Year 5 student Elise practised adding and subtracting fractions with different denominators and worked on reading comprehension by discussing answers to a worksheet.

In Year 10, Amelie focused on trigonometric functions and the unit circle, particularly how to use it for determining exact values in radians.

Another Year 10 student, Michael, revised algebra skills by checking his previous test and working through challenging equations together.

A Year 8 student often arrived without completed homework, leading to "a lot of time during the lesson finishing work that should have already been completed," as one tutor observed.

In Year 10 maths, working was recorded in a messy and inconsistent way, which made it difficult to check calculations or review past problems; this led to confusion when revisiting similar questions later.

Meanwhile, a senior student tended to reach for the calculator early instead of planning steps on paper—especially with fractions—making errors harder to trace. The result: energy spent untangling avoidable mistakes rather than deepening understanding.

A tutor in Berrimah noticed Amelie, a Year 11 student, now identifies and corrects her own mistakes during test review sessions—she used to wait for hints before tackling errors.

In a recent session, Aymen (Year 10) broke down complex shapes independently and calculated their perimeters without prompting, which he struggled to do independently before.

Elise from Year 6 has begun outlining every step unprompted of her maths working, a big shift from earlier lessons when she skipped explanations.

Last week, Amelie chose the right strategy independently for a challenging quadratic application problem all on her own.