Year 8 student Sam focused on solving algebra word problems and practised operations with integers, including addition and subtraction.

Year 10 student Kagan worked through quadratic functions using completing the square and received guidance on structuring a physics experiment report.

For Year 12, Emily tackled balancing redox reactions in Chemistry and explored annuities as part of financial mathematics, with some time spent clarifying concepts using example exam questions.

A Year 4 student struggled to keep multiplication tables organized, often jumping between problems without writing steps, which "hid where mistakes were made in word problems."

In Year 8, missing homework and scattered notes meant class time was spent retracing basics rather than advancing with statistics.

One Year 10 student did not attempt any assigned tasks, so gaps in algebra persisted from week to week.

At the senior level, a Year 12 needed clearer assignment structure—without planning out sections or using teacher guidance, he felt lost starting his first major assessment and hesitated to write anything down.

One Upper Flagstone tutor noticed a Year 11 student who used to get distracted now tackling revision tasks with real focus, even catching and correcting careless mistakes that tripped him up before.

A Year 9 student, after weeks of hesitating to speak up, is now talking through algebra problems out loud as she works—something she wouldn't do at first—which has helped her understand the steps more deeply.

In Year 6, one student who previously rushed through times tables is now steadily getting quicker and more accurate; last session, she completed all her homework and asked for extra practice.