Year 8 Greta reviewed negative numbers, algebraic expansion, and basic French food vocabulary through translation and sentence building.

Year 9 Max focused on trigonometry concepts such as labelling triangle sides and applying SOH CAH TOA to find unknown lengths, using calculator-based practice.

For Year 10 Ava, lessons centred on solving linear simultaneous equations by substitution and revising simplification of surds from a previous test to clarify key steps in each method.

In Year 3 mathematics, one student often avoided writing out their working for subtraction and division, which led to confusion about what each number represented; as noted, "some questions needed to be reworded multiple times to clarify steps."

In Year 10 algebra, skipping double-checks resulted in small copying errors that went unnoticed.

For a senior maths student (Year 12), the layout of written work was inconsistent when rationalising surds—steps were sometimes missing or muddled, making it hard to spot where logic broke down.

During an English session, another student hesitated to share ideas in writing, even though they could discuss them verbally with support.

A Leigh Creek tutor recently saw a Year 10 student who had been hesitant to attempt worded maths problems start breaking them down independently, using "shells" to identify the next operation instead of waiting for prompts.

In another session, a high schooler who'd previously guessed at negative number questions now actively chose to use number lines and checked her strategies out loud before solving.

Meanwhile, a younger student began reading aloud with real expression during English, even experimenting with character voices—whereas earlier she would stop or rush through difficult words.

The last session finished with her choosing to read an extra poem out loud herself.