Year 8 student Ari focused on **data displays**, learning how to create and interpret box and whisker plots, dot plots, and pie graphs, as well as tackling theoretical probability questions.

Year 8 Muhammad worked on crime fiction assignments by developing detective character profiles for a group podcast project and **editing narrative scenes for clarity and grammar**.

Meanwhile, Year 12 Noah analysed historical sources in Ancient History by practicing **OPCVL (Origin, Purpose, Content, Value, Limitation) responses** and prepared an in-class essay on Oscar Wilde's *The Importance of Being Earnest*.

In Year 8 English, not completing homework or showing short responses has limited chances to practice key skills—one session noted "he has not shown any short responses or English homework."

In Year 10 Maths, skipping written working when solving linear equations made it hard to spot errors and review progress.

A senior student facing an essay rewrite deleted his draft after a teacher's last-minute format change but did not send a new version for feedback, missing out on helpful revision.

One Year 7 student often forgot to bring homework, which meant class time was spent recapping instead of building new understanding.

In Year 9 maths, one student who used to quietly muddle through now openly asks for clarification when stuck and checks his working step by step—something he'd avoided before.

Another high schooler tackling essay writing has begun sending draft plans ahead of time, seeking targeted feedback, and even revised his thesis statement on his own to make it clearer.

Meanwhile, a younger student worked through an entire reading passage independently and answered comprehension questions accurately after previously struggling to finish without support.