previously leaving chemistry tasks to the last minute—she's aiming to avoid stress next term.

In Year 10 maths, Daniel used to hesitate and make small mistakes because he wouldn't show his full working out, but recently he's begun drawing diagrams for worded problems and logically ordering his steps without prompting.

Meanwhile, a primary schooler has started openly asking for help instead of guessing when unsure about homework questions—a real shift from staying quiet before.