Year 7 student Zac worked through all four operations with fractions, including mixed and improper fractions, and practiced interpreting multiplication in worded questions.

For Year 8, Lily focused on factorising and expanding algebraic expressions, building up to more complex factorisation tasks the following week.

In Year 9, Sarah explored data analysis by identifying outliers and discussing the spread and location of data using different types of graphs.

In Year 8, one student left both notes and school workbook at school, resulting in limited revision and no clear structure for preparing for an exam.

"She did not do her homework set for her last week," as a tutor noted of another middle years learner; this reluctance to complete assigned tasks led to less content covered during lessons.

In Year 10, messy graphing layouts meant correct answers were sometimes lost on the page.

A senior student preparing for HSC lacked confidence across syllabus topics, hesitating to attempt unfamiliar material and sticking mainly to well-rehearsed questions—this narrowed exposure right before assessment time.

A tutor in Bensville noticed that a Year 10 student who used to hesitate with graphing questions now confidently uses his calculator and quickly recognises more complex graphs on his own.

In Year 8, another student went from staying quiet during problem solving to actively speaking up, tackling fractions and mixed numbers independently after struggling last term.

Meanwhile, a Year 5 student who previously needed lots of prompting for multi-step currency problems started drawing her own diagrams and finished all the addition and subtraction questions without any hints by the end of the session.