Year 4 student Ella revised times tables up to x12 and practiced larger addition equations, including solving worded long addition problems from class.

Year 9 student Nisha focused on probability questions using tables and graphs, with a particular emphasis on interpreting Pearson's correlation coefficient and constructing box plots for her statistics assignment.

Meanwhile, Taylor in Year 11 worked through annuities and loan repayments in General Maths, completing practice questions involving future and present value calculations as well as simple interest.

In Year 8 Maths, one student often skipped showing working for solutions, especially in worded linear relations questions; as a tutor observed, "requires more working out for question solution." This led to missed steps and confusion about what was required.

In Year 12 General Maths, another student struggled with annuities and loan repayments but continued making similar small mistakes between sessions—revision was left incomplete before the next lesson.

Meanwhile, a Year 11 Physics learner found it difficult to match answers on pulley system tasks when not referencing previous attempts or feedback. Unaddressed, these patterns left test preparation patchy and errors repeated.

One Redland Bay tutoring session saw a high school student, Jarred, shift from needing help on expanding and combining like terms to tackling these algebra problems with increasing independence—he even started choosing harder questions he'd previously avoided.

Meanwhile, Nisha (Year 11) showed new autonomy by deciding when to use her graphics calculator and confidently navigating between examples and answers, something she used to hesitate over.

At the primary level, Claira has moved from counting on her fingers to finishing double- and single-digit addition sums much faster than before—she now works through multiplication tables almost entirely on her own.