Year 8 student Alex revised algebra basics by practising opening brackets and solving word problems, and also strengthened skills with integer operations.

For Year 10, Mia worked on quadratic functions using completing the square as well as tackling area calculations for compound shapes like triangles and circles.

Meanwhile, a senior student in Year 12 focused on financial maths—covering annuities and compound interest—and reviewed chemistry concepts such as balancing redox reactions.

A Year 8 student arrived without completing any homework, which meant time was lost reviewing unfinished material instead of progressing.

In Year 11, as a tutor noted, "he had not done any of the homework assigned either," leading to gaps when tackling new Statistics concepts.

Another senior student struggled with organizing schoolwork—notes were scattered and tasks forgotten.

For a Year 5 learner, written work in multiplication remained messy; steps were skipped or jumbled when tired.

In one case, a Year 10 student avoided writing full working for algebra problems—errors stayed hidden until marked, delaying feedback and progress.

One Centenary Heights tutor noticed a Year 9 student who used to get distracted and make careless mistakes now pausing to check his work—he finished today's problems with far fewer errors than usual.

In a recent high school session, a Year 11 student who had previously hesitated to ask for help began actively raising doubts during algebra, working through questions out loud instead of staying silent.

Meanwhile, a primary student showed real initiative by completing all her assigned times tables before the lesson and tackled new ones with noticeably more speed than in previous weeks.