Year 6 student Elise worked on adding and subtracting fractions with different denominators and practiced converting mixed numbers to improper fractions.

Year 9 student Amelie focused on trigonometric functions, using the unit circle to determine exact values, and also reviewed challenging problems involving radians ahead of a test.

Meanwhile, Year 10 student Michael revised quadratic equations, including vertex form for graphing parabolas and root-finding methods like the discriminant, working through related worksheets for extra practice.

In Year 9 English, a student repeatedly avoided reading questions fully before answering, which led to confusion and incomplete responses—"she was diving straight into the questions before she even understood the content."

In senior Maths, one student's tendency to write working in a messy, haphazard layout made it hard to review mistakes or check answers, especially on multi-step algebra.

Another senior student arrived unprepared for sessions by not completing set homework, so lesson time was spent finishing overdue tasks instead of moving ahead.

During test revision in Year 10 Maths, over-reliance on calculators replaced deeper engagement with problem-solving steps.

One Woolner tutor noticed a real shift with Elise, a Year 6 student who used to get stuck on fractions—she now breezes through grade 6 problems and even outlines every step in her working, something she avoided before.

In Year 10 maths, Amelie has started identifying her own mistakes during practice tests and then fixes them without prompting; last session, she spotted where she went wrong plotting functions and corrected it herself.

Meanwhile, Aymen (Year 11) recently broke down complex composite shapes into simple parts for an area problem—a big leap from when he hesitated to approach multi-step questions alone.