Year 5 student Ryan focused on creating a dinner menu while practising calculations with decimals and applying place value understanding.

For Year 10, one student tackled a payroll assignment involving report writing, data interpretation through graphs, and step-by-step payroll calculations.

At Year 12 level, another student worked through Engineering exam content by breaking down folio tasks and exploring complex problems such as bending moments and circuit theory.

A Year 11 student in Engineering hesitated to ask clarifying questions about assignment expectations, as one tutor observed: "He needs to actively ask and bombard his teachers with questions or ask more for what they expect/want." This reluctance led to uncertainty during the design and prototyping phases.

Meanwhile, a Year 10 learner was urged to improve time management after multiple sessions where incomplete tasks piled up.

In primary English, one child's writing suffered from missed capitals and inconsistent use of lines, which made later editing difficult and slowed their progress through longer compositions.

One Yandina tutor recently noticed a Year 11 student who used to hesitate during maths assignments now choosing to tackle the hardest questions first, showing real initiative and confidence in rearranging equations without prompting.

A Year 8 student, previously reluctant to ask for help, began openly checking her spelling and even asked clarifying questions about tricky words during English sessions.

Meanwhile, a younger primary student who once rushed through work is now pausing to use full stops and capital letters correctly in sentences without reminders—a shift that's helped him write an entire short story independently this week.