Year 6 student Elise focused on multiplying fractions and revisiting long division, then shifted to exploring metaphors in English and planning an essay.

Year 9 student Amelie worked through quadratic equations by finding roots and using the discriminant, making use of worksheets for practice.

Meanwhile, Year 10 student Michael tackled trigonometric relationships in three dimensions, particularly angles of elevation and depression, using diagrams to help visualise each scenario.

Incomplete homework was a recurring challenge for one Year 6 student, as noted: "we too often lose a lot of time during the lesson finishing work that should have already been completed."

In Year 9 Maths, messy or unclear written working led to confusion—"her worksheets are very haphazard, and often both of us struggled to understand it"—making revision harder.

A Year 11 student tended to reach for the calculator early rather than laying out full solutions, sometimes missing important steps.

During senior assessments, another struggled with reading questions carefully, confusing perimeter with area or units ("he read something the wrong way around which resulted in mistakes").

A tutor in Wishart noticed Amelie, a high school student, now confidently identifies where she's gone wrong on tests and corrects her own mistakes—something she hesitated to do before.

Elise, another high schooler, has become much more vocal about her struggles during sessions and recently breezed through a challenging fractions worksheet after previously finding the topic tough.

Meanwhile, Noah (Year 7) has started visualising groups of angles to solve for unknowns instead of guessing—a shift from his earlier approach. Last session, he successfully found all missing angles in a practice problem set without prompting.