Year 6 student Jasmine focused on algebra basics, integrating positive and negative numbers through targeted exercises.

For Year 9, Jack worked on linear equations and practiced solving simultaneous equations using substitution methods.

Meanwhile, Year 10 student Emily improved her persuasive writing by analyzing opinion pieces and refining the structure of body paragraphs for English essays.

In Year 9 mathematics, a student repeatedly attempted questions "without showing working," often guessing when faced with unfamiliar algebraic steps. As one tutor noted, "he skipped showing steps in algebra, which hid sign errors." This meant extra time spent finding mistakes rather than building new skills.

Meanwhile, in Year 11 English, another student's essay drafts revealed that her arguments became muddled as she struggled to clarify her ideas before writing; paragraphs lost focus mid-way.

In Year 5 maths, a child avoided using pen and paper for subtraction, instead guessing answers when numbers felt tricky—this short-cutting led to confusion on multi-step problems.

In West Cape Howe, Jackson, a high school student, is now actively asking clarifying questions when stuck and has started constructing concise, well-structured paragraphs—a big shift from earlier sessions where he'd hesitate or ramble.

In another session, Mae (Year 10) began solving simultaneous equations with less prompting, showing she's not just following steps but starting to tackle trickier versions on her own.

Meanwhile, Olivia in Year 4 recognised when she was getting distracted during a timed multiplication task; instead of giving up or guessing as before, she paused to calm herself and finished with perfect accuracy.