Year 5 student Elise focused on multiplying fractions and converting mixed numbers to improper fractions, then worked through reading comprehension activities using short passages.

In Year 8, Amelie practiced solving simultaneous linear equations and identifying parallel and perpendicular lines, mainly using worksheet problems to consolidate her understanding.

Meanwhile, Year 10 student Michael reviewed quadratic equations—graphing parabolas in vertex form and finding roots with the discriminant—using a mix of targeted practice questions and guided explanations.

A Year 11 student frequently skipped outlining working in probability and Venn diagram questions, leading to confusion during revision—"her worksheet layout was so haphazard, we both struggled to follow it."

In Year 9 mathematics, another student arrived without required materials and unfinished homework, causing valuable lesson time to be lost catching up.

A Year 6 learner consistently assumed the meaning of comprehension or maths problems instead of reading them carefully; this habit led to repeated misunderstandings and slow progress on exponent tasks.

After a setback on a test, one Year 10 student hesitated to apply feedback or attempt harder practice questions, lowering confidence mid-session.

One Jingili tutor noticed Amelie, a Year 11 student, now tackles quadratic application problems with far more independence—she recently pinpointed where she'd gone wrong on a test and fixed it herself, something she previously hesitated to attempt.

Meanwhile, Elise in Year 7 has shifted from skipping steps in her maths work to clearly outlining each part of her process; this structured approach is new for her and helps make problem-solving less overwhelming.

In a primary session, Michael volunteered to expand his short story outside lesson time—his first instance of showing initiative without prompting.