Year 8 student Jessica revised the concept of powers and explored fractional and negative indices, using index laws to simplify expressions.

For Year 9, Ethan worked on understanding linear graphs and recapped operations with surds, also comparing rational and irrational numbers through real examples.

Meanwhile, Year 10 student Maya practiced solving quadratics by finding turning points and applied quadratic models to worded problems, building confidence with step-by-step solutions.

A Year 11 student showed reluctance to admit gaps in understanding trigonometric functions, which led to hesitation when tackling unfamiliar problem types—she still has trouble a) admitting that she has a gap in her knowledge and b) understanding fundamentally what trig functions are and do.

In Year 7, confusion arose with homework on order of operations, as instructions weren't followed closely and backchecking was skipped.

A Year 5 student avoided writing out working for fraction word problems, instead relying on mental calculations; this sometimes resulted in correct answers but left the reasoning unclear and confidence low when errors appeared.

One Fremantle tutor noticed a real shift with a Year 10 student who previously hesitated to tackle worded fraction problems; now, once given a prompt, she confidently works them out and even reports feeling more at ease with percentages.

In Year 11, Saskia—who used to struggle with surds—has been practicing over the holidays and can now simplify surds and factorise monic quadratics using multiple methods without needing reminders.

Meanwhile, a younger student in Year 4 has started setting out her time-telling work neatly and is now able to solve most hour-and-minute questions independently, finishing all her clock exercises correctly this week.