Year 6 student Bella worked on comparing percentages and identifying simple subjects or predicates in sentences, using targeted worksheets for practice.

In Year 9, Jeremy reviewed Pythagoras' theorem and practiced applying it to right-angled triangle problems, as well as working through exam-style measurement questions involving perimeter, area, and volume.

Meanwhile, Year 10 student Jacob focused on the binomial distribution—learning both the probability formulas and calculator functions (pdf/cdf)—and applied these to discrete probability scenarios relevant to his Maths Methods coursework.

In Year 9 Maths, one student arrived without essential materials—"only reason why this wasn't achieved was because [she] did not have paper to do the calculations"—which stalled progress on area problems.

In Year 11 General Maths, another struggled with formatting working clearly and over-relied on quick estimates for unit conversions rather than methodical steps.

A Year 8 English student avoided editing her PowerPoint for spelling and layout, impacting communication of ideas.

Meanwhile, in a senior exam setting, difficulty justifying answers stemmed from skipping revision tasks set between lessons. Missed opportunities to take up feedback or revise as advised meant confusion persisted into new topics.

A tutor in Tallebudgera noticed that Jeremy, a high school student who once hesitated with algebra and trigonometry, now independently solves most problems and quickly recognises when he's made an error—something he rarely caught before.

Willow, also in high school, used to get stuck on fraction conversions but recently completed a Year 7 worksheet without needing reminders about the process.

In primary years, Bella has started asking for extra homework on her own initiative and now rereads her writing to check for grammar mistakes, rather than rushing through tasks as she did previously.