Year 8 student Jack worked on rearranging algebraic expressions to find an unknown variable and solved problems involving both simple and compound interest.

For Year 9, Felix focused on solving linear simultaneous equations using both algebraic and graphical methods, including the use of digital technology where helpful.

Meanwhile, Year 10 Ava revised the distributive law for expanding binomials and collected like terms in algebraic expressions, building fluency through targeted practice with examples from recent classwork.

A Year 10 student in Glanmire worked through algebra but often left steps out when rearranging equations, as noted: "she practised showing her working out, but this needs to become more of a habit."

In Biology (Year 11), difficulty recalling key terminology and diagram labels led to confusion during revision.

A younger student (Year 5) repeatedly forgot times tables—this slowed down division and multiplication tasks.

In another case, a Year 8 student tackled probability but didn't revisit teacher feedback, meaning similar errors reappeared on practice questions.

Misplaced confidence or reluctance to seek help meant some mistakes persisted across topics.

A tutor in Glanmire recently noticed some encouraging steps forward across several students.

In Year 11, Hannah had previously needed prompts to verbalise her maths reasoning but now tackles NAPLAN practice questions out loud with much more ease, showing clearer thinking as she explains each step.

Alex, a high school science student, managed to pinpoint the differences between meiosis and mitosis and clearly described their roles—something he'd struggled to distinguish before.

Meanwhile, Lyla in Year 7 maths has started catching her own mistakes during probability work and uses proper mathematical language when explaining why an answer makes sense.