Year 10 Codi worked on circular functions in preparation for an upcoming exam, focusing on how to apply sine and cosine in different scenarios.

With Year 11 student Emily, the session centred on simplifying surds and practising operations such as addition, subtraction, multiplication and division with surd expressions.

Meanwhile, Year 12 Alex revised stationary points and their application to context problems, including analysing turning points using calculus methods.

A Year 11 student found it hard to stay motivated in maths when the material felt too easy, leading to less engagement and a sense of "not seeing the relevance."

In Year 10 algebra, another student stuck rigidly to one calculation method, missing opportunities to find more efficient strategies.

For a Year 8 lesson, handwritten working was often skipped—"she tends to add and subtract big numbers in her head rather than writing down her working out," noted the tutor—which made checking errors difficult.

During Year 6 homework tasks, missed assignments meant revision happened only during sessions, slowing progress between lessons.

One Millgrove tutor noticed a big shift with Maya, a high schooler who initially needed to check her notes for every division step—now she's finishing division speed rounds in under three minutes and can explain her method without prompts.

Another high school student, Lizzie, has moved beyond just following suggestions: she's now coming up with nuanced arguments about text themes and independently embedding quotes into her essays, something she hadn't done before.

Meanwhile, younger student Taiya is taking more risks in spelling—she'll try unfamiliar words on her own instead of waiting for help, recently handing in work where she spelled out every answer unaided.