Year 7 student Zane practised using the four operations in maths, with extra focus on order of operations and responding to English comprehension questions in full sentences.

Year 8 student Alice revised solving linear equations and wrote essay introductions and proofread her writing for clarity.

For Year 10, Jack worked through Pythagoras' Theorem and basic trigonometry problems in maths, while developing skills in summarising research information into his own words for English.

A Year 8 student did not complete their English and spelling homework this week, which meant time in the lesson was spent revisiting missed objectives rather than building new skills.

In Year 10 maths, as one tutor noted, "it was difficult to keep concentration at times," especially when switching between operations—unfinished practice tasks left gaps that reappeared during fraction problems.

Meanwhile, a senior student couldn't locate their previous test for review; feedback on mistakes was delayed.

At the end of term, tiredness crept in—a Year 11 struggled to focus on text analysis, leaving original ideas half-formed and discussions cut short.

One Long Gully tutor noticed a Year 11 student who used to hesitate with composite functions now confidently explains them and even moved ahead of the class on this topic.

A Year 9 learner, previously reluctant to ask for help, openly shared when she was stuck in her recent session—then worked through several tricky worded problems independently.

Meanwhile, a younger student in Year 5, who often rushed homework before, proudly brought an organised folder and completed every assignment neatly this week. The session ended with her showing off her finished "carry over" addition sums without reminders.