Year 4 student Noah focused on reading and writing large numbers up to the hundred thousands, practiced expanded notation, and worked on comparing and ordering numbers using terms like ascending and descending.

In Year 7, Mya revised place value through to the millions and developed mental strategies for addition and subtraction by partitioning numbers.

Meanwhile, Marissa in Year 8 concentrated on algebra skills, specifically collecting like terms with addition and subtraction, as well as revising indices in preparation for her upcoming test.

Several students in Connolly displayed process obstacles impacting progress.

For example, a Year 9 student's "school work book [was] very untidy with no structure or order," making it difficult to track errors and improvements; copying from the board without completing tasks led to gaps in understanding algebra.

In Year 8, one student needed reminders to avoid mental calculations—"the algorithms MUST be written and then answered using the given process"—as skipping working hid mistakes.

At Year 4 level, forgetting tables and division steps meant extra time spent relearning basics instead of advancing.

A Year 7 learner often left homework incomplete, slowing skill development between sessions.

One Connolly tutor saw a big shift in Mya, a high schooler who previously hesitated with algebra: she's now tackling tasks more independently, using a calculator to find the circumference of circles and editing her written work after guidance.

Marissa, also in high school, recently achieved 94% on a maths test—a jump from earlier sessions where tiredness or confusion would hold her back—and is now self-correcting when she mixes up indices and multiplication.

Meanwhile, Noah in Year 3 has started asking for help instead of guessing during reading tasks and uses a ruler as his own strategy to add and subtract without embarrassment.