Year 5 student Patrick worked on addition and tallies using dice games to build number fluency, then began practicing basic column addition for improved calculation skills.

In Year 9, Charlotte focused on solving simultaneous equations by both substitution and elimination methods, as well as drawing linear graphs to visualise solutions.

For Year 10, Ethan revised trigonometry with a focus on finding unknown side lengths and angles in right-angled triangles, and practiced applying the Pythagoras theorem through targeted problem sets.

A Year 11 student in Chemistry struggled to keep her assessment notes both complete and accurate; as a tutor observed, "her cycles summary was slightly incorrect and incomplete," which meant extra revision time before tests.

In Year 9 Maths, another student leaned heavily on calculators for simultaneous equations, leading to less confidence with handwritten solutions during practice.

For a younger learner in Year 3, loss of focus during tallying tasks led to miscounts—he could verbally count but when writing, "something gets missed." The frustration grew visible after each error, often resulting in disengagement mid-task.

One Burswood tutor recently saw a Year 10 student move from needing step-by-step support with trigonometry to solving triangle problems independently, even selecting the correct rule (sin, cos, or tan) without prompting.

In Year 11 Chemistry, a student who previously struggled with structuring investigations can now set out a clear plan for identifying unknowns and works through sample problems mostly unaided.

Meanwhile, a younger primary student who used to guess when tallying numbers now checks his own work and almost always tallies correctly; last session he confidently totalled several dice on his own.