Year 6 student Mia focused on rounding decimals and solving word problems involving area, perimeter, and percentages.

Year 9 student Emily practised factorising quadratics, including monic quadratic trinomials and perfect squares, as well as rearranging equations using index laws.

Meanwhile, Year 10 student Lucas worked through completing the square for circle equations and explored how the discriminant affects solutions, finishing with revision on rearranging algebraic expressions.

In Year 10, careful reading of questions was flagged as a recurring issue; for example, "be really careful when reading questions especially if they involve the negative (e.g. 'not')" led to overlooked requirements in algebra and probability tasks.

A Year 8 student missed homework this week, affecting readiness for new material—one note simply stated: "Missed homework this week."

In primary maths, a tutor observed, "he struggles to explain the processes going through his head into words," which meant correct answers often lacked supporting reasoning during perimeter and fractions activities.

When assessment notifications weren't printed early (Year 11), last-minute planning caused stress before writing tasks.

A Berrilee tutor recently noticed that a Year 9 student, after previously rushing through algebra, now routinely pauses to check her working and has even started spotting errors in the teacher's solutions—something she would never have attempted last term.

In Year 11, another student who struggled with abstract trigonometry began drawing detailed diagrams first, which helped her break down complex questions and solve them independently.

Meanwhile, a Year 4 student who used to just follow steps is now asking clarifying questions when he gets stuck on fractions and can explain how to convert them to decimals without prompting.