Year 8 student Angus focused on revising factorising quadratic equations using the sum-product and pairing methods, as well as reviewing his test and refining his assignment.

In Year 10, Olivia practised expanding, simplifying, dividing and multiplying surds alongside Pythagoras' theorem problems.

Meanwhile, Year 3 student Atiana worked on basic addition and subtraction skills through targeted worksheets and games to build confidence with number facts.

In recent Year 10 and 11 Maths sessions, the main barrier has been process-related: one student "rushed through" trigonometry and algebra tests, resulting in missed steps and repeated sign errors—particularly when back-checking was skipped.

In Year 3 English, another student needed prompting to start sentences and struggled with capitalisation when planning NAPLAN tasks; following written instructions without support proved challenging.

A Year 7 learner sometimes jumped to answers in algebra but didn't write out working, which made verbal explanations difficult ("he forgets to write down the working and seems to get a bit tangled"). This often led to confusion during review.

One Kaleen tutor noticed a real shift in Angus, a high schooler who used to hesitate with factorising quadratics—this week, he managed polynomial long division on his own and started making his own "cheat sheet" of tricky topics.

In another session, Asha (Year 10) had struggled with dividing surds but now talks through her solutions out loud and checks her answers herself before moving on.

Meanwhile, a Year 3 student who once guessed at reading comprehension questions has begun using the book as a reference point to double-check answers after reading aloud.