Year 4 student Isaac reviewed BODMAS and practiced long division, as well as explored the differences between literal and metaphoric writing in his English homework.

In Year 10, Luke focused on linear equations by substituting values into y = mx + b and identifying features of graphs, before moving onto statistics with a focus on sampling methods such as random and stratified sampling.

For Year 12 Economics, Zahraa refined an essay draft covering economic objectives and policies, then worked through understanding the tariff curve using real-world examples to distinguish government and consumer revenue.

In Year 9 Mathematics, he often writes something on his page or does a drawing which significantly lowers his concentration—this led to forgetting formulas and losing track of multi-step problems involving area and volume.

For a Year 12 English essay, the assignment was due the next day but not all criteria were finished; leaving compulsory components incomplete meant scrambling at the last minute.

A Year 6 student showed low engagement with schoolwork: when asked about previous English topics, only base knowledge was recalled after a long gap without revision.

During a Year 8 lesson, homework wasn't completed earlier, causing unnecessary stress close to deadlines.

One Yarramundi tutor noticed a big change in a Year 9 student who previously rushed through maths homework but now asks for short breaks and uses new strategies to stay focused, which has led to much more consistent work.

In senior English, a Year 12 student who used to "waffle" on essays has started submitting drafts with tighter structure and clear plans—her teacher recently marked her at an A range, up from last term.

Meanwhile, a Year 4 learner who struggled with contractions is now confidently spotting and correcting them without prompting.