Year 4 student Olivia worked on division and understanding fractions, using visual aids to strengthen her grasp of these foundational skills.

In Year 10, Liam tackled algebraic techniques, focusing on factorising and solving quadratic equations.

Meanwhile, Year 11 student Sophie practiced applying differentiation methods and maximisation problems in preparation for upcoming assessments.

In recent high school lessons, a Year 12 student received feedback on her trial exam but did not fully address the notes provided; as observed, she moved straight to new questions without checking back over marked papers.

In another senior class, reliance on familiar question types for revision meant that practice was limited to easy examples before trials.

For a Year 8 student working on data topics, written work became hard to follow when rushing through longer worded problems—lines and answers blended together, making review difficult.

This led to confusion during correction and missed learning opportunities in both cases.

One Forest Glen tutor recently noticed a Year 10 student who had previously struggled with fractions now tackling fraction problems with much less hesitation, even volunteering to explain her steps out loud.

In a high school maths session, another student shifted from avoiding worded multiplication and division questions to independently working through the hardest ones on the worksheet—something he'd shied away from just two weeks ago.

Meanwhile, a Year 12 student demonstrated a real change by initiating her own revision schedule for upcoming trials and completed several practice papers before the session without prompting.