Year 7 student Ava revised algebra basics and number patterns, using step-by-step worked examples to build confidence.

In Year 9, Lucas focused on solving simultaneous linear and quadratic equations as well as exploring families of quadratic polynomial functions.

Meanwhile, Year 10 student Emily tackled the application of polynomial functions and practised solving cubic inequalities with real-world worded problems for deeper understanding.

A Year 11 student often defaulted to using a calculator for exponential and surd problems, even when simpler mental strategies were possible—needs to be less reliant on calculator, as one tutor noted. This habit slowed their algebraic reasoning in class, particularly during non-calculator sections of tests.

Meanwhile, a Year 8 learner's revision was limited to repeating familiar exercises; they avoided tackling unfamiliar problem types in algebra, which meant new challenges felt overwhelming in assessments.

In English (Year 10), the urge to perfect every sentence led to hesitation and time lost during creative writing tasks—leaving ideas half-finished as the clock ran down.

One Gisborne tutor noticed a Year 11 student who had struggled with simultaneous equations now working through them independently and even tackling worded problems using the elimination method—a big step from needing constant hints.

In another high school session, a student who previously mixed up profit and discount formulas was able to clearly explain the difference and apply the correct one to new scenarios.

Meanwhile, a younger student who often hesitated to share her ideas about story prompts began confidently putting her thoughts on paper, expressing compelling arguments that were missing just weeks before.