Year 5 student Kahlie worked on recognising and converting between improper and mixed fractions using diagrams, and practised addition and subtraction of fractions with different denominators.

In Year 8, Caitlin focused on calculating the area and perimeter of abstract shapes that included algebraic elements, as well as developing strategies for breaking down complex geometry problems into simpler steps.

Meanwhile, Year 10 student Olivia reviewed conversions between decimals, fractions, and percentages in real-world contexts like money, along with practice in adding and subtracting decimals to reinforce accuracy.

A Year 9 student often needed step-by-step prompts in linear equations, showing hesitancy to attempt problems independently—"still needs a bit of prompting and confidence with linear equations." After the holiday break, this meant forgetting how to start fraction division, slowing progress.

In Year 11 Physics, another student struggled to select relevant formulas for problem-solving and sometimes froze when asked to apply knowledge in new contexts. As one tutor noted: "She finds it difficult to find the equation to use in solving a problem."

For a Year 4 English task, difficulty organizing ideas led to tangled paragraphs and confusion about which details mattered most.

A tutor in Bullsbrook noticed a big shift with one Year 11 student who, after weeks of hesitating to ask questions, began confidently seeking clarification on advanced maths topics—she now checks her own work and corrects minor errors without prompting.

In Year 8, another student who struggled with linear equations at first can now tackle new problems almost independently, even applying methods to related algebra questions.

Meanwhile, a Year 4 student who previously guessed at answers during reading sessions has started sounding out tricky words and then rereading sentences aloud for better understanding.