Year 4 student Alice focused on subtracting with borrowing and converting fractions to the same denominator, then began two-digit multiplication using the lattice method.

In Year 8, Ethan practised algebraic translations and transformations from the textbook and worked through exam-style questions to build confidence for upcoming assessments.

For Year 11, Sophie tackled definite and indefinite integrals as well as revising calculus with logarithms, applying these skills to practice problems for deeper understanding.

Homework completion and revision processes emerged as key areas for improvement across multiple year levels.

In Year 4, she did not complete her homework of doing her times tables, which slowed progress in building arithmetic fluency—continued reliance on finger counting was noted even weeks later.

For a senior student preparing for calculus exams, tutors observed that sessions could be better utilized if the student completed their own revision prior, making it difficult to target knowledge gaps efficiently.

In both cases, inconsistent practice outside lessons led to lost momentum or repeated content during valuable session time.

One Reid tutor noted a big shift in Elysia, a high school student who used to feel uncertain with complex Maths problems. She now talks herself through each BODMAS step out loud and even underlines the next operation—something she once found confusing.

Jasmine, also in high school, has begun using calculator methods independently for challenging algebra questions, rather than waiting for prompts; last session she chose to tackle harder worksheet sections on her own.

Meanwhile, Claire in primary school is noticeably quicker with her times tables and managed to complete this week's spelling quiz without a single error.