Year 6 Bella worked on maths textbook questions involving time and completed English worksheets focusing on sentence structure, abbreviations, homonyms, and onomatopoeia.

Year 8 Willow continued practising operations with fractions—including simplifying, adding, subtracting, multiplying, and dividing—as well as converting between mixed numbers and improper fractions.

Meanwhile, Year 9 Jeremy focused on exam revision by reviewing Pythagoras' theorem and tackling practice problems about perimeter, area, and volume of shapes and prisms.

A Year 12 student entered exam revision without preparing specific questions, focusing on broad basics rather than targeting in-depth areas—this left them underprepared for challenging material.

In Year 9 algebra, a student often avoided seeking feedback, despite reminders; as noted, "I keep suggesting to show others her work, however, this isn't evident."

Another high schooler regularly forgot to bring materials needed for area calculations—one session was halted because there was no paper to write on.

Meanwhile, a Year 8 student admitted skipping assigned revision between sessions when other assessments were due. This pattern meant practice opportunities and timely feedback were missed.

Jeremy now approaches algebra and trigonometry questions with far more independence—where he once hesitated or needed step-by-step help, he's begun tackling problems solo and even self-corrects errors along the way.

In another session, Willow made a shift from needing reminders on fraction methods to confidently converting and comparing fractions without prompting; just weeks ago, this was a sticking point.

Meanwhile, Bella in Year 6 has started proactively asking for extra homework and now rereads her writing to catch grammar mistakes—a big change from her earlier reluctance to proofread.