Year 6 Isaac worked through BODMAS and long division, then reviewed the use of metaphors versus literal language in his creative writing homework.

Year 8 Luke focused on algebraic equations, moving pronumerals across the equals sign, and practiced simplifying expressions using exponent rules.

For Year 7 Lyness, recent lessons included reviewing a numeracy NAPLAN test—particularly strategies for reading, grammar, and spelling improvement—followed by targeted practice on those skills.

In Year 8 English, a student struggled with retaining grammar and punctuation corrections unless they were addressed immediately; as noted, "small mistakes…were fixed after mentioned and not repeated," but these fixes didn't always carry over to new writing.

Meanwhile, a Year 10 student working on an adolescent presentation left compulsory criteria unfinished until the night before it was due—last-minute efforts led to incomplete sections.

In senior Biology (Year 12), revision habits leaned toward re-reading notes rather than practicing exam-style questions, limiting deeper understanding of genetic technologies.

In moments like these, gaps widened just as deadlines or assessments approached.

One Londonderry tutor noticed a big shift with a Year 9 student who used to get stuck on algebra problems but has started working through linear equations independently, asking for hints only after trying several approaches.

In Year 11 biology, a student who previously mixed up meiosis and mitosis was able to clearly explain the difference and even drew diagrams from memory without prompting.

Meanwhile, a Year 4 learner—who once struggled to stay focused—has begun using self-made revision notes during sessions and now moderates fidgeting so it doesn't disrupt her work, finishing all her reading questions in one sitting.