Year 4 Claudia practiced reading analogue clocks and converting between 12- and 24-hour time, then began adding simple fractions using shaded shape diagrams.

Year 6 Nina focused on multiplying and adding fractions with unlike denominators, and applied the split strategy to solve larger addition equations.

For Year 7 Leonardo, lessons included calculating area and perimeter for rectangles and triangles using formulas, along with an introduction to percentage increase and decrease through practical examples.

In Year 10 Mathematics, one student often avoided showing working when solving algebraic equations, which made it difficult to identify where sign errors occurred—she skipped showing steps in algebra, which hid sign errors.

In Year 8 English, another student struggled to organise creative writing ideas on paper despite having them verbally, resulting in incomplete drafts and lost marks for structure.

Messy or rushed written work was also noted in a Year 7 Maths workbook; unclear layout sometimes led to missing symbols or misread answers.

Missed homework tasks repeatedly set back progress and required re-teaching of previously covered concepts.

One Eraring tutor noticed a big shift in a Year 8 student who had struggled with discount and percentage changes; after targeted practice, she started tackling these problems with more confidence and fewer prompts.

In Year 9 maths, another student who previously hesitated to show her working now writes out each step when converting fractions to decimals—something she avoided before—which has made her solutions much more accurate.

Meanwhile, a younger primary student who once guessed times on an analog clock can now independently read even tricky times like 6:47 without needing reassurance.