Year 10 student Joshua worked through questions on percentage increase and decrease, surface area of 3D shapes, and Pythagoras' Theorem.

Year 11 student Rebecca focused on multiplying and dividing like terms as well as understanding rates through targeted homework problems.

For a senior student, complex engineering concepts were addressed with Ryan, including bending moments in structures and using truss calculators to develop measurable design ideas for his exam folio.

A Year 11 Engineering student often hesitated to seek clarification from teachers or proactively ask about assignment expectations—"he must actively ask and bombard his teachers with questions," as one tutor observed. This reluctance led to uncertainty when adapting QCAA exemplar assignments and made independent project phases (like prototyping) less effective.

In Year 9 Maths, one student struggled to keep notes organized by subject and had difficulty accessing homework online due to unresolved IT issues, delaying revision.

Meanwhile, a Year 5 learner repeatedly left multiplication homework incomplete, making it harder to build automatic recall during sessions.

One Warana tutor noticed a big change in a Year 11 student who, after struggling with self-doubt last term, now openly asks questions when unsure and even started studying new maths topics on his own between sessions.

A Year 8 student recently surprised her tutor by pinpointing exactly which algebra steps confused her—something she'd avoided before—and then tackled new types of questions without hesitation.

In Year 4, one child who usually lost focus mid-task stayed engaged through the whole lesson and finished all his subtraction problems out loud without prompting.