In Macquarie Links, Year 3 student Aleigha worked on identifying nouns and adjectives in English and practiced addition algorithms through word problems.

For Year 8, Rohan reviewed scientific report writing with a focus on variables and graph types, then explored electron configuration and atomic models using notes and diagrams.

Meanwhile, Year 9 student Aymen tackled angle relationships—such as supplementary and alternate angles—and used substitution and tables to graph linear equations, focusing on recognizing patterns in data sets.

A Year 11 student hesitated to attempt new question types in maths, as one tutor noted: "She's still hesitant to try 'new styles' of questions." This meant fewer opportunities to adapt problem-solving strategies under exam conditions.

Meanwhile, a Year 9 student did not consistently update summary notes or review classwork, which left them feeling rushed and unprepared when exams approached.

In another case, a Year 12 student rarely asked for help during revision sessions—even when confused by unfamiliar differentiation rules—resulting in repeated mistakes that could have been addressed sooner.

One Macquarie Links tutor noticed a real shift in Rohan, a high schooler who previously hesitated to clarify doubts; now he actively asks questions during sessions and uses a summary document to keep organised while working through science topics.

Another high school student, Aymen, used to quietly struggle but has started thinking out loud and tackling challenging examples in physics, like generating her own scenarios for gravitational potential energy.

In primary years, Ahmed managed to master three-digit division after repeated practice—he'd found this tough before—and recently completed all problems without errors in his mini test.