Year 8 student Lily focused on solving quadratic equations using both the completing the square method and the quadratic formula, working through examples from her textbook.

Year 10 student Jack tackled simultaneous equations as well as logarithms, practicing solutions by hand and checking with a calculator for accuracy.

For Year 4, Ava worked on perimeter and area problems using shapes, alongside practice with missing integers to boost her number confidence.

A Year 10 student often assumed the order of pronumerals in trigonometry matched previous questions, which led to misapplied steps and incorrect answers—"attention to detail, especially to the pronumerals," a tutor noted.

In Year 8 English, one student preferred using spell check over attempting words independently, showing avoidance of writing practice when tired or disengaged.

Meanwhile, a Year 7 student became overwhelmed during exam situations and lost focus on planning responses under pressure.

During primary lessons, another avoided showing full working for maths problems, insisting "the answer is enough by itself"—which hid errors until feedback was given.

A tutor in Maddens Plains noticed Erin, a high school student, mastering both elimination and substitution methods for solving equations—something she found confusing before.

Another older student showed a big shift: after initially missing questions on a test, he was able to work through similar problems independently the next session, catching his own mistakes without prompting.

For a younger learner, Remi's approach to maths has changed; where he used to avoid word problems and struggle with adding larger numbers, he now confidently uses finger-counting strategies and needed very little direction while flying through perimeter questions last week.