Year 7 student Ryan focused on rates and ratios, applying these to real-life scenarios, and also worked through algebraic linear equations using step-by-step methods.

In Year 10, Ella explored trigonometry—including bearings and inverse trig functions for angle calculations—and practised solving circle geometry proofs.

Meanwhile, Year 11 student James reviewed financial maths topics such as wages, percentage discounts and compound interest, alongside advanced work in matrices and vector transformations.

In Year 7 algebra, "a helpful friend filled in some of Monet's worksheet"—this meant missed practice and less chance to identify personal errors.

A Year 10 student had difficulty with a physics assignment because "the document appears to be missing pages," leading to confusion during revision.

In senior maths, Joseph's written communication was unclear: equations were jumbled together, making it hard for both tutor and student to track mistakes ("his written maths communication… need[s] refinement").

Across multiple grades, students often arrived without attempted problems or had not reviewed required readings before lessons; this slowed progress and left gaps unaddressed during sessions.

One Hillside tutor noticed that a Year 10 student who used to skip double-checking their calculations is now pausing at the end of each problem to verify both their arithmetic and calculator entries, catching easy mistakes they often missed before.

In a recent high school session, another student emailed their completed assignment ahead of time—something they'd never done previously—and then worked through all the problems independently during the lesson.

Meanwhile, a primary school learner who struggled with reading instructions carefully on maths worksheets now takes time to underline key parts of each question before starting.