Year 9 student Alex worked through linear equations—focusing on finding unknowns—and revisited index laws, while also briefly exploring quadratics and simultaneous equations.

For Year 10, Grace practiced trigonometry problems using the Sine Rule alongside addition, subtraction, multiplication, and division of algebraic fractions.

Meanwhile, Year 11 student Liam tackled exam revision by consolidating skills in simple and compound interest calculations as well as binomial factorisation and algebraic simplification.

In Year 9, one student hesitated to start problems and often sought reassurance before attempting negative number questions—he seemed worried about making mistakes, so would hesitate to start trying. This perfectionism led to less practice and slower improvement.

In a senior Year 11 session, test timing was an issue: over-running meant key induction proof steps were skipped under pressure.

For a Year 8 algebra topic, skipping neat written working made it hard for both the tutor and the student to spot errors in sign changes. Messy layouts cost marks that could have been gained with clearer organization.

A Walliston tutor recently noticed Remy, a high school student, willingly chose to tackle linear equations—despite past frustration—and started asking deeper questions about their purpose instead of shying away.

In another session, Ryan quickly absorbed feedback on his calculation errors in previous tests and began reusing new strategies independently, showing clear initiative.

Meanwhile, a primary student made a breakthrough with negative numbers: after struggling for weeks, he now talks through each step aloud without prompting and checks bracketed terms first.

Last week, Niru tried solving a problem using his own logic rather than following memorised steps.