Year 4 student Layla practised reading analogue and digital clocks, including converting between 12-hour and 24-hour time, and also worked on subtraction with decimals alongside multiplication involving three-digit numbers.

In Year 9, Sophia focused on expanding complex algebraic brackets and solving equations, as well as factorising equations by finding the highest common factor (HCF) and interpreting basic graphs.

Meanwhile, Year 10 student Eve tackled all trigonometry questions from a past exam—especially using Pythagoras' theorem to find side lengths—and reviewed similarity and congruence concepts through targeted error analysis.

A Year 8 student often arrived without required materials, once losing a homework sheet and needing to spend the lesson redoing missed work rather than moving ahead.

In Year 10 maths, one student's assignment formatting was unclear, which made it hard to interpret solutions—"a few minor changes were made to assignment formatting and interpretation," noted the tutor.

A senior student skipped explaining reasoning behind trigonometric comparisons ("couldn't explain why cos55 > cos65"), limiting deeper understanding.

Several primary students (Years 4–6) did not complete assigned homework multiple times in a row, leading to repeated practice on basics instead of advancing.

One Kuranda tutor noticed a big shift with a Year 11 student who, after struggling to start assignments alone, brought her own work for test prep and arrived ready with questions—something she hadn't done before.

In Year 10, Layla used to hesitate on complex problems but now works through them methodically and independently, even making teacher-requested assignment changes without prompting.

Meanwhile, in Year 6, Sophia has started correcting her own test mistakes right away and confidently solves division problems without needing extra help from the tutor.