Year 7 student Devang focused on editing and improving his "3 wishes" essay, including correct use of past/present/future tense and plural versus singular nouns, as well as identifying simple, compound, and complex sentences using examples from "Diary of a Wimpy Kid."

For Year 10 Kana, lessons addressed poetry devices and advanced punctuation (semicolons, colons), plus ongoing work with essay structure and spelling quizzes.

Meanwhile, Year 11 student Alex worked through exam preparation covering trigonometry and linear equations, with additional practice in geometry concepts.

Several high school students required considerable prompting to organise materials, with one Year 10 forgetting his vocabulary list and bringing the wrong notebook, which meant time was lost locating essential resources.

A Year 12 English student, after failing her ATAR exam, reported plans to review the paper but did not have it ready—delaying targeted feedback.

Homework completion was inconsistent across multiple years; for example, a Year 8 had not finished assignments and spent several minutes searching for misplaced work. As one tutor noted, "he looked for it for about three minutes and couldn't find it," highlighting how disorganisation disrupted learning momentum.

One Karrakup tutor recently saw a high school student go from needing lots of prompting with algebra to independently solving multi-step equations after having a "lightbulb moment" while tackling more complex questions.

Another high schooler, who once rushed through reading, now slows down and carefully sounds out unfamiliar words—she even volunteered to read everything in her latest session and explained character motivations without being asked.

Meanwhile, a Year 5 student who used to skip over mistakes is now catching his own errors when editing his writing, pausing to re-read and fix them before saying he's finished.