Year 4 student Remi focused on multiplication and division through homework review, rapid-fire arithmetic practice, and calendar/time questions.

Year 7 student worked on fractions and geometry, including Greek mythology context for their English assessment, using a one-pager format to connect ideas.

Another Year 8 student tackled Pythagoras' theorem alongside percentages and algebra problems, reinforcing each skill with targeted maths exercises.

In Year 8 English, one student avoided reading assigned texts in favour of familiar manga and hesitated to expand his reading "palette"—a concern as set novels become central for essays.

During a History assessment, he needed extensive prompting to formulate responses: "I had to 'hold' Max's hand through the research and writing portion," noted the tutor, highlighting reluctance to work independently.

In high school maths (Years 7–8), another student was unwilling to show working out, preferring just answers; this made it harder to identify mistakes during revision.

After setbacks or difficult days, motivation sometimes dropped sharply, slowing progress mid-task.

A tutor in Corrimal noticed a big shift with Max, a high school student who used to brush off challenging English tasks but now actively works through drafts and asks for help when stuck—he recently finished revising his assignment on Otzi without giving up.

Another high schooler, Arvon, has become much more independent with double-digit multiplication: he now uses the 2x2 grid method confidently and even corrected the tutor's mistake during a recent session.

Meanwhile, Remi in primary school moved from struggling to add small numbers to flying through larger sums using finger counting, needing barely any guidance by lesson's end.