Year 6 student Jessie worked on long division with both one- and two-digit divisors, then moved into simplifying and converting improper fractions as well as solving basic algebraic equations.

Year 8 student Amy focused on expanding and simplifying algebraic expressions, including the use of negative numbers, while also practicing distance formula calculations between two points without a calculator.

For Year 9, Ethan tackled trigonometry concepts such as Pythagoras' theorem and introductory trig ratios, supported by diagram-based problem-solving.

In Year 8 Maths, one student relied heavily on calculators for basic multiplication ("tended to want to use the calculator for simpler multiplication problems such as 7x8 or 87x100"), which slowed progress in algebra and mental arithmetic.

A Year 11 student in Economics struggled to explain answers using key terms, leading to weaker responses on longer written tasks.

For a Year 5 learner, messy working made it difficult to track steps when dividing fractions, so mistakes went unnoticed until the end.

In VCE Chemistry, another needed reminders about organizing materials and remembering anion/cation rules before tests—forgetting led to confusion during practice questions.

A tutor in Kingsbury noticed a Year 9 student who used to rush through maths in her head now actively uses rough working and worked examples, helping her spot mistakes before they become habits.

In a recent high school biology session, one student started the lesson unsure but finished by completing textbook questions independently after clarifying the key concepts.

Meanwhile, a Year 4 student who was hesitant about multiplication began writing out her steps instead of guessing, which let her quickly find where she went wrong—she even asked for more challenging problems once she got the hang of it.