Year 6 student Emily focused on expanding and factorising algebraic expressions as well as reviewing her mistakes from a previous algebra test, with extra practice to prepare for a resit.

In Year 9, Josh worked through linear equations in rational form and revised fractions, using targeted homework review and more challenging examples to deepen understanding.

For Year 11, Milan revisited trigonometry concepts from Years 9 and 10—including SOHCAHTOA—while awaiting their Math Applications textbook, ensuring key skills were up to date.

A Year 11 student often hesitated to write out full steps in rearranging formulas (like IPRT problems), risking lost marks—"very important to write down each step when solving maths problems to avoid losing marks in assessment."

Meanwhile, a Year 9 student relied on calculators for basic operations instead of practicing mental strategies, slowing progress in non-calculator sections.

In Year 6, anxiety during multi-step algebra led one student to freeze mid-question; after a break and discussion, she finished the problem but left unsure about coping next time.

A Year 4 learner's messy layout made it hard to track working, especially with fractions and times tables.

A tutor in Port Kennedy recently noticed a Year 11 student who previously relied heavily on reminders for key rules began solving simple interest problems more independently, even tackling percentage questions without hesitation.

In Year 9 English, another student moved from struggling to identify visual symbolism to confidently providing examples and explaining their analysis of both images and text, all without prompts.

Meanwhile, a Year 5 student who often skipped long addition now consistently attempts every problem using new strategies discussed in lessons. Last session, he chose to solve an extra question on his own initiative.