Year 4 student Isaac practiced BODMAS and long division in maths, as well as explored the difference between literal and metaphoric writing through his creative homework.

In Year 10, Luke focused on linear equations by identifying y = mx + b and plotting points on a graph, then moved onto statistics, learning about random and stratified sampling methods.

Year 12 student Zahraa developed her economics essay skills by linking balance of payments concepts with relevant examples and statistics, while also editing exam paragraphs for clarity and depth.

In Year 10 Maths, one student was frequently distracted, drawing or writing unrelated notes during lessons—"he often writes something on this page or does a drawing which significantly lowers his concentration"—which meant formulas were forgotten even after prior practice.

In a Year 8 English lesson, another student left an adolescent presentation incomplete the night before it was due, missing compulsory criteria and feeling pressured at the last minute.

Meanwhile, in Year 5 Creative Writing, work sometimes showed rushed grammar and punctuation fixes only after feedback, rather than proactive review.

At times, revision of previous material was avoided across grades, leading to gaps resurfacing in new topics.

A Kurrajong tutor recently saw a Year 10 student who used to rush through essay questions now pausing to deconstruct prompts and build structured responses, making her writing noticeably clearer.

Meanwhile, a Year 11 student, after struggling with algebraic equations involving negative numbers, started applying the rules independently during homework without reminders.

In a younger session, a Year 4 student who often fidgeted and lost focus managed to moderate his restlessness using strategies, staying engaged for the full lesson and completing all set reading tasks with minimal prompting.