Year 6 student Zane worked on mastering order of operations in maths and developed English comprehension by practising full sentence responses.

In Year 8, Molly focused on solving linear equations and revising fraction addition and subtraction using number lines for visual support.

Meanwhile, Year 9 student Ben explored trigonometry basics in mathematics and refined essay writing skills with a focus on structuring arguments for an English assignment.

Homework was a consistent obstacle across several year levels. For example, in Year 8 English, incomplete homework meant spelling and analysis tasks weren't finished ("spelling and homework this week was not completed to his standard"), making it harder to build skills lesson-to-lesson.

In senior maths, a student's test review stalled because the previous assessment couldn't be found ("unable to find it"), leaving uncertainties unresolved.

Several students in Years 7–10 lost focus or rushed through written work, which led to missed methods—one tutor noted, "most addition homework was attempted as subtraction."

Gaps like these slowed progress and made later concepts feel overwhelming.

One Maiden Gully tutor noticed a Year 10 student who used to get stuck on composite functions now confidently explains the process and even asks for extra practice.

Another high schooler, previously hesitant with maths worded problems, is starting to identify key information without prompting and finished last week's worksheet independently.

In a younger session, a Year 4 student who once avoided reading aloud now volunteers to read and self-corrects tricky words mid-sentence.

Most recently, one student who struggled with homework organisation proudly brought in a neatly completed folder and chose which task to start first without help.