Year 5 student Riley worked on Pythagoras' Theorem and applied basic algebra skills to worded problems.

In Year 9, Jack practised solving quadratic equations both by factorising and using the quadratic formula.

Meanwhile, Year 10 student Priya tackled compound and simple interest calculations in consumer arithmetic, as well as strategies for managing percentage-based financial questions.

In Year 11 maths, revision for upcoming exams was limited by a lack of independent study between sessions; as noted, "Jay hadn't done any extra revision for her exam since the last session." This led to weaker recall on older topics.

A Year 9 student's working was often messy when tackling word-based problems, making it hard to track mistakes and review steps.

In English (Year 8), essay planning sometimes faltered because ideas weren't clearly organised into paragraphs—key analysis was missing as a result.

In primary maths, one student completed most homework incorrectly at home but solved questions correctly in-person, showing reliance on immediate support over self-checking.

One Isabella Plains tutor noticed a Year 10 student who had previously hesitated to ask questions now actively requesting clarification when simultaneous equations didn't make sense, leading to real breakthroughs in class.

In a recent high school session, another student who started off nervous about algebra began speaking up more as the lesson progressed and tackled challenging problems independently with much less prompting than before.

Meanwhile, a primary student mastered using a protractor for measuring angles—after weeks of uncertainty, she can now handle any angle question independently and explains her reasoning out loud as she works.