Year 6 student Isla focused on calculating mean, median, and range using sample data sets.

Year 7 student Ruby worked through simplifying algebraic expressions with like terms and practised applying the distributive property to expand brackets.

Meanwhile, Year 8 student Oliver tackled multiplying and dividing fractions, reinforcing fraction concepts with real-world examples and step-by-step calculations.

Distraction and incomplete homework surfaced across several year levels.

In Year 9 English, "Ava was very distracted this lesson," leading to unfinished assignments and reliance on the tutor to write answers, rather than practicing independently.

For a Year 8 student in algebra, homework (simplifying expressions) was left undone, with attention drifting quickly during tasks.

In upper primary, Addison's tendency to disengage—"didn't engage with the worksheets, and I frequently had to give her the answer"—meant less time spent mastering equivalent fractions or multiplication facts. This often resulted in lost confidence or slower progress when tackling new material under test conditions.

One Parkerville tutor noticed that a Year 10 student who previously avoided asking questions now regularly checks her understanding during algebra sessions, especially when tackling negative numbers—something she struggled with last term.

In a recent session, a high schooler mastered converting between fractions, decimals, and percentages using her own step-by-step method after weeks of hesitance about making mistakes in front of others.

Meanwhile, a Year 3 student who used to rush through maths quietly began pausing to double-check answers out loud before moving on; she finished an entire worksheet on time without reminders for the first time.