Year 3 student Josh focused on reading comprehension and vocabulary by working through short texts, defining highlighted words, and answering questions, alongside practicing basic capitalization and grammar exercises.

In Year 8, Muhammad explored data displays such as box-and-whisker plots and pie graphs in statistics, while also developing his English skills by drafting creative responses and planning a podcast for crime fiction studies.

For Year 11, Noah concentrated on literary analysis of Tim O'Brien's *The Things They Carried*, refining thesis statements and topic sentences for essays, as well as reviewing stylistic devices to support structured analytical writing.

Homework completion was inconsistent across several year levels. For example, a Year 8 student did not complete English homework and felt unsure about the writing prompt—"he did attempt one paragraph."

In senior mathematics, missing or unfinished algebra and quadratic equation practice tasks led to repeated errors on new problems.

Messy presentation also surfaced in middle years: as noted for Year 7 statistics, "needs to be neater in his presentation of work," especially with graphing steps.

Over-reliance on scaffolding was seen in narrative writing (Year 10), where anxiety with open-ended prompts required step-by-step support before any progress could be made.

A tutor in Queanbeyan recently noticed a big change in a Year 10 student who used to guess at answers quietly but now openly asks for help when stuck, making it easier to address gaps and build real understanding—especially with linear equations.

Meanwhile, a Year 11 student working on English essays has started emailing draft thesis statements before sessions and actively refines them based on feedback, which wasn't happening earlier in the term.

In Year 4, one student who previously rushed through reading passages is now pausing to make predictions about story events before answering questions.