Year 3 student James focused on addition and subtraction skills as well as reading clocks to the nearest five minutes, often using hands-on clock models for practice.

In Year 5, Sarah worked through mixed number fractions and converting between improper and proper fractions, tackling plenty of visual fraction exercises.

For Year 6, Olivia addressed probability questions alongside multiplication and division, breaking down worded problems to build confidence in these core areas.

The Year 11 student did not follow up with their teacher for key information about the Maths PSMT, as suggested—"ask teacher more information about maths PSMT for certain sections"—which led to incomplete sections in the assignment.

The Year 9 student was provided a scaffold for an English written task but left the solve section only partially formatted and unfinished, despite feedback ("solve section just needs to be formatted and written part completed").

In both cases, opportunities to use targeted feedback or clarify requirements were missed, making final drafts harder to complete confidently and causing unnecessary last-minute stress.

One Flinders View tutor noticed a Year 9 student who used to skip homework now finishing every sheet on time and asking questions about the trickiest algebra problems, rather than leaving them blank.

In Year 11, another student who previously relied on hints for statistics made a real shift—last session she worked through stem-and-leaf plots and calculated mean, median, and mode without any prompts.

Meanwhile, a Year 4 learner has started double-checking addition work in different ways instead of guessing answers; last week he got 21 out of 25 correct in under ten minutes.