Year 5 Ryan worked through a maths assignment by designing a dinner menu and calculating costs using decimals.

In Year 9, test preparation for Sarah included tackling percentage problems and comparing data sets, with extra focus on pie chart interpretation.

For Year 12, Alex focused on engineering exam material—breaking down complex bending moment scenarios and applying circuit theory to real-world folio tasks.

In Year 11 Engineering, one student tended to rely heavily on school-provided resources rather than independently working through processes—"he just needs to find a way of doing all the processes without relying heavily on the resources available at the school."

In a Year 10 session, time management and productivity slipped, with incomplete planning cutting short work on internal assessments.

For a Year 8 Maths assignment, reluctance to attempt challenging problems meant less exposure to multi-step solutions.

Meanwhile, in Year 4 English, neatness and sentence structure suffered when rushing written tasks—capitals and full stops were often missed as focus wavered near lesson's end.

A tutor in Parklands recently noticed a Year 11 student who previously hesitated to ask questions during maths lessons now actively seeks clarification on algebraic steps and completed her term revision quickly and accurately.

In another high school session, a Year 10 student who often relied on prompts for spelling corrections picked up his own mistakes and self-corrected without reminders.

Meanwhile, a younger primary student who used to get distracted during writing time stayed focused throughout the session and wrote full sentences with proper punctuation independently. At the end of his lesson, he chose to read his finished story aloud to the tutor.