Year 5 student Lily worked on adding and subtracting fractions with different denominators and practised simple volume activities using diagrams.

In Year 8, Jacob focused on the area of circles and sectors as well as calculating the area of irregular shapes for an upcoming test.

Meanwhile, Year 9 student Emily revised binomial expansion techniques and completed targeted trigonometry review questions to consolidate understanding before assessments.

A Year 7 student needed frequent reminders to show all working when adding and subtracting, especially with fractions; "Coby needs most assistance with showing working out," noted one tutor.

This habit led to confusion in homework tasks involving large number division and made errors harder to spot.

In Year 9, a student struggled to analyse each test question under time pressure—test management became a barrier, with marks lost on multi-step problems despite knowing the method.

A Year 5 student's written answers for worded questions often lacked full explanations, making it difficult for markers to follow reasoning and award full credit.

One Erskine tutor noticed a big shift in a Year 9 student who used to skip writing out her maths working—now, she reliably shows every step and double-checks her answers before moving on.

In a recent high school session, another student who previously hesitated to ask for help started raising questions whenever stuck, especially while converting fractions to decimals; this new initiative means he tackles harder problems independently.

Meanwhile, a Year 4 learner found dividing up pizzas into fractions confusing at first but now confidently explains how denominators work using real-life examples, finishing her worksheet without reminders.