Year 4: Charlotte focused on reading comprehension and spelling by tackling word searches and syllable counting, along with reading several chapters from Andy Griffiths' 13-Storey Treehouse aloud.

Year 8: Chase explored trigonometry, including classifying angles by quadrant and solving triangle problems using cosine rule, while also working through quadratic equations—finding roots and factorising expressions.

For Year 11, Dominic practiced solving probability questions using tree diagrams and conditional probabilities, then reviewed algebraic techniques for rearranging equations ahead of a test.

In Year 3 English, Chase's tendency to speed-read and skip lines when encountering difficult words meant he often missed key information in texts—one tutor observed, "he must read each word carefully and slowly."

For Year 7–8 maths, Chelsea repeatedly left written solutions underdeveloped; steps were skipped or insufficiently detailed, which made it harder for her to identify errors and slowed progress with new topics.

In Year 10 mathematics, Caitlin's strong mental calculations led her to avoid writing working for complex problems. As a result, she sometimes struggled to spot sign mistakes during algebraic reasoning exercises.

One Gould Creek tutor noticed Chelsea, a Year 10 student, now tackles challenging algebra problems by independently breaking them down and isn't shy about asking for clarification mid-session—she used to wait until the end.

Caitlin, in Year 9, has started revising her daily work without reminders and this showed when she solved a set of geometry problems faster than before, applying formulas correctly on her own.

Meanwhile, Chase in primary school has shifted from guessing at unfamiliar words to confidently using finger-tap spelling and reading strategies; last session he explained new vocabulary in his own words before moving on to puzzles.