Year 8 student Ari worked through statistics skills, including identifying outliers with box and whisker plots and interpreting dot plots, column graphs, and pie charts.

For Year 9, Noah focused on English essay writing by developing thesis statements for a text analysis of Tim O'Brien's *The Things They Carried* and practiced constructing cohesive paragraphs with clear topic and concluding sentences.

Meanwhile, Year 3 student Josh completed NAPLAN-style reading comprehension tasks and tackled a mini math assessment covering addition, subtraction, and early multiplication.

A Year 8 student forgot to bring his homework after exams, showing how organization lapses can interrupt steady progress.

In Year 10 English, deleting a whole essay draft on short notice—after the teacher changed the format—left him scrambling and hesitant to share new work ("he may have been pressed for time or reluctant to share").

A senior student preparing for English and Ancient History struggled with planning essays, needing more guidance to break down tasks and use feedback effectively.

Meanwhile, a primary student's messy graph work in statistics made it harder to identify errors quickly during lessons.

A tutor in Googong noticed one high school student who used to rush through essay planning now takes time to carefully map out thesis statements and topic sentences, asking targeted questions about structure before writing.

Another older student, after previously seeing maths as just formulas to memorise, has begun checking answers for underlying logic—recently tackling linear equations with more creative reasoning instead of rote steps.

Meanwhile, a Year 3 student who was hesitant with fractions is now independently solving simple addition and subtraction fraction problems and proudly showing completed homework each week.