Year 9 student Islay completed work on calculating probability and displaying answers as decimals, then applied these skills in a Year 9 statistics test focusing on mean, mode, median, and range.

For Year 8, Jayden practised expanding single, double, and triple brackets and revised negative numbers through mixed arithmetic operations.

Meanwhile, Year 7 student Olivia worked on identifying factors and multiples before simplifying improper fractions into mixed numbers during a problem-solving "escape room" activity.

A Year 8 student working on algebraic equations often tried to solve problems in their head, saying "I can do this without writing," but missed steps and made sign errors as a result—this led to confusion during multi-step questions.

In Year 10, one student showed strong understanding when revising trigonometry, but didn't consistently write down formulas at the start; as noted, "he got lost mid-question and couldn't retrace his process."

Meanwhile, a Year 4 student avoided asking for help in class even when unsure, leading to gaps that resurfaced in homework review.

When focus slipped during test practice in noisy spaces (Year 11), accuracy dropped sharply.

A tutor in Pinjar recently noticed Isla begin to ask specific questions during maths sessions instead of hesitating in silence—a big change from her earlier reluctance.

Another secondary student, Muhammed, started showing his working out on pen and paper for each step after previously skipping over details; this has helped him tackle tricky multiplication tasks with much more accuracy.

Meanwhile, one Year 5 student who struggled with planning their English writing now eagerly uses the new structure without reminders and managed to complete a full persuasive plan independently by the end of the lesson.