Year 4 student Isaac practised area and perimeter of composite shapes using diagrams, and also worked on time conversions, including international time differences.

In Year 9, Luke focused on algebraic equations—rearranging pronumerals and numbers across equations—and revisited BODMAS with application to algebra.

Meanwhile, Zahraa in Year 12 tackled essay writing for Economics by planning responses around economic objectives and policies, as well as refining her draft essays with a focus on integrating statistics and real-world examples.

In Year 8 Mathematics, one student often lost focus and became distracted during problem-solving—"he often writes something on this page or does a drawing which significantly lowers his concentration." This led to frequent forgetting of formulas and uncertainty in applying them, especially with composite shapes.

In Year 11 English, another student left compulsory sections of an adolescent presentation unfinished until the last minute, resulting in incomplete criteria just before the deadline.

Meanwhile, a Year 6 learner sometimes stalled for time during breaks and struggled to re-engage with revision tasks after holidays, leading to gaps in foundational knowledge.

A Kurrajong Heights tutoring session saw a Year 10 student move from relying on prompts to independently structuring paragraphs using the PETAL method, which meant she could now organise her ideas more clearly for assessments.

Meanwhile, a Year 11 student who previously tended to "waffle" in essays took on feedback and began editing her drafts with more focus, even submitting an updated essay plan that was much tighter than before.

In primary school, one tutor noticed a student who often fidgeted during lessons successfully tried new strategies to moderate this behaviour, helping him stay attentive through longer tasks without disruption.