Year 8 student Taylor reviewed algebra, the Pythagorean theorem, trigonometric ratios (sin/cos/tan), and both simple and compound interest calculations.

For Year 11, Jasmine focused on calculus topics including local maxima and minima as well as a physics assignment related to Newton's Second Law.

Meanwhile, Year 12 student Tessa practised integration, differentiation, and probability by working through tech-free exam questions.

A Year 11 student's missed and failed exam due to non-attendance highlighted poor organization—he also did not know his next English assignment, reflecting disengagement and a breakdown in communication with teachers.

In Year 8 maths, messy or cramped working ("probability tree is a bit squished") made it hard to follow solutions and spot errors.

Another Year 10 student often avoided writing down answers if uncertain: "He won't write down something if he thinks it could be wrong."

In Year 6, incomplete homework recurred, sometimes linked to outside factors. These habits led to lost marks, confusion during revision, or stalled progress mid-task.

A tutor in Peel Island noticed a Year 12 student who had been hesitant to participate now openly discusses his strengths and weaknesses during English sessions, even asking for clarification instead of staying quiet.

In Year 11 chemistry, another student struggled with drawing Lewis structures but can now confidently apply IUPAC naming and solve molecule-joining questions independently.

Meanwhile, a younger high schooler recently started identifying their own mistakes in maths problems—last session, he caught an error on his own and corrected it without prompting. The lesson ended with him justifying each answer thoroughly in his homework review.