Year 10 student worked on quadratic equations, tackling more challenging problems and using practice questions for mastery.

In Year 11 Chemistry, Isaac focused on ionic and covalent bonds, identifying interaction types and writing chemical formulas.

Meanwhile, a Year 12 student revised binomial theorem topics including Pascal's triangle and binomial expansion through textbook exercises in preparation for upcoming exams.

Several students in Years 7–12 have shown a pattern of not completing assigned homework, with missed tasks impacting their ability to consolidate skills—one tutor noted, "Sophia could not finish her assigned Homework again," after repeated reminders.

In Year 10 science, forgetting to bring the correct assessment version meant critical feedback was delayed and "he could not locate the most updated version of the assessment which was a vital part of the discussion."

Meanwhile, a Year 11 maths student struggled to explain reasoning behind answers; when asked why cos 55° > cos 65°, she hesitated rather than justifying her steps. This led to lost opportunities for deeper understanding during lessons.

One Oonoonba tutor recently saw a big change in Jacinta, a high school student who used to wait for feedback before making edits—she arrived this week with her essay already revised independently based on both her teacher's and tutor's comments.

Another secondary student, Eve, who often second-guessed her approach to new maths topics, has started tackling index laws questions independently and solved most problems during the session.

For a younger learner, Sophia showed a clear shift from relying on prompts for division work to confidently completing all assigned problems by herself.