Year 6 Cara practised multiplying and dividing fractions as well as converting between decimals, percentages, and fractions, often using visual aids like dominos for better understanding.

Year 10 Lilly focused on solving simultaneous equations by both substitution and elimination methods, then applied her knowledge to equivalent equations through targeted practice questions.

In Year 11 Sanvi worked on graphing exponential functions and applying logarithm laws in algebraic contexts before shifting to chemistry to explore VSEPR theory and molecular shapes.

In Year 10 Maths, one student was hesitant to write out steps for binomial expansions, as a tutor observed: "She skips writing steps on the paper rather than doing a wrong step in her brain." This often led to overlooked errors and less confidence when checking answers.

Meanwhile, in Year 3 reading sessions, another student repeatedly swapped unfamiliar words for ones he already knew instead of focusing on spelling and pronunciation—frustration sometimes built up until a short break was needed.

In both cases, reluctance to slow down or fully engage with each process made deeper understanding harder to achieve in the moment.

One Karana Downs tutoring session saw a Year 11 student make real strides with calculus, moving from needing frequent help on derivatives to working through practice exam questions independently.

Another tutor noticed a big shift in a high school chemistry student who started her assignment early this term—she's now connecting concepts across topics without reminders and was able to explain how intermolecular forces relate to recent experiments.

Meanwhile, a Year 2 learner who used to guess at tricky words now pauses to sound them out and even reads new pages aloud independently with hardly any prompting.