Year 10 Omar revised non-linear equations for an upcoming maths exam using targeted worksheets and also analysed scenes from "Pleasantville" to plan a discursive English essay.

Year 9 students focused on surds and indices, with one working on converting between index and surd forms as well as simplifying surds, while another practiced expanding brackets containing surds and rationalising denominators.

For Year 3 Sidney, lessons centred around counting forwards and backwards from any three-digit number, using place value models, and arranging numbers in ascending order through hands-on activities.

In Year 8 Maths, "he keeps losing his book," making it difficult to track progress and leading to gaps in revision.

Messy or incomplete written work was common in both Year 7 and Year 9: as one tutor observed, "Book work needs to be neater and working out needs to be shown."

In a Year 4 session, skipping instructions (such as confusing the hour and minute hands) happened when focus drifted toward finishing quickly.

For a senior student tackling surds, over-reliance on familiar types left harder problems unattempted—meaning those remained stumbling blocks by test time.

A tutor in Hebersham noticed a real shift with one Year 9 student who, after weeks of hesitating, now routinely asks for clarification when he's unsure instead of just skipping problems—especially during algebra sessions.

Another high school student recently started completing surds and indices questions much faster, even choosing to tackle bracket expansion without prompting, which was something she'd struggled to attempt independently last term.

Meanwhile, in Year 3, Sidney quickly picked up counting by decades and fives without her usual reliance on the number chart; by the end of the lesson, she finished a whole worksheet unaided.