Year 4 student Pavit focused on addition and subtraction of large numbers, revisiting homework mistakes to strengthen accuracy.

In Year 8, Olivia tackled the concept of integers and practiced applying operations with positive and negative numbers using worked examples.

For Year 10, Amie prepared for an upcoming biology exam by working through worksheets covering cell structure and function as well as revision on statistics, geometric sequences, and arithmetic sequences.

In Year 4, one student was still using fingers for two-digit addition, which slowed progress and led to errors; when subtraction required "borrowing," steps were missed.

Homework was set but not always completed or done correctly—one note stated, "she did them wrong in the homework book again."

In Year 10 maths, anxiety with diagrams and large numbers reduced confidence during problem-solving.

Another high schooler avoided showing working on simultaneous equations in sequence problems, making it harder to catch mistakes; as a tutor noted, "I have given him a test to determine his strengths and weaknesses."

One Augustine Heights tutor noticed a Year 4 student who had always relied on counting fingers for subtraction now starting to solve two-digit problems from memory—something he used to avoid.

In a high school science session, Amie, who was previously hesitant when facing unfamiliar revision questions, began attempting them with minimal prompting and showed stronger communication skills in her written assignment.

Meanwhile, an older student who once waited passively for answers has started asking for explanations when stuck and now completes most maths problems independently before checking back.