Year 8 student Saanvi focused on algebra basics by practising exercises on opening brackets and word problems, alongside regular revision of multiplication tables to strengthen foundational skills.

In Year 10, Alex revised probability concepts with multi-step questions and tackled statistics tasks such as calculating mean, median, and mode using real data sets.

Meanwhile, Year 12 student Sam worked through advanced financial maths topics including annuities and compound interest calculations, while also receiving guidance on his Maths Methods assignment structure.

Several students in both primary and high school displayed organizational challenges, particularly with incomplete or missing homework.

For example, a Year 9 student "had not done any of the homework assigned either," which left gaps when tackling new content.

In senior years, some struggled to structure assignments—one Year 11 learner needed guidance on using mark schemes for their first major project.

Across Years 4–10, messy written work and skipping steps were common: one student found it "hard to get him to write down every step for problems," leading to confusion when checking answers.

Fatigue after school often amplified these difficulties.

One Kearneys Spring tutoring session saw a Year 9 student, who previously rushed through homework with frequent errors, slow down and avoid mistakes during problem-solving.

A high school student in Year 11, after struggling with complex Chemistry concepts like electrolysis, was able to sort through those questions independently this week—something he hadn't managed before.

Another tutor noted that a Year 12 student who used to submit assignments without review is now actively seeking teacher feedback on his work and presenting well-organised data in his reports.