Year 5 student Daniel worked on multiplying larger numbers and using area and perimeter, then later focused on times tables fluency, fractions (including adding and simplifying), and reading coordinates on maps.

Year 8 student Vien tackled algebraic skills such as expanding and factorising expressions along with combining like terms, while also practicing substitution in algebraic evaluation.

For Year 10, Tanya revised linear relations—plotting graphs from equations—and strengthened understanding of the turning point form for parabolic graphs.

A Year 8 student, when revising algebra and indices, hesitated to use unfamiliar methods and often defaulted to memorized rules—"she still needs time to understand how to simplify surds," a tutor noted, which meant her written working was patchy and she skipped showing key steps.

In Year 10 English, one student rushed sentence construction during essay planning; as observed, "still needs to practice slowing down when constructing sentences."

Meanwhile, a senior maths student sometimes prioritized easier questions in revision sessions rather than tackling new graph types or exam-style problems, leaving complex applications less practiced by the end of each lesson.

One Ferny Creek tutor noticed a real shift in Marni, a Year 10 student who previously struggled to see her mistakes—she's now able to pinpoint exactly where she went wrong in linear algebra and self-corrects during lessons.

In another session, Sophia, also in high school, showed new consistency by working through increasingly tough equations with fewer errors and started double-checking her steps without prompting.

Meanwhile, Daniel in Year 5 has become much more willing to try challenging maths problems; last week he finished a set independently of multi-digit multiplication questions for the first time.