Year 5 student Emma explored area and perimeter calculations for squares and rectangles using visual diagrams, then practiced applying these to real-world scenarios.

In Year 10, Tom focused on solving simultaneous equations from his textbook and Ezymath resources, along with revision of algebraic factorisation methods in preparation for upcoming assessments.

Meanwhile, Harry in Year 11 worked through trigonometry problems—including the unit circle—and reviewed a practice test to consolidate understanding ahead of an in-class assessment.

A Year 10 student often struggled with organization, missing assessment dates and being unsure about upcoming topics; as noted, "he was unaware of the test on Tuesday and therefore had not prepared for it."

In a senior English session, another student's poetry analysis answers were brief, showing that only half the assigned reading had been completed—making it difficult to engage fully in discussion.

A Year 9 maths student relied on mental calculations rather than writing steps down, leading to lost marks when errors went unchecked.

In each case, incomplete preparation or missing written work led directly to confusion or lower scores at key moments.

In Jandakot, a notable shift was observed as **Harry began requesting hints** instead of waiting for full solutions. He is now identifying his own errors during review—something he avoided at the start of term.

Meanwhile, Aiden has moved from struggling with spontaneous creative writing to **composing inventive metaphors on the spot** and planning essays independently.

In primary maths, David has begun **verbalising his thinking** while tackling new time and measurement problems, rather than guessing quietly as before. Last session, he read each question aloud before answering.